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This book explores the ways in which educators in media programs at colleges and universities can work toward decolonizing the curriculum and implementing necessary practices of media literacy to help students become more responsible media practitioners.
Taking an autoethnographic approach and reflecting on their experiences as a student and educator with an intersectional identity, the author proposes that for media education to instil positive change in the media industry, there must be a more direct objective of decolonizing media education. Looking specifically at how media education programs lack an understanding of how to make their courses more equitable, they propose an ambitious start to decolonize media education: By dismantling current classroom norms and rebuilding from the perspective of performance, as it is connected to the bodies of those in the classroom and the field, we can build a critical media literacy framework to make education equitable.
This insightful book will support media educators in higher education, as well as as k-12 media educators, instructional designers, and media researchers.
List of contents
1. Introduction: Leaning on Experience
2. Decolonizing Education, Equitable Pedagogy, and Critical Media Literacy
3. The "Hidden Curriculum" of Performance in Higher Education
4. Converging Theory with Practice When Using Media Skills
5. Using Monster Films to Interrogate Performance in the Conceptual Classroom
6. Conclusion: Critical Media Literacy Model and Suggestions
AfterwordAppendix A: A Departmental Diversity Workshop Appendix B: Lighting the Way: Learning Inclusive Lighting Practices in the Skills ClassroomAppendix C: Monster Films for a More Inclusive Classroom Environment Index
About the author
Alexis Romero Walker is an Instructor of Communication and Media at Fordham University and a Senior Researcher at the Geena Davis Institute on Gender in Media.
