Critical Constraints in the Classroom: Assessing How Teachers Approach Media Literacy in Middle and Secondary Schools

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dc.contributor.advisorSteeves, Hen_US
dc.contributor.authorStauss, Carolineen_US
dc.creatorStauss, Carolineen_US
dc.date.accessioned2012-10-26T04:02:47Z
dc.date.available2012-10-26T04:02:47Z
dc.date.issued2012
dc.description.abstractMany have advocated critical media literacy as a way to bridge American youth's digital skill set with the demands of citizenship in a country with an uncertain economic and political future. Empowering these students is vital, even as financial and cultural investment in education is dwindling. This thesis addresses the extent to which teachers employ critical strategies to address students' increasingly mediated worlds. By uncovering the narratives of public school English and social studies teachers in middle and secondary schools, the research provides evidence of many constraints that teachers have in implementing critical readings of media and some of the ways that teachers indeed practice critical pedagogy in their interactivity with media in the classroom. Findings suggest that teachers are motivated to discuss media critically in class but may not have some of the impetus to do so based on their prior knowledge.en_US
dc.identifier.urihttps://hdl.handle.net/1794/12412
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.rightsCreative Commons BY-NC-ND 4.0-USen_US
dc.subjectCritical pedagogyen_US
dc.subjectMedia literacyen_US
dc.subjectSymbolic interactionismen_US
dc.subjectTeacher narrativeen_US
dc.titleCritical Constraints in the Classroom: Assessing How Teachers Approach Media Literacy in Middle and Secondary Schoolsen_US
dc.typeElectronic Thesis or Dissertationen_US

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