Porfilio / J. SoJo Journal

1. Auflage 2017
ISBN: 978-1-64113-264-0
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 79 Seiten

The SoJo Journal: Educational Foundations and Social Justice Education is an international peerreviewed journal of educational foundations. The Department of Educational Leadership at California State University, East Bay, whose mission is to prepare and influence bold, socially responsible leaders who will transform the world of schooling, hosts the journal. It publishes essays that examine contemporary educational and social contexts and practices from critical perspectives. The SoJo Journal: Educational Foundations and Social Justice Education is interested in research studies as well as conceptual, theoretical, philosophical, and policy?analysis essays that advance educational practices that challenge the existing state of affairs in society, schools, and (in)formal educatio.

The SoJo Journal: Educational Foundations and Social Justice Education is necessary because currently there is not an exclusively international, Foundations of Education journal. For instance, three of the leading journal in Education Foundations journals (e.g., The Journal of Educational Studies, British Journal of Sociology of Education, The Journal of Educational Foundations) solicit manuscripts and support scholarship mainly from professors who reside in Britain and the United States. This journal is also unique because it will bring together scholars and practitioners from disciplines outside of Educational Foundations, who are equally committed to social hange and promoting equity and social justice inside and outside of K?16 schools.

Autoren/Hrsg.

Porfilio, Brad J

Porfilio,

J., Brad

Inhaltsverzeichnis

1;Front Cover;1
2;Volume 3, Issue 2, 2017;8
3;Guest Editor’s Note;10
3.1;Critical Media Literacy, Social Justice, and Equity in the Trumpocalypse;10
3.1.1;William M. Reynolds;10
3.1.1.1;Georgia Southern University;10
3.1.1.1.1;NOTE;12
3.1.1.1.2;References;12
4;Branding the Presidency;14
4.1;Trump and the New Politics of Representation;14
4.1.1;Julie Webber;14
4.1.1.1;Illinois State University;14
4.1.1.1.1;This article was prepared for the Critical Media Literacy Conference in Savannah, Georgia in 2016. The central argument of the article is that Donald Trump’s candidacy emerges from a new strategy: branding. The author explores the decade prior to T...;14
4.1.1.1.1.1;BRAND POLITICIANS: THE OUTSIDER;21
4.1.1.1.1.2;THE BRANDING OF THE PRESIDENCY;23
4.1.1.1.1.3;1. Please tell me which one you think is more important for a child to have: independence or respect for elders?;23
4.1.1.1.1.4;2. Which trait is more important for a child to have: obedience or self-reliance?;23
4.1.1.1.1.5;3. Please tell me which one is more important for a child: to be considerate or well- behaved?;23
4.1.1.1.1.5.1;4. Please tell me again curiosity or good manners? (Quoted in Taub, 2016).;23
4.1.1.1.1.5.2;Conclusion: How to take down a Brand;24
4.1.1.1.1.5.3;Notes;26
4.1.1.1.1.5.4;References;26
5;Preparing Educators to Teach Critical Media Literacy;28
5.1;Jeff Share;28
5.1.1;University of California, Los Angeles;28
5.1.1.1;This essay explores the need to prepare educators to teach their students to think critically about the media and information they use and encounter daily so they can become empowered citizens with a sense of agency to use these tools to participate ...;28
5.1.1.1.1;Introduction;28
5.1.1.1.2;Teacher Education at UCLA;29
5.1.1.1.3;Ed466: Critical Media Literacy for Teachers;30
5.1.1.1.4;1. recognition of the construction of media and communication as a social process as opposed to accepting texts as isolated neutral or transparent conveyors of information;;30
5.1.1.1.5;2. textual analysis that explores the languages, genres, codes, and conventions of the text;;30
5.1.1.1.6;3. exploration of the role audiences play in negotiating meanings;;30
5.1.1.1.7;4. problematizing the process of representation to uncover and engage issues of ideology, power, and pleasure;;30
5.1.1.1.7.1;5. examination of the production and institutions that motivate and structure the media industries as corporate profit-seeking businesses (Kellner & Share, 2007).;30
5.1.1.1.7.2;Table 1;31
5.1.1.1.8;Conceptual Understandings;31
5.1.1.1.8.1;LECTURES AND ACTIVITIES;32
5.1.1.1.8.2;Ideology and the Politics of Representation;34
5.1.1.1.8.3;ADVERTISING AND CONSUMERISM;36
5.1.1.1.8.4;CREATING CRITICAL MEDIA LITERACY LESSONS;37
5.1.1.1.8.5;SOCIAL MEDIA AND PARTNERING PEDAGOGY;38
5.1.1.1.8.6;Lights, Sound, and Multimedia Action;39
5.1.1.1.8.6.1;Is Seeing Believing?;39
5.1.1.1.8.7;Challenges for Creating Social Justice Educators;41
5.1.1.1.8.8;Conclusion;43
5.1.1.1.8.9;NOTE;43
5.1.1.1.8.10;References;43
6;Critical Media Literacy in the Age of the Neoliberal University;48
6.1;Challenges, Strategies, and Rewards;48
6.1.1;Lori Bindig Yousman;48
6.1.1.1;Sacred Heart University;48
6.1.1.1.1;Despite the need, media literacy is not a common experience in the United States. While there have been efforts to incorporate media literacy in K–12 education, research suggests media literacy courses are limited in American colleges and universit...;48
6.1.1.1.1.1;INTRODUCTION;48
6.1.1.1.1.2;WHAT IS MEDIA LITERACY?;50
6.1.1.1.1.3;WHY CRITICAL MEDIA LITERACY?;51
6.1.1.1.1.4;WHAT IS NEOLIBERALISM AND WHY DOES IT MATTER?;53
6.1.1.1.1.5;HOW DOES NEOLIBERALISM IMPACT HIGHER EDUCATION?;53
6.1.1.1.1.6;CRITICAL MEDIA LITERACY VS NEOLIBERALISM: THE BATTLE FOR SPACE IN HIGHER EDUCATION;55
6.1.1.1.1.7;OVERCOMING CHALLENGES;57
6.1.1.1.1.8;CONCLUSION;59
6.1.1.1.1.9;NOTE;60
6.1.1.1.1.10;References;60
7;“Walk It Off”;62
7.1;Feminism, Critical Media Literacy, and My Long Journey Away From Hypermasculinity;62
7.1.1;Bill Yousman;62
7.1.1.1;Sacred Heart University;62
7.1.1.1.1;Inspired by the feminist adage that the personal is political, and by feminism’s challenge to conventional forms of research, in this essay I explore my personal struggle with hypermasculinity and the ways cultural studies, feminist media studies, ...;62
7.1.1.1.1.1;References;77
8;Back Cover;80