Writing for Social Justice: Journalistic Strategies for Catalyzing Agentic Engagement among Latinx Middle School Students through Media Education

Autor/inn/en	Guldin, Rachel; Madison, Ed; Anderson, Ross C.
Titel	Writing for Social Justice: Journalistic Strategies for Catalyzing Agentic Engagement among Latinx Middle School Students through Media Education
Quelle	In: Journal of Media Literacy Education, 13 (2021) 2, S.71-85 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8715
Schlagwörter	Journalism Education; Social Studies; Social Justice; Social Problems; Critical Theory; Media Literacy; Writing for Publication; Electronic Publishing; Middle School Students; Hispanic American Students; Grade 6; Urban Schools; Early Adolescents; Transformative Learning; Experiential Learning; Consciousness Raising; Student Empowerment; Program Effectiveness; California (Los Angeles) + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Soziale Gerechtigkeit; Social problem; Soziales Problem; Kritische Theorie; Media skills; Medie competence; Medienkompetenz; Elektronisches Publizieren; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; School year 06; 6. Schuljahr; Schuljahr 06; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Pädagogische Transformation; Experiental learning; Erfahrungsorientiertes Lernen; Bewusstseinsbildung; Studienberechtigung
Abstract	This study examines the experiences of 15 Latinx sixth-grade students in Los Angeles who participated in a yearlong journalism-based media literacy program embedded in their social studies classes. Students researched, interviewed, wrote, and published articles on the Internet about social justice themes, like immigration, racism, and LGBTQ rights. The intervention uses critical pedagogy and social justice pedagogy. This study seeks to understand how key aspects of these philosophies emerge in students' reflections of their journalistic learning experiences. Deductive qualitative analysis of focus group data indicates that students experienced transformational, agentic experiential learning that allowed them to explore and question the world. The limited comments about funds of knowledge, local communities, and critical co-investigation suggest that these areas need additional attention during intervention implementation. The journalistic approach illustrates new ways educators can engage in critical and social justice pedagogy in middle school media education. (As Provided).
Anmerkungen	National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: https://digitalcommons.uri.edu/jmle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01