• Summary
  • Contents
  • Subject index

This extensive Handbook brings together different aspects of critical pedagogy with the aim of opening up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together a group of contributing authors from around the globe, the chapters will provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating both philosophical and social common themes. The chapters will be organised across three volumes and twelve core thematic sections: Section 1: Reading Paulo Freire; Section 2: Social Theories; Section 3: Key Figures in Critical Pedagogy; Section 4: Global Perspectives; Section 5: Indigenous Ways of Knowing; Section 6: Education and Praxis; Section 7: Teaching and Learning; Section 8: Communities and Activism; Section 9: Communication and Media; Section 10: Arts and Aesthetics; Section 11: Critical Youth Studies; and Section 12: Science, Ecology and Wellbeing. The SAGE Handbook of Critical Pedagogies is an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies.

Part IX: Communication and Media

  • By: A. Cichoka, M. Bilewicz, J. Jost, N. Marrouch, M. Witkowska, A. Dorfman, A. Mattelart, P. Du Gay, S. Hall, L. Janes, H. Mackay, K. Negus, P. Freire, P. Freire, E.S. Herman, N. Chomsky, C. O'Neil, J. Schradie, K. Sylwester & M. Purver
  • In:The SAGE Handbook of Critical Pedagogies
  • Subject:General Education
Communication and Media
Communication and media

Making sense of the intersections between critical pedagogy, communication and media opens up broad sweeping vistas that go beyond what can be achieved in this introduction and even this set of chapters. What we can do instead is to provide a few conceptual frames to mark some boundaries. Most importantly, problem-posing discussion on communication and media in/and critical pedagogy must deal with the most urgent questions of the day regarding the socio-cultural conditions of civic and political participation, consent (Herman and Chomsky, 1988) and resistance, while also invoking the possibility of critical pedagogy to make a difference. Thus it needs to interrogate the prevailing ideas and knowledge that make up dominant, common sense worldviews; the hierarchical relations of ...

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