Suchergebnisse

Review of: De Plutón a Orfeo: Los campos de concentración en el teatro español contemporáneo (1944–2015), Antonia Amo Sánchez (2020)
Bilbao: Artezblai, 255 pp.,
ISBN 978-8-41208-052-0, p/bk, €26.00

In March 2022, the Spanish government, under socialist Prime Minister Pedro Sánchez, broke with five decades of neutrality on Western Sahara, a former Spanish colony. Sánchez sent a letter to Moroccan King Mohammed VI, supporting Morocco's 2007 autonomy plan for Western Sahara within the Moroccan state. Madrid-based journalist, Eoghan Gilmartin, discusses Spain's historical debt to Western Sahara, Spanish–Moroccan relations, Spanish contemporary politics and the current energy crisis. Gilmartin's work has appeared in publications including Jacobin Magazine, Tribune Magazine, Open Democracy, Novara Media and CTXT. He was interviewed on 20 May 2022 by Deirdre Kelly, a lecturer in Spanish at Technological University Dublin. The following transcript has been edited for length and clarity.

Drawing on several ethnographies with youth participants, I identified and critiqued three frames that help to comprise the mainstream media's larger framework of troubled and troubling youth: inner‐city youth as "gang bangers"; teen mothers as "children having children" and "welfare bums"; and girls as fashion obsessed and impressionable. I considered the relationship between news coverage of youth and educational programs and curriculum and explored the possibilities and limits of various strategies aimed at producing and circulating diverse youth self‐ representations in the mainstream and alternative media, including involving youth as co‐researchers. Key words: youth cultural studies, high school, participatory democracy En puisant dans plusieurs études ethnographiques faisant appel à la participation de jeunes, l'auteure fait l'analyse critique de trois volets qui aident à comprendre le cadre plus vaste utilisé par les médias grand public relativement aux jeunes en difficulté : les jeunes des quartiers défavorisés ou les membres des « gangs de rue », les mères adolescentes décrites comme « des enfants qui ont des enfants » et des bénéficiaires de l'aide sociale ainsi que les jeunes filles vues comme des obsédées de la mode et des personnes impressionnables. L'auteure étudie le lien entre la représentation des jeunes dans les médias et les programmes d'éducation tout en explorant les possibilités et les limites de quelques stratégies visant à favoriser la création et la diffusion de diverses autoreprésentations des jeunes dans les médias grand public et alternatifs, y compris celles associant les jeunes aux processus de définition et d'opérationalisation des recherches. Mots clés: études culturelles sur les jeunes, école secondaire, démocratie participative.

This piece serves as the introduction by the new joint editors of the International Journal of Iberian Studies (IJIS), Dr Deirdre Kelly (Technological University Dublin, Ireland) and Dr Anton Pujol (University of North Carolina at Charlotte, United States). They highlight the journal's esteemed history, introduce the new members of the IJIS editorial board and advisory board and thank the outgoing editors. The new editors emphasize their commitment to upholding and expanding IJIS as a primary reference in Iberian studies, promoting interdisciplinary collaboration, and pushing the boundaries of scholarship. They express a dedication to maintaining high academic standards, fostering diversity in content and contributors, and encouraging submissions that explore overlooked Iberian-related topics. The co-editors outline their vision for the journal, emphasizing inclusivity, international collaboration, and engagement with contemporary challenges in the Iberian Peninsula. The article concludes with an invitation for researchers worldwide to contribute to IJIS, ensuring its growth, diversity and continued relevance.

Although the mainstream media and education systems are key institutions that perpetuate various social inequalities, spaces exist—both within and beyond these institutions—where adults and youth resist dominant, damaging representations and improvise new images. In this article, we address why educational researchers and educators should attend closely to popular media and democratizing media production. We analyze and illustrate strategies for engaging with and critiquing corporate news media and creating counter‐narratives. We explore media education as a key process for engaging people in dialogue and action as well as present examples of how popular culture texts can be excavated as rich pedagogical resources. Key words: media literacy, cultural studies, participatory democracy, popular culture, news, youth, schooling, public sphere, media education, educational policy Bien que les médias et systèmes d'éducation traditionnels soient des institutions clés qui perpétuent divers types d'inégalités sociales, il existe des espaces – à l'intérieur comme à l'extérieur de ces institutions – où les adultes et les jeunes opposent une résistance aux représentations dominantes préjudiciables et improvisent de nouvelles images. Dans cet article, les auteures expliquent pourquoi les chercheurs en éducation et les enseignants devraient porter une attention spéciale aux médias populaires et à la démocratisation de la production dans le domaine des médias. Elles analysent et illustrent des stratégies favorisant l'implication dans les médias d'information, la critique de ces médias et la création de discours variés apportant un contrepoids au discours dominant. Les auteures explorent l'initiation aux médias comme un outil‐clé pour inciter les gens au dialogue et à l'action et montrent, à partir d'exemples, comment le dépouillement de textes tirés de la culture populaire peut constituer une méthode pédagogique fructueuse. Mots clés : initiation aux médias, études culturelles, démocratie participative, culture populaire, ...

Developments in information and communication technologies (ICTs) add urgency to the claim that democracy requires media literate citizens. The purpose of this paper is to support media engagement by youth in a context characterized by the spread of misinformation through the very technologies that promise to democratize public debate. Rejecting literacy as a "skill", our work illustrates how informed judgment during media engagement can be promoted by student reflexivity. Drawing on our research with teachers, we identify six modes of student reflexivity: personal, affective, evidentiary, analytical, ethical, and political. Each mode can be prompted through a line of questioning that attends to the role of media engagement in re/constituting the social world, offline as well as online. These modes prepare youth for an active citizenship promoting social justice through what we call "critical social literacy".