Page 342 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 342
ear ly school leaving: contempor ary european perspectives
a tool for empowerment in order to tell their stories and express their con-
cerns either through different media projects in classes or in other commu-
nication outside of school (YouTube, Facebook, blogs, vlogs etc.). It is very
important for these groups of individuals who do not have many oppor-
tunities to express their points of view to ventilate them (Kellner & Share,
2005). On the other side, through this process the dominant group is given
the opportunity to come across the social realities the marginalised groups
are experiencing (Kellner, 2004; Kellner & Share, 2005). Critical media
analysis and the production of new media messages can thus serve as the
basis for class or public discussion of different issues.
For example, successful students and teachers (as a dominant group)
might not be aware of the different struggles low-achievers or students at
risk of ESL (as a marginalised group) encounter. Through different learning
projects, critical media pedagogy thus offers tools and an opportunity for
marginalised students to present their stories, points of view and struggles
to the dominant group (and vice versa) using different media. In this way,
in addition to developing critical thinking skills, where students together
critically analyse their own behaviour and the views of others in school, a
welcoming school environment is created in which students feel safe to ex-
press their own feelings and views, feel more connected to their school and
are thus at a lower risk for ESL.
As can be seen, critical media literacy helps all students, those belong-
ing to marginalised groups such as minorities, low-achievers etc. and those
belonging to the dominant groups, to see their own realities and the reali-
ties of the other group differently (Kellner & Share, 2005).
Implementing critical media literacy as an ESL prevention
strategy in practice
There are different ways for educators to teach students how to critically
analyse and use the media and no rigid pedagogical models are suggest-
ed (Kellner, 2004). The orientations for teaching critical media literacy are
instead interpretive reference points from which educators can base their
strategies on. Educators should identify the elements and objectives and
moreover should understand that principles and programmes may differ
in varying contexts (Kellner & Share, 2007).
342
a tool for empowerment in order to tell their stories and express their con-
cerns either through different media projects in classes or in other commu-
nication outside of school (YouTube, Facebook, blogs, vlogs etc.). It is very
important for these groups of individuals who do not have many oppor-
tunities to express their points of view to ventilate them (Kellner & Share,
2005). On the other side, through this process the dominant group is given
the opportunity to come across the social realities the marginalised groups
are experiencing (Kellner, 2004; Kellner & Share, 2005). Critical media
analysis and the production of new media messages can thus serve as the
basis for class or public discussion of different issues.
For example, successful students and teachers (as a dominant group)
might not be aware of the different struggles low-achievers or students at
risk of ESL (as a marginalised group) encounter. Through different learning
projects, critical media pedagogy thus offers tools and an opportunity for
marginalised students to present their stories, points of view and struggles
to the dominant group (and vice versa) using different media. In this way,
in addition to developing critical thinking skills, where students together
critically analyse their own behaviour and the views of others in school, a
welcoming school environment is created in which students feel safe to ex-
press their own feelings and views, feel more connected to their school and
are thus at a lower risk for ESL.
As can be seen, critical media literacy helps all students, those belong-
ing to marginalised groups such as minorities, low-achievers etc. and those
belonging to the dominant groups, to see their own realities and the reali-
ties of the other group differently (Kellner & Share, 2005).
Implementing critical media literacy as an ESL prevention
strategy in practice
There are different ways for educators to teach students how to critically
analyse and use the media and no rigid pedagogical models are suggest-
ed (Kellner, 2004). The orientations for teaching critical media literacy are
instead interpretive reference points from which educators can base their
strategies on. Educators should identify the elements and objectives and
moreover should understand that principles and programmes may differ
in varying contexts (Kellner & Share, 2007).
342
