Citizen Media and Practice 2019
DOI: 10.4324/9781351247375-5
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Educommunication for social change

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Cited by 7 publications
(3 citation statements)
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“…While the communicative dimension of the 15M has been studied from different perspectives (Castells, 2012;Micó & Casero-Ripollés, 2014;Postill, 2014), the relationship between communication and education processes in the Spanish movement has received less attention. There are works that mention the relevance of learning in relation to prefigurative politics and deliberative democracy practices (Hernández et al, 2013;Razquin, 2017;Romanos, 2013) and a few studies have addressed this aspect from the paradigm of educommunication (Barbas, 2020).…”
Section: Introduction and Outlinementioning
confidence: 99%
“…While the communicative dimension of the 15M has been studied from different perspectives (Castells, 2012;Micó & Casero-Ripollés, 2014;Postill, 2014), the relationship between communication and education processes in the Spanish movement has received less attention. There are works that mention the relevance of learning in relation to prefigurative politics and deliberative democracy practices (Hernández et al, 2013;Razquin, 2017;Romanos, 2013) and a few studies have addressed this aspect from the paradigm of educommunication (Barbas, 2020).…”
Section: Introduction and Outlinementioning
confidence: 99%
“…La dimensión comunicacional del 15M ha sido estudiada desde perspectivas que incluyen el rol de las tIC para la organización interna y para la transmisión de mensajes (Micó & Casero-Ripollés, 2014;Postill, 2014); la tecnopolítica (Toret, 2013); el discurso difundido por colectivos específicos y la influencia del movimiento en la agenda mediática (Alonso-Muñoz & Casero-Ripollés, 2016;Errejón, 2011); el impacto del 15M en la academia (Espinar & Seguí, 2016) o la influencia del movimiento en la revitalización del Tercer sector de la Comunicación (Barranquero & Meda, 2015). Respecto a la relación entre procesos de comunicación y educación, si bien encontramos trabajos que destacan la relevancia de los aprendizajes en relación con las políticas prefigurativas, las prácticas de democracia deliberativa y la metodología asamblearia (Hernández et al, 2013;Razquin, 2017;Rivero, 2013;Romanos, 2013), son escasos los que abordan dicha relación como objeto de estudio en sí mismo (Barbas, 2020).…”
Section: Introductionunclassified
“…The author also points out the extensive influence of the 'praxis' concept on the subfield of communication and cultural studies, such as educommunication, community and citizen media, and the notion of mediations. Ángel Barbas (2020) contributes to the research field of activist media practices from the educommunication paradigm in the last chapter of part one. By studying contemporary social movements and their use of media as educational practices, Barbas (2020, p. 84) argues that educommunication provides us with a conceptual link to "expand our capacity to understand the complex repertoire of media practices developed within social movements" and "allows us to build another bridge between 'media practices' and 'media learning processes'".…”
mentioning
confidence: 99%