Justice-Centered Media Pedagogies: Early-Career Teachers’ Learning and Pedagogical Development

• In Event: AERA Research in Progress Roundtable Session Two
  In Invited Roundtable: Research-in-Progress RT025 (Thursday)

Abstract

Amid calls to better support young people in critically navigating an increasingly complex media ecosystem, teachers’ learning and lived experiences remain understudied. This year-long social design–based study examines how early-career educators committed to justice conceptualize, co-construct, and enact media pedagogies. I develop justice-centered media pedagogies, a framework that extends critical media pedagogy by integrating ecological orientations of media systems, emphasizing affective dimensions, and foregrounding teacher learning. Leveraging interviews, classroom observations, artifact collection, and participatory design, the study focuses on early-career secondary educators’ learning and pedagogical development. This work advances critical media literacy and teacher education by offering theoretical and methodological insights for reimagining and redesigning teacher learning in ways that support educators in enacting liberatory media literacy education.

Author

• Mila Re, University of California - Santa Cruz