Abstract
In a culture dominated by images, what is the capacity of radio-making to enact the ideals and meet the objectives of critical medial literacy education that empowers learners and expands democracy? This article conceptualizes a radio-based critical media literacy approach drawing upon a course project called “Borderless Radio,” where fifty-two students in a large urban Canadian university produced short radio programs narrating how they view and experience “multiculturalism.” Radio making in the classroom is soundscaping that politicizes intimacy, disrupts hegemonic discourses, and allows for teaching and learning to transgress; yet it also illuminates the ways in which self-positionality poses limitations to media literacy education that seeks to link local classrooms to a global world.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Todorova, M. S. (2015). Dusty but Mighty: Using Radio in the Critical Media Literacy Classroom. Journal of Media Literacy Education, 6(3), 46-56. https://doi.org/10.23860/jmle-6-3-4
Included in
Communication Technology and New Media Commons, Curriculum and Instruction Commons, History Commons, Mass Communication Commons, Other Communication Commons, Other Education Commons
