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Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom
Unformatted Document Text:  Remapping Pedagogical Borderlands 7 to be taught. Given the dialogical nature of teacher-student relations and considering the students as active players in their knowledge construction, critical media literacy education cannot be realized by simply delivering teacher’s knowledge to students. Therefore, the classroom for media literacy education can be seen as a creative studio in which students’ ‘epistemological curiosity’ is valued by the teacher, while teacher’s authority is simultaneously appreciated by students. In short, Freire’s critical insights resonate in the contemporary American educational settings in which naïve and uncritical views of scientism permeate almost all aspects of media education and curriculum. What is significant in Freire’s pedagogical theory is his conception of a pedagogy of freedom. In other words, while ideological apparatuses such as education and mass media in the capitalist society induce individuals to conform to the established structure of dominance, it is also true that radical pedagogy can provide resources that can organize and empower individuals against the existing dominance. Exploring this self-contradictory nature of mass media would be one of the most intriguing goals of critical media literacy education. Thus, if we want to apply the essence of Freire’s radical pedagogy to media literacy education, it is essential to “embrace a notion of social change that [is] historical, conditional, and contextual.” 9 On one hand, because his radical pedagogy provides teachers with the theoretical foundation on which the project of critical media literacy as a liberating pedagogy can be

Authors: Nam, Siho.
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Remapping Pedagogical Borderlands
7
to be taught. Given the dialogical nature of teacher-student
relations and considering the students as active players in their
knowledge construction, critical media literacy education cannot
be realized by simply delivering teacher’s knowledge to students.
Therefore, the classroom for media literacy education can be seen
as a creative studio in which students’ ‘epistemological
curiosity’ is valued by the teacher, while teacher’s authority is
simultaneously appreciated by students.
In short, Freire’s critical insights resonate in the
contemporary American educational settings in which naïve and
uncritical views of scientism permeate almost all aspects of
media education and curriculum. What is significant in Freire’s
pedagogical theory is his conception of a pedagogy of freedom.
In other words, while ideological apparatuses such as education
and mass media in the capitalist society induce individuals to
conform to the established structure of dominance, it is also
true that radical pedagogy can provide resources that can
organize and empower individuals against the existing dominance.
Exploring this self-contradictory nature of mass media would be
one of the most intriguing goals of critical media literacy
education.
Thus, if we want to apply the essence of Freire’s radical
pedagogy to media literacy education, it is essential to “embrace
a notion of social change that [is] historical, conditional, and
contextual.”
9
On one hand, because his radical pedagogy provides
teachers with the theoretical foundation on which the project of
critical media literacy as a liberating pedagogy can be


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