Kissing G.I. Joes: Critical Media Literacy Episodes and Wide-Awake, Critical Connoisseurship

Timothy A Kinard, Jesse S Gainer

Abstract


This article explores the actions, as well as the thoughts, of teachers who are interested in - and prepared to engage in - critical pedagogy and the potential for using critical media literacy as a framework for this pedagogy.  This article investigates the notion that there is a recognizable and describable "mindset" that a teacher can have in order to prepare the type of learning environment in early childhood educational settings that creates a curriculum space for critical pedagogy; in this case we investigate the words and actions of such a teacher.  We argue that this "mindset," which we are calling wide-awake, critical connoisseurship, when employed in the classroom, lends itself particularly well to teacher engagement as a facilitator for students in critical media literacy episodes.  We argue that these episodes, when engaged in by teacher and student[s] can then lead to critical media literacy projects.  


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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

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