The Urgent Need for Anticolonial Media Literacy

Cordes, Ashley; Sabzalian, Leilani

doi:10.18251/ijme.v22i2.2443

Cited by 6 publications

(4 citation statements)

References 35 publications

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“…These limitations illustrate the potential shortcomings of using Molly of Denali as an avenue to teach Indigenous studies in the elementary classroom. Cordes and Sabzalian (2020) state, "because misrepresentation is so pervasive, teachers must not only offer students more humanizing media representations but must also teach students to detect and disrupt the constant flux of colonizing and dehumanizing representations of Indigenous peoples they see in media " (p. 197). While the PSTs' lessons focusing on Molly of Denali did humanize contemporary Native culture, the lessons did not directly address colonizing or dehumanizing representations in other forms for media.…”

Section: Discussionmentioning

confidence: 99%

“…Building upon Yosso's (2002) work, Cordes and Sabzalian (2020) call for anticolonial media literacy. Anti-colonial media literacy counters the scarce and oppressive portrayals of Indigenous peoples in the media (Fryberg et al ., 2008; Raheja, 2010) by using humanizing representations of Indigenous peoples and teaching students to detect and interrogate stereotypical tropes.…”

Section: Literature Reviewmentioning

confidence: 99%

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Reel critical: using film to teach Indigenous studies in the elementary classroom

Van Haren,

Stebbins

2023

SSRP

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PurposeFilm has long been an instructional tool in social studies education; however, most research and methods for using film to teach social studies are situated at the secondary level. As such, the purpose of this study was to extend and expand what is known about using film in elementary social studies classrooms. More specifically, this qualitative content analysis study explored how and why elementary pre-service teachers (PSTs) used film clips from Molly of Denali to design critical Indigenous studies lessons. The data offer insight into the possibilities of using film as a strategy to teach anti-oppressive elementary social studies education.Design/methodology/approachThe authors used qualitative content analysis in this study. Data for this study included 17 lesson planning assignments and corresponding written rationales completed by PSTs in an elementary social studies methods course. Data collected as a result of convenience sampling, given both the authors were the instructors of the methods course. To analyze the data, the authors used a multi-step coding process and a combination of inductive and deductive coding.FindingsGrounded in a framework of anti-oppressive and anti-colonial education, PSTs designed elementary social studies lessons that used film clips from Molly of Denali to increase representation, center a counter-narrative and serve as a motivator. PSTs also infused other sources into their lesson plans, thus extending their lessons beyond the film.Originality/valueGiven the lack of research on how film can be used in elementary social studies classrooms, this study fills a void in the literature. Results of this study suggest that similar to the benefits of using film in secondary classrooms, film can be an engaging and motivating source of information for elementary students. Moreover, when used within a critical pedagogical framework like Sabzalian's (2019) critical orientations of Indigenous studies, film can increase representation and teach anti-oppressive counter-narratives in the elementary classroom.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Reel critical: using film to teach Indigenous studies in the elementary classroom

Van Haren,

Stebbins

2023

SSRP

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“…The work of N'we Jinan artists suggests that musical narratives of self-empowerment and resistance are compelling topics for Indigenous youth. The videography enacts counterhegemonic imperatives of anti-colonialist agency (Cordes and Sabzalian 2020;Rice and Mündel 2018). In teaching hip-hop music, including that of N'we Jinan artists, the knowledge and perspectives of Indigenous youth must inhabit a central place in pedagogy (Kruse 2020, p. 155).…”

Section: Partnerships For Decolonizationmentioning

confidence: 99%

Videographic, Musical, and Linguistic Partnerships for Decolonization: Engaging with Place-Based Articulations of Indigenous Identity and Wâhkôhtowin

Crandall

2023

Humanities

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N’we Jinan, a group of young Indigenous artists who run a mobile production studio and an integrative arts studio, travel to different Indigenous communities, where they support youth in writing and recording music that involves the local community. N’we Jinan employs social media to articulate and protect Indigeneity through the sharing of Indigenous music videos, empowering youth to resist continued colonization. These videos serve to create a sense of connection in Indigenous communities in Turtle Island (Canada) as well as offer a means by which non-Indigenous listeners can learn about contemporary Indigenous cultures. Viewed in conjunction with Nunavut’s Inuit Qaujimajatuqangit and the Northwest Territories’ Dene Kede and Inuuqatigiit, which provide a framework of traditional knowledge, values, and skills specific to Indigenous communities in the Canadian Arctic, the texts implicitly invite non-Indigenous listeners’ engagement in social justice activism as settler allies. The texts invite listening to and viewing the empowering songwriting and recording practices through the lens of social justice and wâhkôhtowin or kinship relations, which involves walking together (Indigenous and settler) in a good way and engaging with Bourdieu’s influential framework of cultural capital. The themes explored in the songs include cultural identity, language, and self-acceptance. The empowering songs of N’we Jinan are place-based articulations of identity that resist coloniality and serve as calls to action, creating embodied videographic, musical, and linguistic partnerships that serve as important articulations of Indigenous identity and which promote the decolonization of reading and listening practices and, by extension, education.

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“…La segunda, que las cuestiones que se trabajan en el aula no tienden a analizarse desde la óptica de las diversas identidades implicadas, sino de la que es dominante, por lo que se siguen invisibilizando grupos minoritarios y subordinando unas culturas sobre otras. Ocurre por ejemplo en el contexto español en la enseñanza del 'descubrimiento' de América, en la que prima una visión que legitima una identidad eurocéntrica y colonizadora y, a su vez, elimina la valoración identitaria de los pueblos originarios del continente americano (Cordes & Sabzalian, 2020). Ambas cuestiones tienen un impacto sobre la enseñanza de la convivencia y la cultura democrática, sobre el desarrollo de conocimientos, habilidades, actitudes y valores vinculados a apreciar la diversidad cultural, respetar otras visiones del mundo y proteger la democracia y la justicia social como bienes públicos y comunes (Ross, 2004;Kahne & Westheimer, 2014;Kennedy, 2019).…”

Section: Introducción La(s) Identidad(es) Y Su Construcción a Discusiónunclassified

Populismos e identidad(es). Un contenido relevante en la enseñanza de las Ciencias Sociales

Pérez-Rodríguez,

De-Alba-Fernández,

Navarro-Medina

2023

Acta Sci. Educ.

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El auge de los populismos es un grave problema para la democracia. Estos movimientos apelan a ideas simplificadoras de la identidad basadas en tópicos culturales. Partimos de la hipótesis de que este tipo de discursos elementales y poco elaborados conectan mejor con la población que otros más democráticos y críticos, que requieren una mayor complejidad de razonamiento y que van unidos al desarrollo de una mayor conciencia crítica. Esta situación es especialmente grave en el caso de los docentes que, en definitiva, son los encargados de gran parte de la formación política de las futuras generaciones. La investigación que se presenta explora esta hipótesis en un grupo de 80 estudiantes del Grado de Educación Primaria de la Universidad de Sevilla mediante un cuestionario de preguntas abiertas y cerradas. Los resultados del estudio nos permiten afirmar que los estudiantes en formación inicial dan poca relevancia a la política para explicar la construcción de sus identidades. En gran medida justifican que elementos más cercanos a ellos (social, lingüístico, local o territorial) influyen más en la construcción de sus identidades. Esto, además, condiciona las perspectivas prácticas que tienen sobre cómo deben trabajarse las identidades en el aula de Educación Primaria, primando una visión sobre la enseñanza vinculada al territorio y cultura local. En conclusión, es necesario que los modelos formativos consideren el abordaje de la política como cuestión relevante tanto en las identidades de los jóvenes futuros maestros como en el trabajo de las identidades con niños y niñas de Educación Primaria.

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The Urgent Need for Anticolonial Media Literacy

Cited by 6 publications

References 35 publications

Reel critical: using film to teach Indigenous studies in the elementary classroom

Reel critical: using film to teach Indigenous studies in the elementary classroom

Videographic, Musical, and Linguistic Partnerships for Decolonization: Engaging with Place-Based Articulations of Indigenous Identity and Wâhkôhtowin

Populismos e identidad(es). Un contenido relevante en la enseñanza de las Ciencias Sociales

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