Pregnant with meaning: teen mothers and the politics of inclusive schooling
In: Adolescent cultures, school, and society vol. 13
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In: Adolescent cultures, school, and society vol. 13
In: Education and urban society, Band 30, Heft 2, S. 224-241
ISSN: 1552-3535
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 27, Heft 2, S. 165-186
ISSN: 1467-873X
In: Girlhood studies: an interdisciplinary journal, Band 2, Heft 1, S. 1-19
ISSN: 1938-8322
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".
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In: British journal of sociology of education, Band 28, Heft 1, S. 23-37
ISSN: 1465-3346
In: Women's studies international forum, Band 27, Heft 5-6, S. 547-557