Page 348 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 348
ear ly school leaving: contempor ary european perspectives
correlated to academic achievement (Marin & Halpern, 2011; Taghva,
Rezaei, Ghaderi, & Taghva, 2014) and non-risk behaviour (unprotected sex,
drug use, ESL etc.) (Marin & Halpern, 2011). Critical media literacy en-
courages students to discover underlying elements such as power struc-
tures and gendered identities in different media messages (Alvermann &
Hagood, 2002) and encourages students to make new, different messages
that oppose the dominant ideology (Kellner & Share, 2007). With the help
of the five core concepts or questions (Erjavec, 2010; Kellner & Share, 2005;
Thoman & Jolls, 2004) students analyse media (and other) messages, create
new messages and thus experience their own realities and the realities of
others, different individuals (Kellner & Share, 2005). By doing so in either
the classroom or through other (more public) means of communication
(such as blogs, vlogs, social media etc.), students learn about and discuss the
realities of others and consequently gain knowledge and possibly change
their views, opinions and behaviour, while they become more self-confi-
dent and motivated. It can be said that through critical media literacy stu-
dents become empowered with strategies to become active and transform
their educational process and environment and try to create a more demo-
cratic society (Kellner & Share, 2007).
Nevertheless, we should be aware that enacting critical thinking
through critical media literacy cannot solve or change the material condi-
tions of students’ lives (poverty, drugs, mental illness etc.) (Shor & Friere,
1987), which are important factors of low achievements and sometimes
even ESL. Nevertheless, what developing critical thinking can do is uncov-
er these inequalities and discuss them from different points of view. In this
way, educators already create an environment for a more inclusive, politi-
cally engaged and socially just curriculum, where all students can feel wel-
come, accepted and understood and where they feel safe to express their
own views and become active creators of their educational path, lives and
their society (McInerney, 2009), which are all conditions reducing the risk
of ESL.
References
Alvermann, D. E., & Hagood, M. C. (2000). Critical media literacy: Research,
theory, and practice in ‘New Times’. The Journal of Educational Research,
93 (3), 193–205.
348
correlated to academic achievement (Marin & Halpern, 2011; Taghva,
Rezaei, Ghaderi, & Taghva, 2014) and non-risk behaviour (unprotected sex,
drug use, ESL etc.) (Marin & Halpern, 2011). Critical media literacy en-
courages students to discover underlying elements such as power struc-
tures and gendered identities in different media messages (Alvermann &
Hagood, 2002) and encourages students to make new, different messages
that oppose the dominant ideology (Kellner & Share, 2007). With the help
of the five core concepts or questions (Erjavec, 2010; Kellner & Share, 2005;
Thoman & Jolls, 2004) students analyse media (and other) messages, create
new messages and thus experience their own realities and the realities of
others, different individuals (Kellner & Share, 2005). By doing so in either
the classroom or through other (more public) means of communication
(such as blogs, vlogs, social media etc.), students learn about and discuss the
realities of others and consequently gain knowledge and possibly change
their views, opinions and behaviour, while they become more self-confi-
dent and motivated. It can be said that through critical media literacy stu-
dents become empowered with strategies to become active and transform
their educational process and environment and try to create a more demo-
cratic society (Kellner & Share, 2007).
Nevertheless, we should be aware that enacting critical thinking
through critical media literacy cannot solve or change the material condi-
tions of students’ lives (poverty, drugs, mental illness etc.) (Shor & Friere,
1987), which are important factors of low achievements and sometimes
even ESL. Nevertheless, what developing critical thinking can do is uncov-
er these inequalities and discuss them from different points of view. In this
way, educators already create an environment for a more inclusive, politi-
cally engaged and socially just curriculum, where all students can feel wel-
come, accepted and understood and where they feel safe to express their
own views and become active creators of their educational path, lives and
their society (McInerney, 2009), which are all conditions reducing the risk
of ESL.
References
Alvermann, D. E., & Hagood, M. C. (2000). Critical media literacy: Research,
theory, and practice in ‘New Times’. The Journal of Educational Research,
93 (3), 193–205.
348
