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Remapping Pedagogical Borderlands: Critical Media Literacy as a Pedagogy of Freedom
Unformatted Document Text:  Remapping Pedagogical Borderlands 8 envisioned. On the other hand, it can present an alternative way of media critiques and practices, which open up a possibility of resistance, change, and hope that both neo-liberalist and the authoritarian left have failed to envision. In a similar vein, assessing both the strengths and limitations of theories of social/capital reproduction, Giroux asserts that by situating the notion of “resistance” on the central arena of critical pedagogy, we can discover a possibility of alternative and disruptive moments within the dominant ideological topography, and identify critical pedagogy as a dialectical liberatory process, which involves an active struggle between the macro-level of capitalist dominance and the micro- level of the lived experiences of the oppressed. 10 Giroux’s articulation of radical yet plural and context-specific pedagogical practices also argues for the need for identifying students as critical agents of knowledge acquisition, and even more important, media literacy education as exploring both the politics of culture and the possibility of resistance. As such, inquiring into the possibility of resistive cultural studies, Giroux discusses Stuart Hall’s notion of “articulation,” which allows a possibility of “oppositional reading” as opposed to “preferred reading.” Central to Giroux’s understanding of Hall’s theory of articulation is that a critical pedagogy requires historical and political self-awareness, in other words, an appreciation of both the material conditions of cultural texts and the possibility of oppositional and alternative discourse. Understood in that way, culture is

Authors: Nam, Siho.
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Remapping Pedagogical Borderlands
8
envisioned. On the other hand, it can present an alternative way
of media critiques and practices, which open up a possibility of
resistance, change, and hope that both neo-liberalist and the
authoritarian left have failed to envision.
In a similar vein, assessing both the strengths and
limitations of theories of social/capital reproduction, Giroux
asserts that by situating the notion of “resistance” on the
central arena of critical pedagogy, we can discover a possibility
of alternative and disruptive moments within the dominant
ideological topography, and identify critical pedagogy as a
dialectical liberatory process, which involves an active struggle
between the macro-level of capitalist dominance and the micro-
level of the lived experiences of the oppressed.
10
Giroux’s
articulation of radical yet plural and context-specific
pedagogical practices also argues for the need for identifying
students as critical agents of knowledge acquisition, and even
more important, media literacy education as exploring both the
politics of culture and the possibility of resistance.
As such, inquiring into the possibility of resistive
cultural studies, Giroux discusses Stuart Hall’s notion of
“articulation,” which allows a possibility of “oppositional
reading” as opposed to “preferred reading.” Central to Giroux’s
understanding of Hall’s theory of articulation is that a critical
pedagogy requires historical and political self-awareness, in
other words, an appreciation of both the material conditions of
cultural texts and the possibility of oppositional and
alternative discourse. Understood in that way, culture is


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