Henry Giroux再現的批判教學論在媒體素養教育上的啟示

The Implications of Henry Giroux's Critical Pedagogy of Representation on Media Literacy Education

林秋美(Chiou-Mei Lin)

《臺灣教育哲學》 5卷1期 (2021/03) Pp. 118-149

https://doi.org/10.7001/JTPE.202103_5(1).0004

摘要

學生深受媒體影響，且十二年國民基本教育的核心素養之一就是「科技資訊與媒體素養」，所以媒體素養教育有其重要性及急迫性。本文運用詮釋學研究方法，以說明媒體素養教育的意義與內容，並分析Giroux再現的批判教學論之內涵。再現的批判教學論主張教育者教導學生識別各種再現，了解這些再現如何運作，並質問這些再現由誰建構出的，為誰的利益服務，以及檢視這些將再現合法化的機構，並進一步改寫和超越再現。本文最後闡釋Giroux再現的批判教學論對媒體素養教育之啟示，主張教師可運用學生日常生活接觸的媒體影音及資訊，讓學生去覺察這些不當的再現；提供工具讓學生分析並批判族群、性別、階級等再現，並質問這些媒體機構的商業意圖；引導學生從被動接受變成具備媒體素養的主動公民。

關鍵字

Henry Giroux ； 再現的批判教學論 ； 媒體素養教育

並列摘要

Students nowadays are deeply influenced by the media, thus media literacy became an essential component of the 12-Year Basic Education. This article, by means of hermeneutic approach, tries to achieve the following three aims. The first aim is to explain media literacy education in details. The second is to analyze Giroux's critical pedagogy of representation, which advocates the following: educators should teach students to identify the form and content of representations; to understand how they work; to question who structures those representations; to question whose interests are being served by the representations; to examine the institutions that legitimate the representations; to rewrite and move beyond those representations. The third aim of this article is to illuminate several implications of media literacy education from Giroux's critical pedagogy of representation. Educators can utilize the images, sounds and information within media that students are exposed to in their daily life, and raise students' awareness of those representations; provide tools to analyze and critique such representations of ethnic, gender and class; and interrogate the commercial intention of those media companies. Then, students could transform from passive receivers to active citizens with media literacy.

並列關鍵字

Henry Giroux ； Critical Pedagogy of Representation ； Media Literacy Education

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