<br><br><br>Yolanda R. Brown
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LIVE THE WORDS...REAP THE REWARDS!
Don't be a spectator in your own intellectual life!
Thomas Jepsen
To decide to live at the level of choice is to take responsibility
and be in control of your life. Arbie M. Dale
“Self worth cannot be verified by others. You are a worthy person because
you say it is so. If you depend on others for your
value it is other-worth.” Wayne Dyer-Your Erroneous Zones
Be prepared, curious and vigilant! Yolanda R. Brown
Be the change you wish to see in the world. Mahatma Gandhi
Vision looks inward and becomes duty.
Vision looks outward and becomes aspiration.
Vision looks upward and becomes faith. Author unknown
Conventional education makes independent thinking extremely difficult.
Conformity leads to mediocrity. To be different from the group or to resist
environment is not easy and is often risky as long as we worship success.
The urge to be successful, which is the pursuit of reward
whether in the material or in the so-called spiritual sphere, the search for
inward or outward security, the desire for comfort--this whole process
smothers discontent, puts an end to spontaneity and breeds fear; and fear
blocks the intelligent understanding of life.
J. Krishnamurti
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>From: "Peter Clayton" <[log in to unmask]>
>To: [log in to unmask]
>Subject: [MEDIA-L:2811] Call for abstracts
>Date: Fri, 02 Nov 2001 20:24:10 -0800
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>
>Hello,
>
>Below is a call from Anita Nowak for contributions to an upcoming anthology
>about the power of media education. It looks interesting.
>Her email address is [log in to unmask]
>
>Very best,
>Peter Clayton
>http://www.mediastudies.com
>
>__________________________________________________________
>
>
>CALL FOR ABSTRACTS, CHAPTER PROPOSALS AND/OR PAPERS
>(3 pages)
>
>Working title:
>The Power of Media Education?: Assessing programs that teach resistance,
>resilience and critical thinking.
>
>Part of a series on Gender, Culture & Communication to be published by
>Hampton Press, USA.
>
>Editors:
>Anita Nowak, Sue Abel and Karen Ross
>
>Central aim of the book:
>This book aims to bring together a collection of essays that critically
>discuss and analyse the efficacy of media education programs and
>initiatives
>round the world in order to better understand if and how they are
>successful
>at bolstering individuals resilience, positive identity formation and
>self-esteem, as well as their ability to improve overall critical thinking
>skills (especially in young people).
>
>The focus of the book will be on how media education programs help
>individuals negotiate with the media and resist problematic
>representations,
>especially in terms of gender, race, sexuality, age, (dis)ability, body
>image and other aspects of identity. It also aims to discuss when and why
>media education programs sometimes fail in their attempts, so as to discern
>ways of improving the teaching of media education.
>
>The editors are particularly keen to encourage essays from countries that
>do
>not already have a strong history of media education, but also welcome work
>offering a fresh perspective from countries that do, such as Canada, the
>UK,
>Europe, New Zealand, Australia and the USA.
>
>Target audience(s):
>The book will target undergraduate students across a wide range of
>disciplines such as Media Studies, Cultural Studies, Mass Communications,
>Sociology, Liberal Arts, and Feminist & Gender Studies, as well as teacher
>trainees, practising teachers, and those who have a concern about the
>ramifications of stereotypes, negative or idealised representations or the
>absence of representations on various sections of the population. This book
>is essentially of interest to and suitable for anyone concerned with the
>healthy development of youth and the development of critical thinking
>skills.
>
>Note: The editors do not require 1) essays which outline the general
>philosophic need for media education and 2) essays that describe the
>principles of media education.
>
>Background:
>The media have long been criticized for the role they play in society.
>Violence, stereotyping, gratuitous sex, consumer & commodity fetishism, the
>depolitisization of citizens and the normative ideological messages
>introduced and perpetuated by the media are but a few of the issues that
>are
>regularly raised by both scholars and the general public when condemning
>mass communication. Given contemporary social, political and economic
>systems, coupled with the dramatic consolidation of media power over the
>last decade, and the advent of revolutionary communication technologies,
>there is a growing concern about the media's influence in people's lives,
>especially the lives of young people.
>
>In increasing numbers, scholars, grass-roots activists and educators (at
>all
>pedagogical levels) are asserting that media education (ME) is the key to
>helping young people successfully negotiate with the media. Although
>definitions of ME differ among practitioners, the common thread involves
>teaching young people to read, analyze, access and produce communication in
>a variety of media forms (television, print, radio, computers, etc}(Tella,
>1997), as well as to critically consider and explore the larger questions
>of
>media economics and ownership, mythmaking, cultural hegemony, the
>pacification of publics, the economics of gender and ethnic stereotyping,
>the selling of high- consumption lifestyles, consumerism versus
>citizenship,
>the value of citizen speech versus corporate speech, etc." (Bowen, 1999).
>
>What we are looking for:
>Given the aforementioned, we welcome essays written by media education
>experts, theorists and most importantly practitioners from around the
>world.
>Proposals (of 300-500 words minimum) or completed manuscripts addressing
>(but not limited to) one or more of the following topics are invited:
>
>resisting white male (US) hegemony
>media education and youth
>media education and the mature student
>educating about femininity/masculinity
>young women and body image
>young men and body image
>is critical media education a First World luxury?
>"Why do they always show us badly?" ˇV understanding media ownership and
>media gatekeepers
>using media production teaching to create inclusive media
>advancing/challenging the media "effects" debate
>barriers to healthy self-esteem
>what works and doesnˇ|t work, with whom, and why?
>Etc.
>
>
>
>
>
>_________________________________________________________________
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