Keywords in radical philosophy and education: Pedagogical frames for engaging media
Biographical Sketch
Derek R. Ford is assistant professor of education studies at DePauw University. His scholarship is interested in how educational theory can help us re-imagine and re-enact our ways of being together in the world. His scholarly work has appeared in journals such as Cultural Politics, Journal of Curriuculum and Pedagogy, and Educational Philosophy and Theory. He has written and edited eight books, including Politics and pedagogy in the “post-truth” era: Insurgent philosophy and praxis. He is chair of the education department at The Hampton Institute, an organizer with the Answer Coalition, and co-editor of LiberationSchool.org. He is also the associate editor of Issues in Teacher Education.
Savannah Jo Wilcek is an undergraduate student at DePauw University, double majoring in Education Studies and English Writing. She has presented her work “From White Privilege to White Complicity Pedagogy” at the International Critical Media Conference in Savannah, Georgia. She is an editorial assistant for the peer-review journal, Issues in Teacher Education.
Anneliese Waalkes is an undergraduate student at DePauw University, double majoring in Education Studies and Peace and Conflict Studies. She has presented her work “Contemporary Air Conditions and Inequality” at the Conference for Equity and Social Justice in Richmond Virginia, as well as her work “From White Privilege to White Complicity Pedagogy” at the International Critical Media Conference in Savannah, Georgia.
Clayton Cooprider is an undergraduate student at DePauw University, double majoring in Education Studies and Asian Studies. He plans on graduating this year and becoming a teacher.
Type of Presentation
Panel submission
Brief Description of Presentation
What kinds of educational engagement does critical media literacy need? What kinds of implicit assumptions undergird the field, and how can we advance the field by making these explicit? This panel explores distinct pedagogical logics and educational keywords--including studying, listening, digital, and groundings--to help critical media literacy think more precisely about itself.
Abstract of Proposal
While critical media literacy is an inherently political field and practice, the relationship between education and politics remains relatively unexamined. That so many intense political struggles today actually center educational processes and institutions makes this gap all the more pressing. Yet in order for this work to be done, we need to begin to establish common frameworks and languages in and with which to move.
This book panel takes up this crucial and urgent task by discussing Keywords in Radical Philosophy and Education (Brill-Sense, in press), in which dozens of emerging and leading activists, organizers, and scholars assemble a collective body of concepts to interrogate, provoke, and mobilize contemporary political, economic, and social struggles.
In particular, we examine the distinct educational modes of engagement critical media literacy practitioners can use, including studying, listening, grounding, and learning.
Location
Session 2A (Grand Salon, Double Tree)
Start Date
2-22-2019 1:20 PM
End Date
2-22-2019 2:50 PM
Recommended Citation
Ford, Derek; Wilcek, Savannah Jo; Waalkes, Anneliese; and Cooprider, Clayton, "Keywords in radical philosophy and education: Pedagogical frames for engaging media" (2019). International Critical Media Literacy Conference. 10.
https://digitalcommons.georgiasouthern.edu/criticalmedialiteracy/2019/2019/10
Keywords in radical philosophy and education: Pedagogical frames for engaging media
Session 2A (Grand Salon, Double Tree)
While critical media literacy is an inherently political field and practice, the relationship between education and politics remains relatively unexamined. That so many intense political struggles today actually center educational processes and institutions makes this gap all the more pressing. Yet in order for this work to be done, we need to begin to establish common frameworks and languages in and with which to move.
This book panel takes up this crucial and urgent task by discussing Keywords in Radical Philosophy and Education (Brill-Sense, in press), in which dozens of emerging and leading activists, organizers, and scholars assemble a collective body of concepts to interrogate, provoke, and mobilize contemporary political, economic, and social struggles.
In particular, we examine the distinct educational modes of engagement critical media literacy practitioners can use, including studying, listening, grounding, and learning.
