Towards a Decolonial Critical Political Economy of the Media: Some Initial Thoughts

Chiumbu, Sarah; Radebe, Mandla J.

doi:10.1080/02500167.2020.1757931

Cited by 12 publications

(7 citation statements)

References 39 publications

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“…Autoethnographers believe research can be rigorous, theoretical and analytical and emotional, therapeutic and inclusive of personal and social phenomenon' ( [25], p. 8). Participatory action research and autoethnography are presented as decolonising methods of data generation as they allow local communities to theorise their own lives and expect the 'established research community' to recognise these theories as valid academic knowledge ( [26], p. 3). In this case, the course tutor, Ines, and the students-practitioners, Annie, Jeff, and Victoria, reflected on their own experiences of being involved in the practitioner enquiry course and collaborated to write this article.…”

Section: Methodsmentioning

confidence: 99%

“…In this case, the course tutor, Ines, and the students-practitioners, Annie, Jeff, and Victoria, reflected on their own experiences of being involved in the practitioner enquiry course and collaborated to write this article. This can be considered a 'decolonising approach to research is twofold: (a) the deconstruction of existing methodologies and methods that (re)produce the coloniality of knowledge; and (b) a reconstruction/or reinvention of research practice' ( [26], p. 3). Rather than the tutor collecting data 'on' the experiences of student-practitioners, the decision was to collaborate and jointly reflect on the individual and shared experiences of CPD and the PE course.…”

Section: Methodsmentioning

confidence: 99%

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Practitioner Enquiry as Lifelong Teacher Education for Inclusion

Alves,

Christodoulidis,

Carpenter

et al. 2024

Education Sciences

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This article focuses on the use of a practitioner enquiry (PE) course to develop teacher education for inclusion, particularly when referring to continuous professional development (CPD). The article aims to answer the following research questions: How does this PE course compared to other experiences of CPD? To what extent is this model of CPD a way of promoting teacher education for inclusion? The data presented in this article were generated by three student-practitioners and a course tutor who engaged in a practitioner enquiry course offered in a higher education institution in Scotland during the academic year 2022–2023. Data were generated through autoethnography, and all authors individually reflected on their experiences of CPD, namely this PE course. The data were then analysed through a thematic analysis process that combined individual and collaborative tasks, including the writing of this article. This article concludes that long-term CPD with a constructivist alignment allows student-practitioners to develop their agency as inclusive educators. Engagement with research, both by critically analysing ‘global’ academic research and by designing and implementing a ‘local’ PE, provides lifelong tools for teachers to identify and remove barriers to ensuring that all learners can access, participate, and succeed in education.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Practitioner Enquiry as Lifelong Teacher Education for Inclusion

Alves,

Christodoulidis,

Carpenter

et al. 2024

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Chiumbu and Radebe (2020: 1) have stated that ‘the critical political economy of the media approach allows an understanding of the ideologies and power structures that influence media operations, ownership, and funding’. In recent decades, researchers have argued that although the critical political economy of the media is a dominant paradigm to deconstruct issues associated with the ownership structures and transnational operations of media giants, the theory needs adjustments, decolonisation and realignment with similar concepts such as cultural hegemony to understand the media operations of transnational media corporations in the Global South (McQuail, 2005).…”

Section: Theoretical Positioning: Critical Political Economy and Cult...mentioning

confidence: 99%

“…In recent decades, researchers have argued that although the critical political economy of the media is a dominant paradigm to deconstruct issues associated with the ownership structures and transnational operations of media giants, the theory needs adjustments, decolonisation and realignment with similar concepts such as cultural hegemony to understand the media operations of transnational media corporations in the Global South (McQuail, 2005). The two concepts are identical as cultural hegemony is defined as a situation in which ‘participants in a social relationship consent to the policies and leadership of a dominant group’ (Artz, 2015: 9), while the critical political economy of communication explores questions related to media operations, ownership and funding dealing with the production, distribution and consumption of cultural products (Chiumbu and Radebe, 2020; McChesney, 2008). Flew (2007: 73) argues that the cultural hegemony of transnational media corporations and ‘the radical critique of global media associated with critical political economy experienced a resurgence of interest in recent years’.…”

Section: Theoretical Positioning: Critical Political Economy and Cult...mentioning

confidence: 99%

A passage to India: The Indian film market and the political economy of Disney’s transnational operations

Rasul

2023

Global Media and Communication

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This study analyses Disney’s operations in the Indian film market through its subsidiary, UTV Motion Pictures, during earlier decades. Scholarship in the critical political economy has ignored how transnational media corporations make inroads into profitable markets. The present study addresses this critical gap by examining Disney’s expansion strategies in the Indian culture market. The analysis reveals that Disney has increased its influence in the Indian entertainment sphere by following the capitalistic logic of profit maximisation at the expense of local production, distribution and consumption of entertainment products. The study discusses the future research agenda for critical political economy theory.

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“…Chimbu concurs with this when he argues that "... it's not ignoring Western knowledge, but it is about re-centring Africa and its experiences." 15 This means that although there is still a need for a centre, this centre must be Africa thereby eschewing epistemic universalism. Kasturi concludes that decolonisation "is about defining clearly what the centre is and mapping out the directions and perspectives that studies should take if Africa is placed at the centre."…”

Section: Literature Reviewmentioning

confidence: 99%

Deconstructing Decolonising in the Context of a South African Higher Education Institution

Fomunyam

2023

EHASS

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Decolonisation at its different levels and stages is a movement that started around the sixties and has swept across all continents of the world. However, there has been a re-invigoration of this movement in recent years on the African continent, particularly in the education sector. This took a different turn in South Africa in late 2015 when the #Mustfall movement started. Different institutions responded to this in a frenzy and the result was absolute chaos in both the understanding of the subject and response to it. About eight years later many academics are still grappling with the meaning of the consult and how to go about decolonising in higher education. Though there is a dearth of academic writing on the subject particularly in South Africa, this has translated to little action and the vestiges of colonialism remain. This paper sought to deconstruct decolonisation from an institutional perspective and theorise how the same can be made to unfold within the stratosphere. This study was designed as a qualitative case study of a South African University and used interviews as the data generation method. The findings indicated that decolonisation is about politics, language, and identity, not forgetting an element of confusion. The paper concluded that decolonisation has to transcend individual understandings of the same to deal with all facets of the higher education sector. It, therefore, recommended the adoption of a holistic approach to dealing with decolonisation and an overall improvement in the understanding of lecturers on decolonisation. This paper makes a vital contribution to the body of knowledge by articulating the conflicting understandings that exist and the confusion it breeds. It also points to the lack of decolonisation within the higher education space. Keywords: South Africa, Deconstructed Decolonisation, Higher Education, Teacher Education

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Towards a Decolonial Critical Political Economy of the Media: Some Initial Thoughts

Cited by 12 publications

References 39 publications

Practitioner Enquiry as Lifelong Teacher Education for Inclusion

Practitioner Enquiry as Lifelong Teacher Education for Inclusion

A passage to India: The Indian film market and the political economy of Disney’s transnational operations

Deconstructing Decolonising in the Context of a South African Higher Education Institution

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