Media literacy education for diverse societies

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11230%2F22%3A10445859" target="_blank" >RIV/00216208:11230/22:10445859 - isvavai.cz</a>

Výsledek na webu

<a href="https://oxfordre.com/communication/view/10.1093/acrefore/9780190228613.001.0001/acrefore-9780190228613-e-1268" target="_blank" >https://oxfordre.com/communication/view/10.1093/acrefore/9780190228613.001.0001/acrefore-9780190228613-e-1268</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1093/acrefore/9780190228613.013.1268" target="_blank" >10.1093/acrefore/9780190228613.013.1268</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Media literacy education for diverse societies

Popis výsledku v původním jazyce

Since the 1980s, media literacy has been a central topic in the field of communication, media, and education studies as a result of a parallel growth of polarization between societal groups and use of digital technologies for self-representation. In this article, we present a brief overview of the evolvement of media literacy and other competing terms and discuss emerging approaches that incorporate issues related to the politics of difference, representations and voice of marginalised groups. Although existing concepts and projects focus on singular aspects such as representation and media production by minorities, they do not commonly integrate concerns of diversity and media literacy education from a critical and holistic perspective. Building on critical pedagogy, feminist and decolonial theory, there is a need for a more inclusive and intersectional approach to media literacy education. Such an approach should focus not only on marginalized groups but also on society as a whole, it should advocate a critical understanding of the mediated construction of reality and offer grounds to successfully challenge dominant representations, and it should equip people with the skills not only to participate and raise their own voices but also to pay more attention to practices of listening to work toward a level playing field between mainstream and marginalized groups.

Název v anglickém jazyce

Media literacy education for diverse societies

Popis výsledku anglicky

Since the 1980s, media literacy has been a central topic in the field of communication, media, and education studies as a result of a parallel growth of polarization between societal groups and use of digital technologies for self-representation. In this article, we present a brief overview of the evolvement of media literacy and other competing terms and discuss emerging approaches that incorporate issues related to the politics of difference, representations and voice of marginalised groups. Although existing concepts and projects focus on singular aspects such as representation and media production by minorities, they do not commonly integrate concerns of diversity and media literacy education from a critical and holistic perspective. Building on critical pedagogy, feminist and decolonial theory, there is a need for a more inclusive and intersectional approach to media literacy education. Such an approach should focus not only on marginalized groups but also on society as a whole, it should advocate a critical understanding of the mediated construction of reality and offer grounds to successfully challenge dominant representations, and it should equip people with the skills not only to participate and raise their own voices but also to pay more attention to practices of listening to work toward a level playing field between mainstream and marginalized groups.

Druh

C - Kapitola v odborné knize

CEP obor

—

OECD FORD obor

50802 - Media and socio-cultural communication

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Oxford Research Encyclopedia of Communication

ISBN

978-0-19-022861-3

Počet stran výsledku

21

Strana od-do

—

Počet stran knihy

661

Název nakladatele

Oxford University Press

Místo vydání

Neuveden

Kód UT WoS kapitoly

—