Media Literacy

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Critical Pedagogy and Cultural Studies

Critical Pedagogy and Media Literacy - By Joe. L. Kincheloe
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Censorship is not protection

In a very controversial book, The perils of protecting kids from sex, Levine argues that censoring what kids watch on TV does not mean protecting them. Her whole argument is premised on the idea that we, as adults, are using a double standard when it comes to our children. On the one hand we consider children to be innocent when they don’t know what we don’t want them to know, but they are ignorant when they don’t know what we want them to know. So we invented words such as ‘harmful to minors’ or ‘indecency’ to explain our censorship.

Andrew Churchill's picture

Media Coverage of Fort Hood: Let's talk about it

David Brook's Op-Ed in the NY Times states that Major Hasan's Muslim identity was "played down"  because the media "didn't want the horror to become a pretext for anti-Muslim bigotry." 

While I would dispute his assertion that Hasan's Mulsim identity was "played down" (it did not seem played down at all to me), let's suppose, just for a minute, it was. 

Shirley Steinberg's picture

Documents, Docudrama, Documentary: Film as Truth and Text

I don't think I could have predicted that at the mainstream AMC Cinema in Montreal, on a given day, that three (count em), three documentaries are being shown.  Along with the new romantic comedy tripe, the blood and guts scream screens, and the trivial kid stuff, we are able to screen Taqwacore:  The Birth of Punk Islam, It Might Get Loud, and The September Issue.

Passionate Pedagogue's picture

When did Television Become a Bad Word?

The advent of television in the first half of the 20th Century revolutionized media.  The first mechanical television broadcast took place in select cities across the United States in 1928.  The diffusion of television brought into the homes of citizens across the world access to local broadcasting.  With the advent of satellite communications this access became national and then international.  The “tube”, as it is affectionately called, allowed people across the globe to become more attune to their communities, neighborhoods, countries and the world at large.  Television has brought with it the ability to laugh at some of the pas

Shirley Steinberg's picture

Bending Over and Picking Up the Soap Opera

If you meet anyone who denies knowing a thing about soaps on tv, I think they are lying.  Soaps are the middle class dirty little secret.  Soaps somehow engage the viewer in the best and worst of life.  But alas, I come not to praise the soap, but to expose it.  It is obvious that soaps reflect a notion of the middle/upper class in North American society...the repetitive themes of romance, death, quest, riches, poverty...these come honestly from the notion of plot in fiction.  What I find compelling, is that even in 2009, the dominant discourse makes no apology for existing...in fact, if you aren't in that discourse, you are not compensated for your marginalization, and with each piano riff, the non-belonging viewer is sentenced to more exi

Passionate Pedagogue's picture

“I Want my MTV” – A Tangent

When I set about to write this blog I was initially going to write about the role of hip-hop culture and MTV on urban youth.  While brainstorming a title for my blog the Dire Straits song, “Money for Nothing,” came to mind because I thought I could use its refrain as a catchy title.  The problem, however, was that I remembered the chorus, “I want my MTV,” but little else.  I knew that the song had been a big hit in the 80s and vividly recalled listening to it over and over again on the radio back in the day, so I looked up the song lyrics to try to trigger the context of the song and was aghast at what I found.

Passionate Pedagogue's picture

Spreading the Mean – the Cult of Media and Youth

              The onslaught of technology in the past two decades that has landed directly into the hands of children and teenagers is mind-boggling.  Big business has targeted youth markets in several media forums.  Infants, toddlers, children, tweens and young adults all have market niches carved out by global conglomerates specifically for them.  They are inundated with a plethora of media formats, which they cannot only access but which they are often well versed in using.  The Internet, television, music, movies, cell phones, mp3 players, video-gaming consoles, etc.

Shirley Steinberg's picture

Just How Much Media Do We Really Need?

Left class tonight excited for a new term and more analysis and discussion on media literacy.  Naturally, switched the TV on as I collapsed after the day.  CNN featured a 2 hour (turned into 4 hours) coverage of the Michael Jackson Funeral.  70 days after MJ died, he is finally, at least for the day, laid to rest in a memorial park.  For 4 hours (I actually worked during that time), I didn't hear how the fires in LA were, the two hurricanes bearing down on the Americas...where are they?  did anyone die in Iraq?  Afghanistan?

Ribbons at the bottom declared that Dame Elizabeth Taylor was there, Jackson's mother was visibly upset, and that ex-wife Lisa Marie Presley appeared emotional.

Hidden Message of Films

The ability to look at what the film doesn't say is just as important as what it does say. In reference to the "Doing Diversity" with Film, Brian Johnson does a great job in identifying current films and the exact sections of the film that illustrates specific power dynamics. As students are part of population that watches the mainstream films, they need to gain awareness of hidden messages that exists within the films. He provides one with the background information necessary to teach diversity concepts regarding films in an efficient manner. As a home economics teacher, I can see how I can use this approach to teaching Family Studies, but more difficult in Food Studies and Textile Studies. Any suggestions?

Maria's picture

Financial politics: the new form of terrorism?

During one of our classes the topic of the recession and its media coverage was brought up. My professor wanted us to consider whether or not the way the media is covering it is a part of wider discourse that aims to make people passive, fearful, and disorganized. She argued that the media was covering stories of tent cities and the government funding of corporations instead of such things as grassroots organizations and protests, financial responsibility, etc. I was at a loss for a moment then began thinking she was right. I mean why don't we hear more about why the system went to hell and the inherent problems with capitalistics structures as they exist; and who should we be listening to? Who are the 'experts'? Most certainly not the reporters or politicians who have no training in economics.

Maria's picture

How do you make teachers passionate about critical media literacy?

I was having a conversation the other day about media literacy with an elementary teacher. He was telling me about how frustrated he was with teacher attitudes towards children and their lack of passion towards teaching in general. This coming after what he witnessed (heard) in the teacher's lounge. His interest in critical pedagogy was evident to me and we discussed concepts of banking knowledge, teaching to the curriculum, and time. Even thought many teachers may care, a lot just don't have the time to implement what we discussed as media literacy in their classrooms. Many do not even realize that something vital is lacking from the curriculum. I told him about the media course I was co-lecturing at McGill and how it is the only teacher education course offered that has any 'critical' component to it.

Maria's picture

"Class Dismissed"; grumbles from the other side

Pepi Leistyna at the Freire ProjectI recently watched the Canadian premiere of Class Dismissed by Pepi Leistyna.  His ideas and arguments were easy to follow for one already immersed in critical theory, critical pedagogy, and teaching a course on critical media literacy. However, for the Iranian, electrical engineer who came as my date and who has started, and is still currently running, a successful corporation the ideas were hard to swallow. He wanted to know where the empirical data was to support Pepi's arguments. He asked why the other side of the coin was being represented.

Maria's picture

Hip Hop Women: perpetuation of sexist gender roles, 3rd wave feminism, or economic mobility?

            I was teaching a class recently on identity construction and how the media perpetuates certain social constructs. We specifically were looking at Old Age, Gender, and Sexuality. The class went by without too much exciting discussion until we hit the topic of hip hop specifically. We looked at the constructs of male and female gender and sexual identities and how they were being reinforced through their association with violence, money, and sex. Males tend to be identified with a culture of violence through most hip hop. This violence is targeted against other males as well as  females as evidenced in lyrics like 'slap a ho'. What really got the students going though was analyzing the video for Candy Shop by 50 Cent.   Here we see 50 Cent driving up to a mansion in his Ferrari (?) and entering the candy shop or shall we call it what it is- a brothel.

Maria's picture

Teenage Identity Construction, Media influence, Suicide, and the internet as accomplice

Teenagers are killing themselves; a phenomenon attributed to the start of youth vilification in the 1950s in Kinderculture by Steinberg and Kincheloe. As alarming as this is, what I find even more disturbing is children are killing themselves too. According to MSNBC (http://www.msnbc.msn.com/id/20620477/) "the suicide rate for 10 to 24-year-olds rose to 7.32 deaths per 100,000 in 2004 from 6.78 deaths per 100,000 in 2003". I remember being ten quite clearly. I barely understood what suicide was and for that matter death. Something is going. Why are children so unhappy that they want to kill themselves and do the home, school, media, and internet have anything to do with it?

Andrew Churchill's picture

Barbie's Birthday: By Shirley Steinberg

From Tuesday's Globe and Mail

This is the book of the generations of Barbie.

(1) In the beginning, Ruth Handler created her, the third day of March in 1959 - in the likeness of Ruth's daughter and Lily, a German whore, she made her.

(2) Female first she created, and blessed her and called her name Barbie after her first-born. Ruth saw that it was good and there was much money to be made.

(3) And Barbie lived three years and Ruth created Ken, male and female she created them both.

Maria's picture

Teacher, teacher give me the news I've got a bad case of lovin' you

Television, especially film, depicts teachers in one dominant way, as a 'good teacher'. A good teacher is exemplified by certain traints: he or she personalizes the curriculum, gets personally involved with his or her students, has problems with administration but perseveres, might be an outsider, and has a great sense of humor. Females, unlike males, must sacrifice their lives for their jobs. These depictions are highlighted in the book Teacher TV (2008) by Mary M. Dalton and Laura R. Linder. The authors suggest that this representation is a reflection of broader social and political spheres and they seek to link "history, culture, education, media, and how these sites influence the construction of various identities" (p.5). So why is the good teacher the dominant model and what function does it serve?

Maria's picture

Media Literacy & Race: "SlumDog Millionaire"


More on the love-hate relationship with media

I am not a big fan of TV - for a number of reasons - time constraints, commercials, and the fact that many of them are not entertaining enough for me to suspend all sense of reality.  BUT over the holidays I was convinced to watch Dexter.  Started with Episode 1 Season 1 and went right through the entire 2 seasons within a few days !  This is a series where the star is a serial killer - he kills bad people - but only if they deserve it.  He has his own code which requires that he prove to himself beyond a doubt that the person deserves to die.  And I like him - he's a very likable person -  and I was rooting for him during each episode.  When his identity was almost discovered I was upset, anxious and actually hopling that he would be safe. 

Gillwoo Lee's picture

Missing pieces

 

 

Apathy is a Learning Disability

One of my favorite movies, cheesy as it may be, is "Pump Up the Volume" (http://www.rottentomatoes.com/m/pump_up_the_volume/). I saw it on CTV at 1:00 am one night during the summer when I was about 14 years old. In the movie, Christian Slater has his own pirate radio show and is hunted by the FCC for freely speaking his mind about school, love, depression, in short--adolescence. His fellow teenagers who listen to his show both adore and despise him. Like me, he too uses a pseudonym, not necessarily to protect his identity from criticism (for he embodies an entirely new persona on the radio) but to shield himself from potential biases his words may suffer due to preconcieved notions about his character. Let's be real, these biases exist in today's media as well. American newscoverage is "sensationalist"; Fox News promotes a right-wing agenda.

karen s.'s picture

what is this love hate relationship in media?

 

Hi everyone,

As i was driving yesterday and listening to the radio about Obama's favorite snack and hobbies, i was thinking to myself: why are we able to criticize movies and shows such as Hell's kitchen, or “Little mosque on the prairie”, or so many reality shows, but still being dedicated to watching them? why do we keep watching the shows which we have so many negative things to say about? is it love? is it hate?  I think it' neither nor.  loving or hating a show will evoke other feelings, but curiosity, is what motivates people to open that t.v. and watch the show that we "hate" so much.. or that we have so many things to say about.

Carolyne Ali Khan's picture

Counter Obsession the movie - Part 1. Materials II.

UNSILENCING RESOURCES

This is a follow up from a statement in my last blog… "On the one side, there needs to be a critique of the kinds of tactics used to sway arguments. On the other, we need counter information that unsilences the narratives left out of films like these. Unsilencing is site/event specific.” So, here are some places to find information as you work with your students to create materials and dialogue that unsilences some of the people whose voices have been silenced or misrepresented in the film.

Carolyne Ali Khan's picture

Counter Obsession the movie, Part 1

The materials here are intended for use in teacher education classes.

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