Examining the World around Us: Critical Media Literacy in Teacher Education

Autor/in	Joanou, Jamie Patrice
Titel	Examining the World around Us: Critical Media Literacy in Teacher Education
Quelle	In: Multicultural Perspectives, 19 (2017) 1, S.40-46 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2017.1267514
Schlagwörter	Popular Culture; Teacher Education; Media Literacy; Elementary Secondary Education; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Critical Theory; Race; Graduate Students + Suchen Sie Ihr Suchwort? Popkultur; Lehrerausbildung; Lehrerbildung; Media skills; Medie competence; Medienkompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Kritische Theorie; Rasse; Abstammung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This article presents findings from action research conducted in a graduate level course with practicing K-12 educators. In this article, I consider the usefulness of critical media literacy in the graduate classroom as I engaged students in discussions about multicultural issues including race, class, gender, sexuality, and ability. Through an examination of student presentations and field notes collected over the course of the semester, I found the graduate student participants were typically quite savvy at evaluating the messages they receive from media. Further, I found the incorporation of popular media into the classroom helped students grapple with typically foreign and often theoretically dense concepts like unconscious racism and heteronormativity, as well as theories like critical race theory, intersectionality, and queer theory. The graduate student participants were able to see deep connections between text/theory and media and often used various media to illustrate theory in quite complex ways. Lastly, engaging with texts of everyday life and using visual representations helped students interrogate the concepts explored in the course and provided students access to theory otherwise regarded as inaccessible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01