This book offers a systematic study of media education in Latin America. As spending on technological infrastructure in the region increases exponentially for educational purposes, and with national curriculums beginning to implement media related skills, this book makes a timely contribution to new debates surrounding the significance of media literacy as a citizen’s right. Taking both a topical and country-based approach, authors from across Latin America present a comprehensive perspective of the region and address issues such as the political and social contexts in which media education is based, the current state of educational policies with respect to media, organizations and experiences that promote media education.
Chapter One: The State of Media Education in Latin America
Julio-César Mateus, Pablo Andrada And María-Teresa Quiroz
Part I: National Chapters
Chapter Two:Media Education inArgentina. Balance and Perspectives of a Field Under Construction
Bettina Martino And Silvana Iovanna Caissón
Chapter Three: Media Education InBolivia. Some Advances and The Need for Comprehensive Proposals
Chapter Four: Media Education inBrazil. Dilemmas, Limits and Possibilities
Chapter Five: Media Education inChile. A Digital Leap That Abandoned the Study of Media
Pablo Andrada, Cristian Cabalin And Rayén Condeza
Chapter Six: Media Education inColombia. An Inheritance with Possibilities and Challenges for the 21st Century
Diego Leandro Marín Ossa
Chapter Seven: Media Education InEcuador. Exploration and Description of a Latent Need
Catalina González Cabrera And Cecilia Ugalde
Chapter Eight: Media Education InEl Salvador. Slow-Paced Footsteps on The Way to Media Literacy
Amparo Marroquín Parducci, Willian Carballo And Nelly Chévez
Chapter Nine: Media Education inMexico. For the Formation of a Critic Citizenship
Julieta Flores Michel, Alma Elena Gutiérrez Leyton And Rosario Lucero Cavazos Salazar
Chapter Ten: Media Education inPeru. A Field Full of Opportunities
Ana-María Cano-Correa And Rosario Nájar-Ortega
Chapter Eleven: Media Education inUruguay. Between A Narrow Digital Gap and The Persistence of An Educational Gap
Rosario Sánchez Vilela, María Lucía Gadea And María Laura Rocha
Chapter Twelve: Media Education inVenezuela. From Frenzy to Contradictions
Morella Alvarado Miquilena, Alexandra Ranzolin And Cristina Méndez Pardo
Part II: Critical Essays
Chapter Thirteen: Educommunication Landmarks in Latin America: What Should Be Considered in The Last 50 Years
Ismar De Oliveira Soares
Chapter Fourteen: Towards A New Literacy Concept
Chapter Fifteen: Constructivist TV Reception in The Children’s Classroom
Chapter Sixteen: Media Literacy in Contemporary Learning-Based Societies: Challenges for New Ways of Education
Guillermo Orozco Gómez And José Manuel Corona Rodríguez
Chapter Seventeen: Critical Revision of The Critical Sense
Chapter Eighteen: Transmedia Literacy and Participatory Cultures. A Research Agenda
Carlos A. Scolari
Chapter Nineteen: Tan Lejos Pero Tan Cerca. The Missing Link Between Media Literacy and Educomunicación
Media literacy is now established by Unesco as a human right, and the field of media literacy education is both growing and diverse. The series speaks to two recurring concerns in this field: What difference does media make to literacy and how should education respond to this? Research and practice has aimed to protect against negative media messages and deconstruct ideology through critical thinking, developing media literacy through creative production and a social participatory approach which focuses on developing active citizens to play a constructive role in media democracy.
This series is dedicated to a more extensive exploration of the known territories of media literacy and education, while also seeking out ‘other’ cartographies. As such, it encompasses a diverse, international range of contexts that share a conceptual framework at the intersection of Cultural Studies / Critical Theories, (New) Social Literacies and Critical Pedagogy. The series is especially interested in how media literacy and education relates to feminism, critical race theory, social class, post-colonial and intersectional approaches and how these perspectives, political objectives and international contexts can ‘decenter’ the field of media literacy education.
Please send initial expressions of interest in proposing a title for this series to email@example.com and firstname.lastname@example.org.
Following this, authors / editors with proposals meeting the aims and scope for the series will be invited to submit full proposals to Routledge.