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I sketch aspects of a critical theory of globalization that will discuss the fundamental transformations in the world economy, politics, and culture in a dialectical framework that distinguishes between progressive and emancipatory features and oppressive and negative attributes. This requires articulations of the contradictions and ambiguities of globalization and the ways that globalization both is imposed from above and yet can be contested and reconfigured from below. I argue that the key to understanding globalization is theorizing it as at once a product of technological revolution and the global restructuring of capitalism in which economic, technological, political, and cultural features are intertwined. From this perspective, one should avoid both technological and economic determinism and all one-sided optics of globalization in favor of a view that theorizes globalization as a highly complex, contradictory, and thus ambiguous set of institutions and social relations, as well as one involving flows of goods, services, ideas, technologies, cultural forms, and people.Globalization appears to be the buzzword of the 1990s, the primary attractor of books, articles, and heated debate, just as postmodernism was the most fashionable and debated topic of the 1980s. A wide and diverse range of social theorists are arguing that today's world is organized by accelerating globalization, which is strengthening the dominance of a world capitalist economic system, supplanting the primacy of the nation-state with transnational corporations and organizations, and eroding local cultures and traditions through a global culture. 1 Marxists, world-systems theorists, functionalists, Weberians, and other contemporary theorists are converging on the position that globalization is a distinguishing trend of the present moment.Moreover, advocates of a postmodern break in history argue that developments in transnational capitalism are producing a new global historical configuration of post-Fordism, or postmodernism, as an emergent cultural logic of capitalism~Harvey 1989; Soja 1989; Jameson 1991; Gottdiener 1995!. Others define the emergent global economy and culture as a "network society" grounded in new communications and information technologỹ Castells 1996Castells , 1997Castells , 1998!. For others, globalization marks the triumph of capitalism and its market economy. 2 Some theorists see the emergence of a new transnational ruling elite and the universalization of consumerism~Sklair 2001!, while others stress global fragmentation of "the clash of civilizations"~Huntington 1996!. Driving "post" discourses into
This article explores the theoretical underpinnings of critical media literacy and analyzes four different approaches to teaching it. Combining cultural studies with critical pedagogy, we argue that critical media literacy aims to expand the notion of literacy to include different forms of media culture, information and communication technologies and new media, as well as deepen the potential of literacy education to critically analyze relationships between media and audiences, information and power. A multiperspectival approach addressing issues of gender, race, class and power is used to explore the interconnections of media literacy, cultural studies and critical pedagogy. In the interest of a vibrant participatory democracy, educators need to move the discourse beyond the stage of debating whether or not critical media literacy should be taught, and instead focus energy and resources on exploring the best ways for implementing it.Keywords Media literacy Á Critical media literacy Á Media education Á Critical pedagogy Á Cultural studies Á Radical democracy For most students in the United States, critical media literacy is not an option because it is not available; it is not even on the radar. Unlike educators in Canada, Great Britain, and Australia, many in the US are not informed enough about media literacy to even consider it. And yet, in today's multimedia world, it is insufficient to teach literacy that only addresses traditional concepts of print while ignoring the other major ways we receive, process, and create images and information. In the 21st century, critical media literacy is an imperative for participatory democracy because new information communication technologies and a market-based media culture have fragmented, connected, converged, diversified, homogenized, flattened, broadened, and reshaped the world. These changes
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