1st Edition

Transformative Practice in Critical Media Literacy Radical Democracy and Decolonized Pedagogy in Higher Education

Edited By Steve Gennaro, Nolan Higdon, Michael Hoechsmann Copyright 2024
    222 Pages 7 B/W Illustrations
    by Routledge

    Transformative Practice in Critical Media Literacy brings together a diverse selection of essays to examine the knowledge production crisis in higher education and the role that news media and technology play in this process.

    This text highlights the importance of radical pedagogy and critical media literacy to fight back and reclaim higher education as the battleground for democracy and the embodiment of citizenship. Using a global and social justice lens, it explores the transformative potential of critical media literacy in higher education. It also provides real examples of current critical media literacy practices around the globe and of successful experiences inside classrooms. In an era of fake news, this text fulfils the yearning for critical media literacy to permeate higher education by drawing together practitioners and scholars speaking to journalism students, teacher candidates, and to students, scholars, and activists across a variety of spaces in higher education.

    This book will be a key resource for scholars, students, policymakers, community members and activists interested in education, politics, youth studies, critical theory, intersectionality, social justice and peace studies, activism, critical media literacy, communication, or media studies.

    0. We the People Must Become We the Media: Transformative Practice in Critical Media Literacy Education
    Steve Gennaro, Nolan Higdon, and Michael Hoechsmann

    1. Critical Media Literacy in Higher Education: What Mattered then and What Matters now
    Nolan Higdon and Allison Butler

    2. Social Justice is Not Possible Without Critical Media Literacy
    Emil Marmol 

    3. Finding Educommunication: In Search of Praxis in Canadian Educologies
    Helen J. DeWaard 

    4. Preparatory Courses for Graduate Programs and Digital Literacy During the Covid-19 Pandemic
    Renata Nascimento and Jose Messias

    5. Radical Education and the Abolitionist University
    Jessica Hatrick and Jordan Harper

    6. The Peruvian University: New Models Arising from the Post-Pandemic Uncertainty?
    María-Teresa Quiroz-Velasco and Julio-César Mateus

    7. Rethinking Disorder: The 1619 Project, Social Struggles, Direct Action, and Critical Pedagogy Today
    Robert F. Carley 

    8. Exploiting The News to Make Change: The Dynamic Media Environments Model for Educating and Acting in the Digital Space
    Katherine G. Fry

    9. Critical Media Literacy and the University as Media: A Reflexive Social Epistemology
    William J. White

    10. Reclaiming Media Education for the Environment: A Case for Critical Ecomedia Literacy in Professional Journalism Schools
    Rachel Guldin and Carl Bybee

    11. Decolonizing Knowledge Systems in Media Education with Ecomedia Literacy
    Antonio Lopez

    12. Rethinking Curriculums: How Critical Digital Literacy and Mandatory Composition Courses Collide
    Sydney Sullivan

    13. Theory as a "Healing Place": Critical Literacy, Media Production, and Minoritized Students
    Katherine M. Bell

     14. Teaching Podcasting in Ethnic Studies Classrooms: The Alchemist Manifesto Podcast, Digital Literacy Pedagogies and Lessons from Student
    Mario Obando and Daniel Topete

     15. Scratching the Surface: How the Meta Journalism Project Helps Legitimize Platform Capitalism and Undermine Critical Media Literacy?
    Siho Nam

    16. Augusto Boal's Theater of the Oppressed as a Method to Promote Critical Media Literacy Pedagogy
    Miguel Gutiérrez

     17. “I Should Not Have to Take a Class That is so Harmfully Liberal Again”: Radical Democracy and Preparing Transformative Teachers
    Danielle Ligocki

     18. The Road Ahead: Empowering Critical Thinkers and Digital Citizens
    Steve Gennaro, Nolan Higdon, and Michael Hoechsmann



    Steve Gennaro is a critical theorist, philosopher of technology, award-winning educator, and child rights activist. He is also one of the founding members of the Children, Childhood, and Youth Studies Program at York University in Toronto, Canada.

    Nolan Higdon is a Lecturer at Merrill College and the Education Department at the University of California, Santa Cruz, USA.

    Michael Hoechsmann is a Professor of Education and Adjunct Professor of Media, Film, and Communications at Lakehead University (Orillia).

    Transformative Practice in Critical Media Literacy (Gennaro, Higdon, and Hoechsmann) is a timely and transformative guide to critical media literacy education in an era of fake news and media saturation. The collection dissects the complex world of contemporary media, exploring its profound impact on democracy, education, and society and shedding light on the hidden forces shaping our perceptions. Beyond analysis, the book serves as a rallying cry for change, emphasizing that critical media literacy is a pathway to individual and collective transformation. It underscores the vital role of education in bridging socialization, vocational training, and civic engagement, offering hope and practical solutions for the future of education. With diverse voices and perspectives, the book confronts the crisis in knowledge production within higher education, advocating for active, informed, and critical citizens who shape the narratives defining our world. It's an essential read for educators and activists concerned about the future of our society.”

    Douglas KellnerProfessor Emeritus, Graduate School of Education and Information Studies, UCLA


    “Packed with insight and praxis-oriented roadmaps that merge media literacy and critical pedagogy in higher education, Transformative Practice in Critical Media Literacy: Radical Democracy and Decolonized Pedagogy in Higher Education sets the table for a rich dialogue on how post-secondary education can play a responsive role in these post-digital, neoliberal and neocolonial times.”

     Dr. Paul R. CarrProfessor and Chair-holder. Université du Québec en Outaouais (UQO) and UNESCO Chair in Democracy, Global Citizenship and Transformative Education


    Transformative Practice in Critical Media Literacy: Radical Democracy and Decolonized Pedagogy in Higher Education offers crucial and diverse perspectives on the value of critical media literacy in higher education, particularly in our current moment. The editors have collected a powerful set of essays that explore a range of theoretical and practical models and interventions that situate critical media literacy education as a pivotal democratizing force that revitalizes civic life.”

    Alison TropePh.D., Clinical Professor, Annenberg School for Communication & Journalism, University of Southern California