Paulo Freire’nin Eleştirel Pedagojisi ve Medya Okuryazarlığı Açısından Değerlendirilmesi
Evaluation of Paulo Freire’s Critical Pedagogy and its Evaluation in Terms of Media Literacy

Summary/Abstract: The accessibility of different media formats through portable devices has blurred the boundaries between personal communication, mass communication, and broadcasting. At the beginning of this process, defined as convergence, optimistic expectations were voiced that new media would make social problems more visible and strengthen collective searches for solutions. However, human needs and cognitive capacities have largely remained the same; societies continue to reproduce similar problems from earlier periods within new technological environments. In the aftermath of digitalization, realizing the potential promised by critical media literacy requires reconsidering concepts such as critical consciousness and competence. Within the mainstream approach, media literacy education is generally regarded as necessary, yet it is often articulated in a limited way. Of course, skills such as accessing accurate information, verifying news, using digital tools, and distinguishing manipulative content are important. However, media texts are also discursive structures that construct social reality, call individuals into particular subject positions, and reproduce power relations. Therefore, media literacy should be evaluated not merely as an individual skill, but as a competence involving critical consciousness, the analysis of historical positions, and the understanding of reality. This study discusses the potential of Paulo Freire’s critical pedagogy for media literacy education. Freire’s pedagogy makes it possible to move individuals beyond passive reading processes and to evaluate media literacy as a transformative educational practice that enables the analysis of media texts within their historical, political, and cultural contexts.

• Details
• Contents