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Investigates the recent "two-tone" multicultural/multiracial advertising campaign of the clothing company Benetton as part of a new model of post-Fordist, global production. This 1988-1991 campaign consisted of images of multicultural harmony attached to Benetton products. This celebration of diversity is compared to typical industrial advertising campaigns that stressed uniformity & universality. It is placed in the context of the development of a globalized economy & the concomitant withering away of the welfare state. This post-Fordist environment has shifted struggles out of state arenas & into the cultural sphere. Benetton's recent "small world" campaign, in which it took positions on controversial public issues such as homosexuality & acquired immune deficiency syndrom, is taken to be an episode in this new form of cultural politics. By marketing cultural difference & engaging in salient issues of cultural politics, Benetton has at once created a new model of corporate responsibility & masked the continuation of global capitalism. 30 References. D. M. Smith

COVID-19 public health mandates used in Canada and elsewhere proved to be potent measures for radicalizing new groups to right-wing ideas and gatherings, as well as for broadly main-streaming anti-government and anti-media rhetoric. This is visible online on the sites of some influencers who have waged a battle against COVID-19 mandates, and in real world protests such as Canada's Freedom Convoy, an event that culminated in a three-week occupation of Canada's capital, Ottawa, from January 29 through February 20, 2022. The movement had some appeal beyond its core groups and picked up momentum as time went on. The rise of right-wing populism in Canada is a result of multiple factors, but in this article, we will limit the purview to how an anti-vax and anti-mandate movement served to radicalize newcomers to a position antithetical to that of public health authorities and mainstream opinion, and also how this ideological struggle was mobilized and received via algorithm-driven online media.

"Media Literacies: A Critical Introduction traces the history of media literacy and grapples with the fresh challenges posed by the convergent media of the 21st century. The book provides a much-needed guide to what it means to be literate in today's media-saturated environment. Updates traditional models of media literacy by examining how digital media is utilized in today's convergent culture Explores the history and emergence of media education, the digitally mediated lives of today's youth, digital literacy, and critical citizenship Complete with sidebar commentary written by leading media researchers and educators spotlighting new research in the field and an annotated bibliography of key texts and resources "--

AbstractDigital mediation is central to how children and youth grow up in the global North and in much of the global South today. In taking account of this situation, of late researchers have tended to draw on a sociology of the child in conjunction with an examination of how digitization is changing the experience of childhood itself. This article also begins by tracking key social, economic and cultural changes in young people's lives. We then link these changes to the immersive media life many children around the world are living today, and note the worries this raises among parents, educators and others. To conclude, we identify the paradox of participation that is shaping children's digital culture and forcing researchers and others to reconsider the relationships between consumerism and civic life.

We report on a survey of 942 grade 10 and 11 students from 10 urban and 'rurban' boards in 5 Canadian provinces that takes stock of multicultural education three decades on in the context of youth's multiple, multimedia spheres of learning. This survey is presented as an innovative research instrument measuring what young people know about the struggles as well as the intellectual, political and cultural legacies of racialized peoples globally and nationally and where they learned it (school, media, family, community). Bivariate analysis of demographic, knowledge and attitudinal questions suggests schools' unique role in building a common knowledge base to combat Eurocentrism and cultural racism.

Introduction : we the people must become we the media / Steve Gennaro, Nolan Higdon, and Michael Hoechsmann -- 25 years of critical media literacy : what mattered then & what matters now in higher education / Allison Butler and Nolan Higdon -- Social justice is not possible without critical media literacy / Emil Marmol -- Finding the 'edu' in educommunicación : in search of praxis in teacher education / Helen DeWaard -- Preparatory courses for graduate programs and digital literacy during the Covid-19 pandemic / Renata Nascimento da Silva, Jose Messias -- Radical education and the abolitionist university / Jordan Harper and Jessica Hatrick -- The Peruvian university : will new models emerge from post-pandemic uncertainty? / María-Teresa Quiroz-Velasco, Julio-César Mateus -- Rethinking disorder : social struggles, direct action, and critical pedagogy / Robert F. Carley -- Exploiting the news to make change : a dynamic model of media environments as landscape for understanding and participating in the digital environment / Katherine G. Fry -- Critical media literacy and the university as medium : a reflexive social epistemology / William J. White -- Reclaiming media education for the environment : a case for critical ecomedia literacy in professional journalism schools / Rachel Guldin, Carl Bybee -- The anthropocene's epistemic enclosure : utilizing ecomedia literacy to revive the knowledge commons / Antonio Lopez -- Rethinking curriculums : how critical digital literacy and mandatory composition courses collide / Sydney Sullivan -- Theory as a 'healing place' : critical literacy, media production, and minoritized students / Katherine M. Bell -- Teaching podcasting in ethnic studies classrooms : the Alchemist Manifesto podcast, digital literacy pedagogies and lessons from student projects in and beyond the global pandemic / Daniel Topete, Mario Alberto Obando -- Scratching the surface : how Facebook Journalism Project undermines journalistic integrity and critical media literacy? / Siho Nam -- Augusto Boal's theater of the oppressed as a vehicle to promote critical media literacy / Miguel Gutiérrez -- "I should not have to take a class that is so harmfully liberal again" : radical democracy and preparing transformative teachers / Danielle T. Ligocki -- The road ahead : empowering critical thinkers and digital citizens / Steve Gennaro, Nolan Higdon and Michael Hoechsmann.

Introduction : the struggle over meaning in a world in crisis / Michael Hoechsmann, Gina Thésée and Paul R. Carr -- Ubuntu : innovation and decolonization in media and communication studies / Colin Chasi and Ylva Rodny-Gumede -- Participatory democratic production : in the conception and organization of a makerspace / Robyn M. Tierney -- Video production and global civic education : the school as sandbox for democracy 2.0 / María Rodríguez-Romero -- Media education for the inclusion of at-risk youth : shades of democracy 2.0 from Finland / Mari Pienimäki and Sirkku Kotilainen -- Disability representation in digital media in Zimbabwe / Tafadzwa Rugoho -- Merging media and information literacy and human rights education : a powerful amalgam for today's radical democracy / Sandra L. Cuervo Sanchez and Tania Goitandia Moore -- The critical mindset in times of distrust : critical thinking and critical consciousness and the biopolitics of the emerging media citizen / Michael Forsman -- Buying in to participatory culture? : critical media literacy and social media / Carlos Rodríguez-Hoyos, Elia Fernández-Diaz, Ignacio Haya Salmón and Adelina Calvo Salvador -- Gaming education : learning about climate change through digital game-based teaching / Tania Ouariachi, María Dolores Olvera-Lobo and José Gutiérrez-Pérez -- Not without us : a feminist pedagogy for media education 2.0 / Aquilina Fueyo -- Is it all just emojis and LOL : or can social media foster environmental learning and activism? / Ellen Field -- The social media landscape : self-simulation and social consequences / Maria Leena Korpijaakko -- Critical pedagogy for the media generation : youth media use and computational literacy through game-making / Milena Droumeva and Jennifer Jenson -- Post-truth explorers : information literacy vs. fake news / María Luisa Zorrilla Abascal and Bruno Salvador Hernández Levi -- Nine key insights : for a robust and holistic critical news media lliteracy / Emil Marmol -- Building digital bridges to our public sphere : blogging, media literacy 2.0, and 21st century pedagogy / Robert C. Williams -- Learning democracy by doing wikiversity / Anna Renfors and Juha Suoranta -- Multiliteracies and the critical thinker : philosophical engagement with new media in the classroom / Laura D'olimpio -- Postscript : bubbles and baubles : seeking democracy 2.0 in a post-factual world / Roberto Aparici and David García-Marín.

Front Matter -- Copyright page -- Dedication -- Foreword /Shirley R. Steinberg -- Acknowledgments -- Introduction /Michael Hoechsmann , Paul R. Carr and Gina Thésée -- Democracy and Mediatized Participation -- Technocracy, Education, and the Global Imperative /Peter Pericles Trifonas -- Voluntary Subservience and Capitalist Religion in the Era of Reality Television Politics /William M. Reynolds -- The Development of Democratic Citizenship within the Context of Education for Latin American Unification /Raul Olmo Fregoso Bailon and Felipe De Jesús Alatorre Rodríguez -- Digital Citizens, Not Just Consumers /Megan Ryland -- Engagement with the Mainstream Media and the Relationship to Political Literacy /Paul R. Carr , Gary W. J. Pluim and Lauren Howard -- Contexts of Contested Notions of Democracy and Media -- Embodiment as Discourse in Indigenous Photography /Kalli Paakspuu -- The Role of Social Media in Africa's Democratic Transitions: Lessons from Burundi /Anne Munene and Ibrahim Magara -- Critical Pedagogy Through Participatory Video /Lynette Sampson -- Community-Driven Media in Australia /Renee Desmarchelier , Jon Austin and Cally Jetta -- The Battle for Free Universal Education in Chile /Salomé Sola-Morales -- The #Ocupaescola (#Occupyschool) Movement /Ivan Bomfim -- "Democracy! Not Just for Locals but for us too!" /Casey Burkholder -- Back Matter -- EDITORS.

Cover -- Title Page -- Copyright Page -- Contents -- Foreword -- About the Editors -- Notes on Contributors -- Introduction: Media Education Research in a Rapidly Changing Media Environment -- Words That Matter: The Research Field in Media Literacy Education -- Articulating the Evolving Twenty-First Century Literacies -- Innovative Research Postures -- Part I: Global Youth Cultures -- Part II: Pedagogies and Practices -- Part III: Histories -- Part IV: Institutions and Policy Developments -- Part V: Critical Citizenship and Futures -- Conclusion -- References -- Part I Global Youth Cultures -- Chapter 1 Micro-Celebrity Communities, and Media Education: Understanding Fan Practices on YouTube and Wattpad -- Introduction -- Beyond the Pre-digital Media Curriculum -- Investigating Let's Players -- Implications for Research and Media Education -- Conclusion -- Note -- References -- Chapter 2 Memes Production as Parodic Activism: Inclusion and Exclusion in Young People's Digital Participation in Latin America -- Introduction -- Young People and Digital Media: Communities and Participation -- Memes as a Parodic Resource of Inclusion-Exclusion -- Concluding Remarks: Implications of Parodic Participation for Democratic Politics -- References -- Chapter 3 Youth, ICTs, and "Violent Extremism": A Media Education Perspective -- Introduction -- Radicalization into Violent Extremism: A False Equivalence -- Appropriating Youth-Led Initiatives in the Global South: Cyberdissidence, Radicalization, and Regime Change -- Youth, Media Education, and the Ontologies of Violence -- Conclusion -- Acknowledgments -- Notes -- References -- Chapter 4 Unaccompanied Refugee Children and Media Literacy: Doing Media Education Research on the Margins -- Introduction -- Media Education Research with Migrant and Refugee Communities -- Media Education for Unaccompanied Refugee Youth.

"The Capitol Riots maps out the events of the January 6, 2021 insurrectionary riots at the United States Capitol building, providing context for understanding the contributing factors and ongoing implications of the uprising. This definitive text explores the rise of populism, disinformation, conspiracy theories, the alt-right, and white supremacy during the lead-up to and planning of the Stop the Steal campaign, as well as the complex interplay during the riots of political performances, costumes, objectives, communications, digital media, datafication, race, gender, and-ultimately-power. Assembling raw data from social media, selfie photos and videos, and mainstream journalism, the authors develop a timeline and data visualizations representing the events. They delve into the complex, openly shared narratives, motivations, and actions of people on the ground that day who violated the symbolic center of U.S. democracy. An analysis of visual data reveals an affective outpouring of mutually amplifying expressions of frustration, fear, hate, anger, and anomie that correspond to similar logics and counter-logics in the polarized and chaotic contemporary media environment that has only been intensified by COVID-19 lockdowns, conspiracy theories, and a call to action at the Capitol from the outgoing POTUS and his inner circle. The book will appeal to both a general audience of those curious about how and why the Capitol riots unfolded and to students and scholars of communications, political science, media studies, sociology, education, surveillance studies, digital humanities, gender studies, critical whiteness studies, and datafication studies. It will also find an audience within computer science and technology studies through its approach to big data, data visualization, AI, algorithms, data tracking, and other data sciences"--

"The Capitol Riots maps out the events of the January 6, 2021 insurrectionary riots at the United States Capitol building, providing context for understanding the contributing factors and ongoing implications of the uprising. This definitive text explores the rise of populism, disinformation, conspiracy theories, the alt-right, and white supremacy during the lead-up to and planning of the Stop the Steal campaign, as well as the complex interplay during the riots of political performances, costumes, objectives, communications, digital media, datafication, race, gender, and-ultimately-power. Assembling raw data from social media, selfie photos and videos, and mainstream journalism, the authors develop a timeline and data visualizations representing the events. They delve into the complex, openly shared narratives, motivations, and actions of people on the ground that day who violated the symbolic center of U.S. democracy. An analysis of visual data reveals an affective outpouring of mutually amplifying expressions of frustration, fear, hate, anger, and anomie that correspond to similar logics and counter-logics in the polarized and chaotic contemporary media environment that has only been intensified by COVID-19 lockdowns, conspiracy theories, and a call to action at the Capitol from the outgoing POTUS and his inner circle. The book will appeal to both a general audience of those curious about how and why the Capitol riots unfolded and to students and scholars of communications, political science, media studies, sociology, education, surveillance studies, digital humanities, gender studies, critical whiteness studies, and datafication studies. It will also find an audience within computer science and technology studies through its approach to big data, data visualization, AI, algorithms, data tracking, and other data sciences"--

AbstractThis article is a collective response to the 2020 iteration ofThe Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020Manifestocontinues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though theManifestowas written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is thatThe Manifesto for Teaching Onlineoffers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.