Critical Media Literacy in Middle School: Exploring the Politics of Representation

Autor/in	Gainer, Jesse S.
Titel	Critical Media Literacy in Middle School: Exploring the Politics of Representation
Quelle	In: Journal of Adolescent & Adult Literacy, 53 (2010) 5, S.364-373 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.53.5.2
Schlagwörter	Social Science Research; Social Sciences; Media Literacy; Middle School Students; Urban Schools; Video Technology; Critical Thinking; Political Issues; Mass Media Effects; Ethnography; Social Attitudes; Racial Bias; Democracy + Suchen Sie Ihr Suchwort? Social scientific research; Sozialwissenschaftliche Forschung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Media skills; Medie competence; Medienkompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kritisches Denken; Politischer Faktor; Ethnografie; Social attidude; Soziale Einstellung; Racial discrimination; Rassismus; Demokratie
Abstract	This article explores issues of critical media literacy with middle school students in an urban setting in the United States. The author focuses on data from a qualitative study engaging students in the reading and writing of video texts. The article examines intersections of issues relating to the "crisis of representation" in social science research and critical media literacy pedagogy. The middle school participants involved in this media literacy project proved to be quite articulate in regard to their critique of mainstream media. In addition, the students resisted teacher-centered approaches to critical media literacy that would have them creating counternarratives based on the "politics of the mundane." The author argues for the importance of a critical media literacy pedagogy that is careful to make curricular space for students' discussions and explorations of issues of representation in media texts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10