Critical Media Literacy and Critical Consciousness in Teacher Education

• In Event: Interrupting the Status Quo in Teacher Education: Critical Conversations About Race and Racism

Abstract

Critical Media Literacy, grounded in critical pedagogy, offers a valuable framework that empowers students through media education, enabling them to challenge assumptions and critically analyze media-audience relationships, information, and power (Kellner & Share, 2007). By prioritizing media production and questioning existing structures, CML aims for democratic societal change, allowing underrepresented groups to voice their perspectives and promoting understanding among diverse communities.
In my media literacy class (n=30) at a state college, we focus on critically analyzing Hollywood movies concerning race, gender, and social class, with systemic racism being a central part of the curriculum. Throughout the course, students develop an awareness of dominant narratives, such as white saviorism, and its problematic nature. The elevation survey data from the class demonstrates how students become conscious of their privileges and the impact of modern-day segregation on public schools. As part of CML skills, they also cultivate racial literacy, understanding how structures influence success and failure, rather than individual merit.
As a first-gen international student from a working-class background, I bring my vulnerability to the classroom, encouraging students to confront their own racist ideas. Students have explicitly appreciated this approach, which has fostered greater cognizance about their assumptions. As bell hooks wisely stated in Teaching to Transgress (1994), "In my classrooms, I do not expect students to take any risk that I would not take, to share in any way that I would not share" (p.21).
Critical consciousness is a goal of critical pedagogy, helping students become aware of the structural barriers that oppress certain groups (Freire, 1973). It is a term describing how individuals develop a critical perspective on oppressive social, economic, and political conditions around them, empowering them to take actions to effect change. Paulo Freire's pedagogy emphasizes critical consciousness as a pivotal term to raise participants' awareness regarding oppressive systems.
Based on the data, students experience multiple emotions, including sadness, frustration, anger, and surprise. One student mentioned that the class fostered connectivity, citing my openness in sharing personal experiences as a catalyst for creating an environment where students felt comfortable sharing aspects of their own lives. This indicator reinforces the value of bringing my identity and experiences into the classroom, empowering students to express their opinions and engage in deep learning.
In this session, I want to create a space where we can discuss the potential of the CML framework to bring media into the classroom to help students develop critical consciousness that understands and challenges systemic racism.

Author

• Ali Soken, University of Oregon