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

Timothy A Kinard, Jesse S Gainer


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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