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Session Type: Symposium
This proposed session seeks to address how criticality in educational settings has changed since the COVID-19 pandemic that invariably changed all facets of life, most notably education, forever. We bring together four studies that address widely diverse areas to offer multiple perspectives on criticality. In doing so, we hope to represent the ways in which criticality has shifted after global lives, education, and resulting power structures within were forcibly altered and renegotiated through policy, action, and systemic changes. This session represents a few of the studies that examine these shifts to the larger AERA audience to continue to push back on the marginalized voices that are so often lacking in mainstream media around the world.
The Instructional Implications of a Critical Media Literacy Framework and Podcasts in a Social Justice Classroom - Anne Gill, West Chester University of Pennsylvania; Olivia G. Stewart, St. John's University
Critical Literacies and Peacebuilding to Transform Post-COVID Communities - Lina Trigos-Carrillo, Universidad del Norte; Luzkarime Calle Díaz, El Recuerdo School; Jesus Guerra-Lyons, Universidad del Norte; Jorge Herrera, Universidad del Norte; Mariana Belén Pérez Cogollo, Universidad del Norte
Solidarity Moves as the “Social” in Sociocritical Data Literacies - Cherise McBride, Stanford University; Collette Roberto, University of California - Berkeley; Emily V. Reigh, University of California - Santa Cruz
Seeking the Promise of Critical Community Mapping in Teacher Education - Anna Smith, Illinois State University; Ryan Kerr, Saline Area Schools; Christopher R. Rogers, Haverford College; Munchuree Kaosayapandhu, Illinois State University
Engendering Critical Technology and Digital Media Studies in Teacher Education - Veena Vasudevan, University of Pittsburgh; Tinukwa C. Boulder, University of Pittsburgh; Mila Re, University of California - Santa Cruz; Anna Smith, Illinois State University