Education for Democracy 2.0

Changing Frames of Media Literacy


Winner of the 2022 AESA Critics' Choice Book Award

Winner of the 2022 Society of Professors of Education Outstanding Book Award

This diverse and global collection of scholars, educators, and activists presents a panorama of perspectives on media education and democracy in a digital age. Drawing upon projects in both the formal and non-formal education spheres, the authors contribute towards conceptualizing, developing, cultivating, building and elaborating a more respectful, robust and critically-engaged democracy. Given the challenges our world faces, it may seem that small projects, programs and initiatives offer just a salve to broader social and political dynamics but these are the types of contestatory spaces, openings and initiatives that enable participatory democracy. This book provides a space for experimentation and dialogue, and a platform for projects and initiatives that challenge or supplement the learning offered by traditional forms of education. The Foreword is written by Divina Frau-Meigs (Sorbonne Nouvelle, Paris) and the Postscript by Roberto Apirici and David García Marín (UNED, Madrid).

Contributors are: Roberto Aparici, Adelina Calvo Salvador, Paul R. Carr, Colin Chasi, Sandra L. Cuervo Sanchez, Laura D’Olimpio, Milena Droumeva, Elia Fernández-Diaz, Ellen Field, Michael Forsman, Divina Frau-Meigs, Aquilina Fueyo Gutiérrez, David García-Marín, Tania Goitandia Moore, José Gutiérrez-Pérez, Ignacio Haya Salmón, Bruno Salvador Hernández Levi, Michael Hoechsmann, Jennifer Jenson, Maria Korpijaakko, Sirkku Kotilainen, Emil Marmol, María Dolores Olvera-Lobo, Tania Ouariachi, Mari Pienimäki, Anna Renfors, Ylva Rodney-Gumede, Carlos Rodríguez-Hoyos, Mar Rodríguez-Romero, Tafadzwa Rugoho, Juha Suoranta, Gina Thésée, Robyn M. Tierney, Robert C. Williams and María Luisa Zorrilla Abascal.

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Michael Hoechsmann is an Associate Professor and the Chair of Education Programs in the Faculty of Education at Lakehead University-Orillia, Canada, and a Research Associate of the UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT).

Gina Thésée is Full Professor in the Department of Teacher Education, Faculty of Education, Université du Québec à Montréal (UQAM), and is also Co-Chair of the UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT).

Paul R. Carr is a Full Professor in the Department of Education at the Université du Québec en Outaouais, Canada, and is also the Chair-holder of the UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT).
Series Editor:
William M. Reynolds, Georgia Southern University, USA

Editorial Board:
Peter Appelbaum, Arcadia University, USA
Jennifer Beech, University of Tennessee – Chattanooga, USA
Eleanor Blair, Western Carolina University, USA
Ana Cruz, St. Louis Community College, USA
Venus Evans-Winters, Illinois State University, USA
Julie C. Garlen, Georgia Southern University, USA
Nicholas Hartlep, Metropolitan State University, USA
Mark Helmsing, University of Wyoming, USA
Sherick Hughes, University of North Carolina – Chapel Hill, USA
Danielle Ligocki, Oakland University, USA
John Lupinacci, Washington State University, USA
Peter McLaren, Chapman University, USA
Yolanda Medina, Borough of Manhattan Community College/CUNY, USA
Brad Porfilio, California State University at Stanislaus, USA
Jennifer Sandlin, Arizona State University, USA
Julie Webber, Illinois State University, USA
Handel Kashope Wright, The University of British Columbia, Canada
William Yousman, Sacred Heart University, USA
“This book offers bold, hopeful, and very timely accounts of grassroots critical media literacy practices in the service of building a participatory democracy worthy of the name in a postmodern world.” – Colin Lankshear, author of New Literacies: Everyday Practices and Social Learning
“A diversity of local projects from around the world, critically presented by authors who explore the convergence of formal, non-formal and informal education spheres with ubiquitous and lifelong education. Media education is represented here as inevitably linked to social justice, environmental education and other burning issues of our time.” – Alfonso Gutiérrez Martín, University of Valladolid (Segovia)
Foreword: Lasting Lessons Learned from the “Fake News” Crisis MIL as the 1st Curriculum
Divina Frau-Meigs
List of Figures and Tables
Notes on Contributors

Introduction: The Struggle over Meaning in a World in Crisis
Michael Hoechsmann, Gina Thésée and Paul R. Carr

PART 1: Engaging the Community

1 Ubuntu: Innovation and Decolonization in Media and Communication Studies
Colin Chasi and Ylva Rodny-Gumede
2 Participatory Democratic Production: In the Conception and Organization of a Makerspace
Robyn M. Tierney
3 Video Production and Global Civic Education: The School as Sandbox for Democracy 2.0
María Rodríguez-Romero
4 Media Education for the Inclusion of At-Risk Youth: Shades of Democracy 2.0 from Finland
Mari Pienimäki and Sirkku Kotilainen
5 Disability Representation in Digital Media in Zimbabwe
Tafadzwa Rugoho
6 Merging Media and Information Literacy and Human Rights Education: A Powerful Amalgam for Today’s Radical Democracy
Sandra L. Cuervo Sanchez and Tania Goitandia Moore

PART 2: Framing Media Literacy

7 The Critical Mindset in Times of Distrust: Critical Thinking and Critical Consciousness and the Biopolitics of the Emerging Media Citizen
Michael Forsman
8 Buying in to Participatory Culture?: Critical Media Literacy and Social Media
Carlos Rodríguez-Hoyos, Elia Fernández-Diaz, Ignacio Haya Salmón and Adelina Calvo Salvador
9 Gaming Education: Learning about Climate Change through Digital Game-Based Teaching
Tania Ouariachi, María Dolores Olvera-Lobo and José Gutiérrez-Pérez
10 Not without Us: A Feminist Pedagogy for Media Education 2.0
Aquilina Fueyo
11 Is It All Just Emojis and LOL: Or Can Social Media Foster Environmental Learning and Activism?
Ellen Field
12 The Social Media Landscape: Self-Simulation and Social Consequences
Maria Leena Korpijaakko

PART 3: Transforming the Classroom

13 Critical Pedagogy for the Media Generation: Youth Media Use and Computational Literacy through Game-Making
Milena Droumeva and Jennifer Jenson
14 Post-Truth Explorers: Information Literacy vs. Fake News
María Luisa Zorrilla Abascal and Bruno Salvador Hernández Levi
15 Nine Key Insights: For a Robust and Holistic Critical News Media Literacy
Emil Marmol
16 Building Digital Bridges to Our Public Sphere: Blogging, Media Literacy 2.0, and 21st Century Pedagogy
Robert C. Williams
17 Learning Democracy by Doing Wikiversity
Anna Renfors and Juha Suoranta
18 Multiliteracies and the Critical Thinker: Philosophical Engagement with New Media in the Classroom
Laura D’Olimpio

Postscript: Bubbles and Baubles: Seeking Democracy 2.0 in a Post-Factual World
Roberto Aparici and David García-Marín

This book will appeal to a global audience of scholars, students, teachers and practitioners in Communication, Media Literacy, and Global and Citizenship Education in formal and informal, community-based education.
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