Media Education in Latin America: 1st Edition (e-Book) book cover

Media Education in Latin America

1st Edition

Edited by Julio-César Mateus, Pablo Andrada, Maria Teresa Quiroz

Routledge

282 pages | 2 B/W Illus.

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Description

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.

Table of Contents

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

René Zeballos

Chapter Four: Media Education inBrazil. Dilemmas, Limits and Possibilities

Monica Fantin

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

Roxana Morduchowicz

Chapter Fifteen: Constructivist TV Reception in The Children’s Classroom

Valerio Fuenzalida

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

Joan Ferrés

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

Michael Hoechsmann

About the Editors

Julio-César Mateus is aPh.D. candidate in Communiction and researcher of Medium Research Group at the Pompeu Fabra University (UPF) in Barcelona, Spain. He is a tenured Professor at the University of Lima and guest lecturer in other universities of Peru, Spain and Ecuador. He has been secretary executive of Latin American Federation of Faculties of Social Communication (FELAFACS). His doctoral thesis explores media education in initial teacher training in Peru. His articles have been published in journals such as Culture & Education, New Approaches in Educational Research, The Journal of Media Literacy,International Journal of Educational Technology in Higher Education, among others.

Pablo Andrada, Ph.D., is a scholar of the National Commission of Science and Technology of Chile, Conicyt, and researcher and member of the MEDIUM research group at the UPF, developing his doctoral thesis on media education in teacher training in early childhood in Chile. He is also co-investigator on the project Map of film studies in Chile (2005-2015) and Radiography to the audiovisual references of Chilean adolescents, both funded by the Ministry of Culture of Chile.

María -Teresa Quiroz is a professor at the University of Lima, former dean of the Communication School and Director of the Institute of Scientific Research. She has been President of the Latin American Federation of Faculties of Social Communication (FELAFACS), the Peruvian Association of Communication Faculties and the Ethics Tribunal of the Peruvian Press Council. Author of many books and articles in the field, among them, Todas las voces: comunicación y educación en el Perú, Jóvenes e internet: entre el pensar y el sentir and La edad de la pantalla.

About the Series

Routledge Research in Media Literacy and Education

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 protected] and [email protected]

Following this, authors / editors with proposals meeting the aims and scope for the series will be invited to submit full proposals to Routledge.

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU057000
EDUCATION / Arts in Education
SOC052000
SOCIAL SCIENCE / Media Studies