Next, this critical perspective is used to explore how CML interrogates the ways media tend to position viewers, users, and audiences to read and negotiate meanings about race, class, gender, and the multiple identity markers that privilege dominant groups. ![]() The chapter takes a critical look at information and communication technologies and popular culture, reviewing how they often reinforce and occasionally challenge dominant ideologies. Following this, the myths of “neutrality” and “normalcy” in education and media are challenged. The historical trajectory of CML and key concepts are then reviewed. ![]() It begins with a brief discussion of literature indicating the need for educators to use a critical approach to media. This chapter provides a theoretical framework of critical media literacy (CML) pedagogy and examples of practical implementation in K-12 and teacher education.
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