Critical media literacy is elementary: A case study of teachers' ideas and experiences with media education and young children.

摘要

This dissertation explores the theoretical underpinnings of critical media literacy and analyzes a case study involving an elementary school that received a federal grant to integrate media literacy and the arts into the curriculum. Combining with critical pedagogy, critical media literacy aims to expand the notion of literacy to include different forms of mass communication, information communication technologies and popular culture, as well as deepen the potential of literacy education to critically analyze relationships between media and audiences, information and power. Through interviews with teachers and a review of documents, this qualitative research evaluates the impact of media education on teaching practices in an elementary school. Throughout the research, a multiperspectival approach is used to explore the interconnections of feminist standpoint theory, critical pedagogy, and cultural studies.