A collaboratıve media production project on human rights: bridging everyday and media education

Haydari, Nazan; Kara, Mustafa

doi:10.1080/14703297.2013.861759

Cited by 5 publications

(1 citation statement)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, I use media production activities as a theoretical realm to produce a learning experience in which the authorial role is shared by students from both the communities in the absence of a familiar script, thus, encouraging them to speak as unique individuals and not a members of a religious community (Buckingham, 1995;Gennep, 1960;Goodman, 2003;Haydari & Kara, 2015;Poyntz & Hoechsmann, 2012;Rantal, 2009).…”

Section: (Laughter Grows Louder)mentioning

confidence: 99%

Mediating Religious Literacy among Primary School children in Gujarat: Classroom as a Liminal Space

Bhatia¹

2018

JMLE

View full text Add to dashboard Cite

Articulation of religious guidelines in the political milieu never takes place in a disembodied form; rather politically inscribed religious discourses are embedded within and conveyed through specific institutional channels, including media organizations and education institutions. My experiences of working as a media educator in villages in Gujarat have helped me understand how the learning of such discriminatory practices begin early as students use various linguistic and socio-cultural cues in order to make sense of the society. In this paper, I use critical media literacy as a way to redefine classroom as a liminal space and create conditions for emergence of an alterity. Critical media literacy (CML) can provide young students with the skills required to upend the dominant discourse of religious violence, to create new narratives from the interstices-from the in-between, and pendulate between the fixed identities subsumed in binaries such as self-other, victim-perpetrator, us-them, and most importantly Hindus-Muslims. In this paper, I attempt to answer two research questions. First, how is this dominant rationality of religious hatred perpetuated through media texts and the socialization process in schools? How does it influence the everyday experiences of young students in two villages in the Sanand tehsil of Ahmedabad district in Gujarat? Second, how can the classrooms be designed as spatial sites to encourage young students to counter their feelings of individualized prejudice and enact resistance? I illustrate how media educators can use CML to design classrooms as a liminal space and help students operate from the margins of the socialization they receive and thus be more open to different regimes of truth practiced in different religious communities.

show abstract

Section: (Laughter Grows Louder)mentioning

confidence: 99%

Mediating Religious Literacy among Primary School children in Gujarat: Classroom as a Liminal Space

Bhatia¹

2018

JMLE

View full text Add to dashboard Cite

show abstract

Effective Learning Through Project-Based Learning: Collaboration, Community, Design, and Technology

Will

2022

Digital Communication and Learning

View full text Add to dashboard Cite

Reporting Without Knowledge: the Absence of Human Rights in US Journalism Education

Reilly

2018

Hum Rights Rev

View full text Add to dashboard Cite

A collaboratıve media production project on human rights: bridging everyday and media education

Cited by 5 publications

References 5 publications

Mediating Religious Literacy among Primary School children in Gujarat: Classroom as a Liminal Space

Mediating Religious Literacy among Primary School children in Gujarat: Classroom as a Liminal Space

Effective Learning Through Project-Based Learning: Collaboration, Community, Design, and Technology

Reporting Without Knowledge: the Absence of Human Rights in US Journalism Education

Contact Info

Product

Resources

About