International Communication Gazette
2019
Practicing critical media literacy education with/for young migrants: Lessons learned from a participatory action research project (Article) (Open Access)
Bruinenberg H. ,
Sprenger S. ,
Omerović E. ,
Leurs K.*
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a
Department of Media and Culture Studies, Utrecht University, Utrecht, Netherlands
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b
Department of Media and Culture Studies, Utrecht University, Utrecht, Netherlands
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c
Department of Media and Culture Studies, Utrecht University, Utrecht, Netherlands
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d
Department of Media and Culture Studies, Utrecht University, Utrecht, Netherlands
Abstract
During settlement, migrant youth negotiate between various transitional spaces, which include educational, mediated and transnational spaces. To what extent can critical media literacy education acknowledge and strengthen young migrants’ resilience? In this article, we evaluate the Netherlands-based participatory action research project Critical media literacy through making media. Gathered empirical data include participant observation in two classes, in-depth interviews with 3 teachers and 19 students, as well an 18-minute film reflection. The focus is on how understandings, procedures and affectivity shape young migrants’ mindful media literacy practice. In order to develop media literacy education which works for all, we need to move away from a one-size-fits-all model based on the norms of Western, educated, industrialized, rich and democratic societies. Drawing on our experiences of co-creating, practicing and evaluating a curriculum with teachers and migrant students, we demonstrate the urgency of situated, reflexive, flexible, culture and context-aware critical media literacy education. © The Author(s) 2019.
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Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85074809620&doi=10.1177%2f1748048519883511&partnerID=40&md5=25e2ca3c428e43501da7e296dd296c87
DOI: 10.1177/1748048519883511
ISSN: 17480485
Original Language: English