Revolutionary Pedagogies: Cultural Politics, Instituting Education, and the Discourse of Theory

By Peter Pericles Trifonas | Go to book overview
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the issues in this chapter. For ongoing discussions of the issues in this chapter, I am especially grateful to Rhonda Hammer and Allan and Carmen Luke.

Carson and Friedman 1995 contains studies dealing with the use of media to deal with multicultural education. Examples of teaching media literacy which I draw on include Masterman 1989; Schwoch, White, and Reilly 1992; Fleming 1993; Giroux 1994 and 1996; Sholle and Densky 1994; McLaren, Hammer, Sholle, and Reilly 1995; McLaren 1995; Kellner 1995a; Luke 1997a and 1997b. See also the work of Barry Duncan and the Canadian Association for Media Literacy (website: http://www.nald. ca/province/que/litcent/media.htm).
See Hammer (1995), who indicates how student video projects can empower students to learn the conventions and techniques of media production and use the media to engage in self-development and the creation of counterhegemonic culture. Whereas film production involves heavy capital investment and expensive technology, and thus restricts access, video production is more accessible to students, easier to use, and enables a broad spectrum of students actually to produce media texts, providing alternative modes of expression and communication. Video technology thus provides access to a large number of voices excluded from cultural production and expression, materializing the multicultural dream of democratic culture as a dialogue of a rainbow of voices, visions, ideas, and experiences.
In 1991, the Association of Supervision and Curriculum Development (ASCD) concluded: “Information literacy equips individuals to take advantage of the opportunities inherent in the global information society. Information literacy should be a part of every student's educational experience. ASCD urges schools, colleges, and universities to integrate information literacy programs into learning programs for all students.” The project has been taken up by the National Forum on Information Literacy (NFIL). Building on these projects, it is important to see that computer literacy involves developing a wide range of information literacies and that the latter also involve developing multiliteracies that access and interpret images, media spectacles, narratives, and new cultural sites in an expanded concept of information that resists its reduction to print paradigms alone.
For other recent conceptions of multimedia literacy, see the discussions of literacies needed for reading hypertext in Burbules and Callister 1996; Luke 1997a; and the concept of hyperread-ing in Burbules, 1997.
There are two major modes and concepts of hypertext; one that is primarily literary and involves new literary/writing strategies and practices, and one that is more multimedia, multisemiotic, and multimodal. Hypertext was initially seen as an innovative and exciting new mode of communication that increased potentials for writers to explore new modes of textuality and expression and to expand the field of writing. As multimedia hypertext developed, it was soon theorized as a multisemiotic and multimodal form of communication. Yet some early advocates of


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Revolutionary Pedagogies: Cultural Politics, Instituting Education, and the Discourse of Theory


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