Abstract
This case study reveals how a faith-based initiative offering structured teacher training in media literacy. The program is centered in Catholic Social Teaching, encouraging the use of critical media literacy in the classroom to aid the learning of social justice issues. The critical literacy of Paulo Freire serves as theoretical framework to help answer the research question: How has a teacher training program in faith-based media literacy influenced teachers’ practice when addressing social justice issues in the classroom? This case study relates the accounts of a middle school teacher, a high school teacher, and a college professor, graduates of the program. Participants discuss how the training influenced their practice. The data collected brought to light the Media Mindfulness Method, MMM, which according to participants promoted character education, solidarity, student empowerment, and values. MMM also served as a media literacy teaching aid because this strategy for media literacy education facilitated the integration of media education into any given discipline.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Tenorio de Azevedo, M. R. (2019). A Case for the Common Good: How Training in Faith-based Media Literacy Helped Teachers Address Social Justice Issues in the Classroom. Journal of Media Literacy Education, 11(1), 97-113. https://doi.org/10.23860/JMLE-2019-11-1-5
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Communication Technology and New Media Commons, Curriculum and Instruction Commons, Mass Communication Commons, Other Film and Media Studies Commons, Other Teacher Education and Professional Development Commons
