Opening or Impasse? Critical Media Literacy Pedagogy in a Posttruth Era

2021 ◽  
pp. 153270862110658
Author(s):  
Catherine Tebaldi ◽  
Kysa Nygreen
Keyword(s):  
Critical Pedagogy ◽  
Media Literacy ◽  
Personal Narratives ◽  
Political Agenda ◽  
Far Right ◽  
Critical Media Literacy ◽  
Mainstream Media ◽  
Critical Media ◽  
Auto Ethnography ◽  
The Right

Critical media literacy (CML) education is an approach to teaching about power, ideology, and hegemony through media. As a critical intervention in mainstream media literacy education, CML education integrates a cultural studies lens with a critical pedagogy orientation. In this article, we use critical auto-ethnography and personal reflective narratives or “anti-biography” to explore the dynamics and tensions of teaching CML in the posttruth era. We locate the shift to posttruth in the 2016 U.S. presidential campaign and election of Donald Trump, which produced a resurgence in far-right discourses promoting distrust of media and state institutions. We show how this shift created openings to criticality that made teaching CML easier in some ways; however, as we look deeper, what appears as an opening may in fact be an impasse. Through personal narratives, we illustrate what these openings and impasses looked like, how they felt and how they played out, to theorize about the possibilities and tensions of teaching CML in the current political moment. We argue the posttruth era necessitates a change in how we teach CML but not, as commonly argued, by teaching students how to fact-check or identify reliable sources. Instead, we must learn and teach about how the right uses media in transgressive ways to promote and normalize a racist, sexist, and authoritarian political agenda. We must also work to better understand students’ experiences of economic precarity and the limits of neoliberal multiculturalism.

scholarly journals TOO MANY COOKS: TRUSTING NEW VOICES IN ONLINE CULINARY ADVICE

2019 ◽  
Vol 2019 ◽  
Author(s):  
Katherine Kirkwood
Keyword(s):  
Media Literacy ◽  
Online News ◽  
Critical Media Literacy ◽  
Food Literacy ◽  
Mainstream Media ◽  
Food And Nutrition ◽  
Critical Media ◽  
Australian Case ◽  
The Media ◽  
Food Media

Digital technology is becoming increasingly enmeshed in the everyday practices of cooking and eating (see Lewis 2018; Kirkwood 2018). In negotiating the increasingly complex web of culinary information online users need to remain vigilant about the voices and perspectives they turn to for food and nutrition advice. In examining which online sources are trustworthy, this paper adds to the scholarship that highlights how the growing industrialisation of food negatively impacted food literacy (Pollan 2006; Vileisis 2008). In relation to digital food media, Lewis (2018, 214) argues that “food citizens increasingly require a critical media literacy…”. This is important considering that consumers are more likely to turn to the media than nutrition professionals for advice (Contois and Day 2018, 16). This paper builds on Lewis’ (2018) calls for greater critical media literacy Through textual analysis of online news and popular commentary, this paper examines the two Australian case studies of Australian celebrity chef Pete Evans and fraudulent wellness advocate Belle Gibson. These examples highlight risks associated with online culinary information and provide contrasting perspectives on credibility and trustworthiness. Evans leverages mainstream media exposure and experience as a chef to establish credibility for his online channels where he explores his alternative culinary views more extensively. Gibson’s reputation meanwhile was established through achieving grassroots fame online for supposedly beating cancer through shunning conventional treatments. Understanding how trustworthiness or authority is established and negotiated, and particularly how these characteristics work between legacy and online media are important in developing critical media literacy around food.

The Interconnection between Critical Media and Social Media Literacy and Science Literacy, in Adolescents and Children: A Critical Pedagogy Approach

2019 ◽  
Vol 1 (2) ◽  
pp. 214-227
Author(s):  
Aristotelis S. Gkiolmas ◽  
Anthimos Chalkidis
Keyword(s):  
Social Media ◽  
Critical Pedagogy ◽  
Media Literacy ◽  
Scientific Literacy ◽  
Point Of View ◽  
The Other ◽  
Current Work ◽  
Critical Media Literacy ◽  
Critical Media ◽  
The One

In the current work, the intrinsic intertwining between Scientific Literacy and Critical Media Literacy is presented and scrutinized. The two kinds of Literacy do converge in many cases, while in others the one is a prerequisite for the other. The whole interconnection is, naturally, examined from an educational point of view, and especially the perspective of critical pedagogy is emphasized, on how these two kinds of literacy could strengthen and deepen one another even more, by pointing to certain methodological and educational praxis suggestions. A double “route” of opposing directions is presented, the route from Scientific Literacy to Critical Media Literacy and the route vice versa.

scholarly journals Social Studies and Civil Society: Making the Case to Take on Neoliberalism

in education ◽  
2014 ◽  
Vol 20 (1) ◽  
pp. 3-24
Author(s):  
Paul Orlowski
Keyword(s):  
Civil Society ◽  
Social Studies ◽  
Critical Pedagogy ◽  
Media Literacy ◽  
The United States ◽  
Economic Policies ◽  
Ideology Critique ◽  
Critical Media Literacy ◽  
Critical Media ◽  
Political Act

The biggest threat to civil society in Canada and the United States is the economic doctrine known as neoliberalism. Sometimes referred to as the corporate agenda, this philosophy supports the deregulation of industry, the privatization of the commons, the weakening of workers’ rights, and corporate tax cuts. Acknowledging that teaching is a political act, this paper makes a case for social studies and history teachers to develop pedagogy that lifts the hegemonic veil for students. Progressive economic policies--progressive tax reform, support for workers, strengthening social welfare, and regulating industry--work in tandem to create resistance to neoliberalism. After describing the effects of neoliberalism today, the paper highlights important victories for working- and middle-class citizens based on Keynesian economics and social democratic values that have strengthened civil society in both countries. All are threatened today because of neoliberalism. The paper outlines a pedagogical approach for social studies teachers based upon ideology critique, critical media literacy, and reframing of neoliberal discourses with progressive ones. Deconstructing hegemony is the crucial component of this critical pedagogy.     Keywords: social studies education; neoliberalism; ideology critique; critical media literacy; deconstructing hegemony

scholarly journals A “Strong” Approach to Sustainability Literacy: Embodied Ecology and Media

Philosophies ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 14
Author(s):  
Cary Campbell ◽  
Nataša Lacković ◽  
Alin Olteanu
Keyword(s):  
Media Literacy ◽  
Meaning Making ◽  
Environmental Literacy ◽  
Literacy Studies ◽  
Critical Media Literacy ◽  
Semiotic Approach ◽  
Sustainability Literacy ◽  
Critical Media ◽  
Definition Of ◽  
Integrated Sustainability

This article outlines a “strong” theoretical approach to sustainability literacy, building on an earlier definition of strong and weak environmental literacy (Stables and Bishop 2001). The argument builds upon a specific semiotic approach to educational philosophy (sometimes called edusemiotics), to which these authors have been contributing. Here, we highlight how a view of learning that centers on embodied and multimodal communication invites bridging biosemiotics with critical media literacy, in pursuit of a strong, integrated sustainability literacy. The need for such a construal of literacy can be observed in recent scholarship on embodied cognition, education, media and bio/eco-semiotics. By (1) construing the environment as semiosic (Umwelt), and (2) replacing the notion of text with model, we develop a theory of literacy that understands learning as embodied/environmental in/across any mediality. As such, digital and multimedia learning are deemed to rest on environmental and embodied affordances. The notions of semiotic resources and affordances are also defined from these perspectives. We propose that a biosemiotics-informed approach to literacy, connecting both eco- and critical-media literacy, accompanies a much broader scope of meaning-making than has been the case in literacy studies so far.

scholarly journals Iranian Feminist Activists and Critical Media Literacy

2018 ◽  
Vol 9 (6) ◽  
pp. 45-58
Author(s):  
Kobra Mohammadpour Kachalmi ◽  
Lee Yok Fee
Keyword(s):  
Media Literacy ◽  
Critical Analysis ◽  
Qualitative Interviews ◽  
Gender Ideology ◽  
Critical Media Literacy ◽  
Dominant Ideologies ◽  
Critical Media ◽  
Core Concepts ◽  
Literacy Framework ◽  
Definition Of

Abstract Considering the exponential growth of technology and media in Iranian society as well as the significant role of media culture in reproducing, reinforcing, and legitimizing dominant ideologies such as sexism, the central question posed by this paper is how Iranian feminist activists critically analyze media messages. Further, this paper explores the extent to which this analysis fits the critical media literacy framework. Using a critical media literacy framework underpinned by feminist standpoint theory, this paper presents results from qualitative interviews with 15 Iranian feminist activists. We find that Iranian feminist activists focus more on politics of representation and critique of gender ideology in the critical analysis of media products. Thus, critical analysis of media by Iranian feminist activists better fits the definition of critical media literacy than its core concepts. The findings also demonstrate that a transformative dimension of critical media literacy is ignored by the feminist activists despite using media in the struggle against dominant gender ideology.

Kritička medijska pismenost i komunikacijska kompetencija sudionika deliberacije

2016 ◽  
pp. 49-68
Author(s):  
Zlatan Mujak
Keyword(s):  
Critical Discourse Analysis ◽  
Media Literacy ◽  
Analytical Framework ◽  
New Labour ◽  
Labour Law ◽  
Critical Media Literacy ◽  
Validity Claims ◽  
Critical Media ◽  
Universal Pragmatics ◽  
The Republic

The study represents an attempt of converging the elements of critical media literacy with the Habermasian theory of communicative competence. Universal pragmatics (validity claims) is being used as a theoretical base for the development of an analytical framework of critical media literacy, and the method is being empirically and experimentally tested through critical discourse analysis of the theme of the new Labour Law adoption in the Federation of Bosnia and Herzegovina and the Republic of Srpska. The analysis includes 32 media texts on the Klix, Buka and N1 news portals. Positive and negative claims about the adoption of the new Labour Law are being tested for comprehensibility, truth, sincerity and legitimacy.

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