Critical Media Literacy: Crucial Policy Choices for a Twenty-First-Century Democracy

Autor/inn/en	Kellner, Douglas; Share, Jeff
Titel	Critical Media Literacy: Crucial Policy Choices for a Twenty-First-Century Democracy
Quelle	In: Policy Futures in Education, 5 (2007) 1, S.59-69 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2007.5.1.59
Schlagwörter	Critical Theory; Literacy Education; Federal Aid; Popular Culture; Democracy; Role of Education; After School Programs; Media Literacy; Mass Media Effects; Community Programs; Urban Schools; Elementary Schools; Grants; Art Education; Gender Issues; Racial Differences; Social Class; Power Structure; Correlation; Cultural Awareness; Critical Thinking; Teaching Methods; Public Policy; Social Influences; United States + Suchen Sie Ihr Suchwort? Kritische Theorie; Popkultur; Demokratie; Bildungsauftrag; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Media skills; Medie competence; Medienkompetenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Grant; Finanzielle Beihilfe; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Geschlechterfrage; Rassenunterschied; Social classes; Soziale Klasse; Korrelation; Cultural identity; Kulturelle Identität; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Öffentliche Ordnung; Sozialer Einfluss; USA
Abstract	The concept of critical media literacy expands the notion of literacy to include different forms of mass communication and popular culture, as well as deepens the potential of literacy education to critically analyze relationships between media and audiences, information and power. The authors argue that critical media literacy is crucial for participatory democracy in the twenty-first century, and that the only progressive option that exists is how to teach it, not whether to teach it. The article, first, explores the theoretical underpinnings of critical media literacy and demonstrates examples from community-based after school programs and an inner-city elementary school that received a federal grant to integrate media literacy and the arts into the curriculum. A multiperspectival approach addressing issues of gender, race, class and power is used to explore the interconnections of media literacy with cultural studies and critical pedagogy. It is argued that alternative media production must engage students to challenge the master narratives and the systems that make them appear natural. The article then explores the public policy options open to implementing a critical media literacy program. Focusing on media literacy policy in the USA, different approaches commonly used for teaching media literacy are explored and a hybrid critical media literacy framework is proposed. In this day and age of standardized high-stakes testing and corporate solicitations in public education, radical democracy depends on a Deweyan reconceptualization of literacy and the role of education in society. The authors conclude that on the public policy level critical media literacy must reframe our understanding of literacy so that these ideas become integrated across the curriculum at all levels from pre-school to university. (Contains 3 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10