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MEDIA LITERACY, EDUCATION, AND A GLOBAL PANDEMIC: LESSONS LEARNED IN A GENDER AND POP CULTURE CLASSROOM

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dc.contributor.author Lowell Mason, Jessica
dc.contributor.author Imobhio, Ebehitale
dc.date.accessioned 2022-06-20T05:10:02Z
dc.date.available 2022-06-20T05:10:02Z
dc.date.issued 2021
dc.identifier.citation Lowell Mason, J. & Imobhio E. (2021). Media literacy, education, and a global pandemic: lessons learned in a gender and pop culture classroom. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy, 8(3). http://journaldialogue.org/issues/v8-issue-3/media-literacy-education-and-a-global-pandemic-lessons-learned-in-a-gender-and-pop-culture-classroom/ en_US
dc.identifier.issn 2378-2331
dc.identifier.issn 2378-2323
dc.identifier.uri http://journaldialogue.org/issues/v8-issue-3/media-literacy-education-and-a-global-pandemic-lessons-learned-in-a-gender-and-pop-culture-classroom/
dc.identifier.uri http://nur.nu.edu.kz/handle/123456789/6273
dc.description.abstract In Teaching to Transgress: Education as the Practice of Freedom, bell hooks writes that “to engage in dialogue is one of the simplest ways we can begin as teachers, scholars, and critical thinkers to cross boundaries.” Hence, this paper explores, through narrative dialogue, teacher and student perspectives on the pedagogical impact of the global pandemic on the process of engaging with and learning about media literacy. By naming and narrating teacher and student experiences and perspectives from a course on gender and pop culture that took place during the Spring 2020 semester, the paper aims to demonstrate the way that crisis can both expose certain pedagogical issues as well as generate pedagogical opportunities. It narrates and reflects on the ways in which moments of crisis create opportunities for educators to think differently and more expansively about pedagogy by demonstrating its occurrence in one course, and how the combination of factors specific to the crisis required both the instructor and their students to re-situate themselves in relation to the course content. Through a teacher-student meditation, the paper argues that media literacy is a subject that leads to increased pedagogical deliberation and experimentation in the study of pop culture. It suggests that the experiences described might provide wisdom for further pedagogical development on the subject of media literacy, more broadly, positioning and inviting educators and students to engage in dialogue in order to shift paradigms according to the moment of crisis at hand. The broader aim of the article is to encourage educators to follow the example of the students in the gender and pop culture course who felt empowered to create innovative and social-justice-focused media literacy projects as a way of exercising agency, and of confronting and dealing with the harsh realities of global circumstances. Keywords: Media literacy, media, pedagogy, pop culture, pandemic, education, gender, gender studies, gender and pop culture en_US
dc.language.iso en en_US
dc.publisher Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy en_US
dc.relation.ispartofseries Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy;Volume 8, Issue 3 — Traversing Borders, Transgressing Boundaries in Popular Culture and Pedagogy
dc.rights Attribution-NonCommercial-ShareAlike 3.0 United States *
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/us/ *
dc.subject Type of access: Open Access en_US
dc.title MEDIA LITERACY, EDUCATION, AND A GLOBAL PANDEMIC: LESSONS LEARNED IN A GENDER AND POP CULTURE CLASSROOM en_US
dc.type Article en_US
workflow.import.source science


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