Description : This practical book examines how teaching media in high school English and social studies classrooms can address major challenges in our educational system. The authors argue that, in addition to providing underserved youth with access to 21st century learning technologies, critical media education will help improve academic literacy achievement in city schools. Critical Media Pedagogy presents first-hand accounts of teachers who are successfully incorporating critical media education into standards-based lessons and units. The book begins with an analysis of how media have been conceptualized and studied; it identifies the various ways that youth are practicing media, as well as how these practices are constantly increasing in sophistication. Finally, it offers concrete examples of how to develop a rigorous, standards-based content area curriculum that embraces new media practices and features media production.
Description : Critical Literacy and Urban Youth offers an interrogation of critical theory developed from the author’s work with young people in classrooms, neighborhoods, and institutions of power. Through cases, an articulated process, and a theory of literacy education and social change, Morrell extends the conversation among literacy educators about what constitutes critical literacy while also examining implications for practice in secondary and postsecondary American educational contexts. This book is distinguished by its weaving together of theory and practice. Morrell begins by arguing for a broader definition of the "critical" in critical literacy – one that encapsulates the entire Western philosophical tradition as well as several important "Othered" traditions ranging from postcolonialism to the African-American tradition. Next, he looks at four cases of critical literacy pedagogy with urban youth: teaching popular culture in a high school English classroom; conducting community-based critical research; engaging in cyber-activism; and doing critical media literacy education. Lastly, he returns to theory, first considering two areas of critical literacy pedagogy that are still relatively unexplored: the importance of critical reading and writing in constituting and reconstituting the self, and critical writing that is not just about coming to a critical understanding of the world but that plays an explicit and self-referential role in changing the world. Morrell concludes by outlining a grounded theory of critical literacy pedagogy and considering its implications for literacy research, teacher education, classroom practice, and advocacy work for social change.
Description : This book simultaneously provides multiple analyses of critical pedagogy in the twentyfirst century while showcasing the scholarship of this new generation of critical scholareducators. Needless to say, the writers herein represent just a small subset of a much larger movement for critical transformation and a more humane, less Eurocentric, less paternalistic, less homophobic, less patriarchical, less exploitative, and less violent world. This volume highlights the finding that rigorous critical pedagogical approaches to education, while still marginalized in many contexts, are being used in increasingly more classrooms for the benefit of student learning, contributing, however indirectly, to the larger struggle against the barbarism of industrial, neoliberal, militarized destructiveness. The challenge for critical pedagogy in the twentyfirst century, from this point of view, includes contributing to the manifestation of a truly global critical pedagogy that is epistemologically democratic and against human suffering and capitalist exploitation. These rigorous, democratic, critical standards for measuring the value of our scholarship, including this volume of essays, should be the same that we use to critique and transform the larger society in which we live and work.
Description : In this thorough update of one of the classic texts of media and cultural studies, Douglas Kellner argues that mediated culture is now the dominant form of culture which socializes us and provides and plays major roles in the economy, polity, and social and cultural life. The book includes a series of lively studies that both illuminate contemporary culture and society, while providing methods of analysis, interpretation, and critique to engage contemporary U.S. culture. Many people today talk about cultural studies, but Kellner actually does it, carrying through a unique mixture of theoretical analysis and concrete discussions of some of the most popular and influential forms of contemporary media culture. Studies cover a wide range of topics including: Reagan and Rambo; horror and youth films; women’s films, the TV-series Orange is the New Black and Hulu’s TV series on Margaret Atwood’s The Handmaid’s Tale; the films of Spike Lee and African-American culture; Latino films and cinematic narratives on migration; pop female icons Madonna, Beyoncé, and Lady Gaga; fashion and celebrity; television news, documentary films, and recent work of Michael Moore; fantasy and science fiction, with focus on the cinematic version of Lord of the Rings, Philip K. Dick and the Blade Runner films, and the work of David Cronenberg. Situating the works of media culture in their social context, within political struggles, and the system of cultural production and reception, Kellner develops a multidimensional approach to cultural studies that broadens the field and opens it to a variety of disciplines. He also provides new approaches to the vexed question of the effects of culture and offers new perspectives for cultural studies. Anyone interested in the nature and effects of contemporary society and culture should read this book.
Description : We live in a time of unprecedented planetary ecocrisis, one that poses the serious and ongoing threat of mass extinction. Drawing upon a range of theoretical influences, this book offers the foundations of a philosophy of ecopedagogy for the global north. In so doing, it poses challenges to today's dominant ecoliteracy paradigms and programs, such as education for sustainable development, while theorizing the needed reconstruction of critical pedagogy itself in light of our presently disastrous ecological conditions.
Description : Teaching about the media and popular culture has been a major concern for radical educators. Yet in recent years, the hyperbolic rhetoric of "critical pedagogy" has come under attack, not only from theoretical perspectives such as feminism, anti-racism and postmodernism, but also in The Light Of Actual Classroom Experience. The Notion That Teachers Might "liberate" students through rationalistic forms of ideological critique has been increasingly questioned, not only on the grounds of its political arrogance, but also because of its ineffectiveness in practice. This book seeks to move beyond the limitations of these debates, and to explore positive alternatives. It contains a broad international range of contributions, covering practice from primary schools right through to higher education. The authors draw on diverse perspectives, including poststructuralism, postmodernism, cultural studies, anti-racism and feminism; yet they share a willingness to challenge radical orthodoxies, and to offer positive practical alternatives.
Description : "This book bridges the gap between professional and academic perceptions of advertising in new media environments, defining the evolution of consumerism within the context of media change and establishing the practical issues related to consumer power shifts from supplier to user"--Provided by publisher.
Description : Teaching with the Screen explores the forms that pedagogy takes as teachers and students engage with the screens of popular culture. By necessity, these forms of instruction challenge traditional notions of what constitutes education. Spotlighting the visual, spatial, and relational aspects of media-based pedagogy using a broad range of critical methodologies–textual analysis, interviews, and participant observation–and placing it at the intersection of education, anthropology, and cultural studies, this book traces a path across historically specific instances of media that function as pedagogy: Hollywood films that feature teachers as protagonists, a public television course on French language and culture, a daily television "news" program created by high school students, and a virtual reality training simulation funded by the US Army. These case studies focus on teachers as pedagogical agents (teacher plus screen) who unite the two figures that have polarized earlier debates regarding the use of media and technology in educational settings: the beloved teacher and the teaching machine.
Description : Who creates the cultural landscape we experience? When we watch the evening news, are we receiving unrevised information straight from the day's headlines or is it positioned in such a way as to 'manufacture consent, ' as Chomsky put it? These are just two of the fascinating questions posed by the authors of this collection as they develop a new form of media literacy that encourages students to become critical readers of the media that attempts to shape their experience. This is an intriguing and wide-ranging critique that makes the perfect text for a variety of courses including curriculum studies, critical pedagogy, media studies, cultural studies and political science
Description : In a globalized neo-colonial world an insidious and often debilitating crisis of knowledge not only continues to undermine the quality of research produced by scholars but to also perpetuate a neo-colonial and oppressive socio-cultural, political economic, and educational system. The lack of attention such issues receive in pedagogical institutions around the world undermines the value of education and its role as a force of social justice. In this context these knowledge issues become a central concern of critical pedagogy. As a mode of education that is dedicated to a rigorous form of knowledge work, teachers and students as knowledge producers, anti-oppressive educational and social practices, and diverse perspectives from multiple social locations, critical pedagogy views dominant knowledge policies as a direct assault on its goals. Knowledge and Critical Pedagogy: An Introduction takes scholars through a critical review of the issues facing researchers and educators in the last years of the first decade of the twenty-first century. Refusing to assume the reader’s familiarity with such issues but concurrently rebuffing the tendency to dumb down such complex issues, the book serves as an excellent introduction to one of the most important and complicated issues of our time.