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Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom
Unformatted Document Text:  Remapping Pedagogical Borderlands 6 It would be almost impossible to discuss any notions of critical pedagogy, whether it be critical literacy in general, critical media literacy in particular, without relying on Paulo Freire’s critical insights into the notion of pedagogy as liberatory practice. Freire’s seminal work, Pedagogy of Freedom envisions the contour of radical pedagogy, which is ultimately aimed at transforming society rather than submitting to the status quo. One of the salient premises of his work should lie in its understanding of human beings as critical agents of history, insofar as they are conditioned, if not determined, by the historical specificities of times, while simultaneously being free in their capacity to dream of the future as a possibility. Insisting on the ‘incompleteness’ of us all and on a ‘dreamer’s right to dream,’ he reminds us that our struggle for realizing a more humane society is never done and always ‘unfinished.’ 8 Freire’s theoretical articulation and self reflection on the roles of radical pedagogue and critical educational practice draw significant implications for the conceptualization of critical media literacy in that his insights help us identify media education as a form of liberating pedagogy and offer a possibility of liberating media education from corporate- sponsored vocational curriculums. Furthermore, his employment of seemingly self-contradictory rhetoric such as ‘authority with freedom,’ ‘freedom with limits,’ and ‘autonomy with humility’ reveals the dialogical nature of education and social change, of the relations between teacher and student, and of the relations between subject matters to be dealt with and the ways they ought

Authors: Nam, Siho.
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Remapping Pedagogical Borderlands
6
It would be almost impossible to discuss any notions of
critical pedagogy, whether it be critical literacy in general,
critical media literacy in particular, without relying on Paulo
Freire’s critical insights into the notion of pedagogy as
liberatory practice. Freire’s seminal work, Pedagogy of Freedom
envisions the contour of radical pedagogy, which is ultimately
aimed at transforming society rather than submitting to the
status quo. One of the salient premises of his work should lie
in its understanding of human beings as critical agents of
history, insofar as they are conditioned, if not determined, by
the historical specificities of times, while simultaneously being
free in their capacity to dream of the future as a possibility.
Insisting on the ‘incompleteness’ of us all and on a ‘dreamer’s
right to dream,’ he reminds us that our struggle for realizing a
more humane society is never done and always ‘unfinished.’
8
Freire’s theoretical articulation and self reflection on the
roles of radical pedagogue and critical educational practice draw
significant implications for the conceptualization of critical
media literacy in that his insights help us identify media
education as a form of liberating pedagogy and offer a
possibility of liberating media education from corporate-
sponsored vocational curriculums. Furthermore, his employment of
seemingly self-contradictory rhetoric such as ‘authority with
freedom,’ ‘freedom with limits,’ and ‘autonomy with humility’
reveals the dialogical nature of education and social change, of
the relations between teacher and student, and of the relations
between subject matters to be dealt with and the ways they ought


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