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This volume presents a long-term qualitative study that follows 20
New York City public high school students as they make the
transition into college and work. The primary data are the young
people's reflections on high school, how they felt unprepared for
college or career, and the subsequent work they have done in order
to succeed. The text critiques the current state of secondary and
university education, especially the neoliberal emphasis on private
industry and competition. However, it claims that a critical media
literacy intervention can provide young people with the skills to
challenge their environments and realize they are part of, not
apart from, larger social issues. One unique feature of the text is
its datagathering method: Stories are culled from in-person
interviews and, most importantly, electronic interviews conducted
on Facebook. The research was conducted, and this book written, to
illustrate the very real struggles and socioeconomic challenges of
young people and works to create proactive, productive change on
their behalf.
This volume presents a long-term qualitative study that follows 20
New York City public high school students as they make the
transition into college and work. The primary data are the young
people's reflections on high school, how they felt unprepared for
college or career, and the subsequent work they have done in order
to succeed. The text critiques the current state of secondary and
university education, especially the neoliberal emphasis on private
industry and competition. However, it claims that a critical media
literacy intervention can provide young people with the skills to
challenge their environments and realize they are part of, not
apart from, larger social issues. One unique feature of the text is
its datagathering method: Stories are culled from in-person
interviews and, most importantly, electronic interviews conducted
on Facebook. The research was conducted, and this book written, to
illustrate the very real struggles and socioeconomic challenges of
young people and works to create proactive, productive change on
their behalf.
Media Education Goes to School examines the struggles involved in
integrating media education across the curriculum at a small urban
school. Based on quasi-ethnographic research - specifically
semi-formal individual and group interviews with twenty-one
participants and participant-observation - the text focuses on how
students understand and make meaning of media education in their
schools, and what they know about urban education and urban school
reform. The book argues against the neoliberal ethos that
continuously harms urban youth and the rhetoric of new school
reform that replicates, not heals, subjected social positions.
Media education is a necessity in secondary schooling, but it
cannot be thoroughly integrated into schools until significant
structural changes are made in education: this book positions the
site of change through the struggles students express with their
own experience of education.
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