"Alternative media for public pedagogy: ""Chief"" concerns and human agency"

Feria-Galicia, Joseph P.

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https://hdl.handle.net/2142/16758 Copy

Description

Title

"Alternative media for public pedagogy: ""Chief"" concerns and human agency"

Author(s)

Feria-Galicia, Joseph P.

Issue Date

2010-08-20T17:57:02Z

Director of Research (if dissertation) or Advisor (if thesis)

Darder, Antonia

Doctoral Committee Chair(s)

Darder, Antonia

Committee Member(s)

• Peters, Michael A.
• Reese, Debbie
• Leistyna, Pepi

Department of Study

Educational Policy Studies

Discipline

Educational Policy Studies

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• critical media literacy
• public pedagogy
• critical pedagogy
• alternative media
• radical media
• critical ethnography
• Mascots
• Chief Illiniwek
• American Indian mascots
• resistance
• S.T.O.P. Coalition

Abstract

To demonstrate how the growing influence of alternative media in civil society correlates with the rise of social movements and their influence on contemporary manifestations of resistance, this research uses critical ethnographic methodologies to document the narratives of alternative media producers in the pro-Indigenous and anti-“Chief” campaigns at the University of Illinois at Urbana-Champaign during the 2006-2007 school year. These narratives demonstrate not only the ways alternative media help transmit dissent by distributing information to diverse populations, but also the manner they facilitate contexts that influence identity formations and strengthen counter-cultural communal practices. Particular lineages of critical social theory are used to situate knowledge construction and social relationships within specific socio-historic contexts to approach issues of subjectivity, human agency, and resistance. These include the Frankfurt School for Social Research, the Birmingham Centre for Contemporary Cultural Studies, and the Brazilian education philosopher Paulo Freire, who emphasize criticality based on the engagement of ideological analysis, as well as developing capacities to critique and resist oppressive social and political relationships. Thus, this study argues for expanding traditional notions of literacy to include the ability to decode and produce media as a critical element of meaningful democratic participation.

Graduation Semester

2010-08

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http://hdl.handle.net/2142/16758

Copyright and License Information

Copyright 2010 Joseph Posada-Huerta Feria-Galicia

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