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Author
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Jeremy Stoddard, Jonathan Tunstall, Leila Walker, Emily Wight
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Year
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September 2021
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Publisher
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Journal of Media Literacy Education
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Abstract
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The paper critiques current media literacy programs for focusing mainly on source accuracy and reliability while neglecting how marginalized groups are represented in media. It argues that traditional “objective” news sources often reinforce stereotypes and media injustices. The study proposes an alternative critical media education model that emphasizes representation, power, and social justice. Through pedagogical examples, it shows how combining critical media analysis with media production can help learners challenge biased representations and media injustice, beyond simply verifying factual accuracy.
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Language
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English