Winner of the 2022 AESA Critics' Choice Book Award Winner of the 2022 Society of Professors of Education Outstanding Book Award This diverse and global collection of scholars, educators, and activists presents a panorama of perspectives on media education and democracy in a digital age. Drawing upon projects in both the formal and non-formal education spheres, the authors contribute towards conceptualizing, developing, cultivating, building and elaborating a more respectful, robust and critically-engaged democracy. Given the challenges our world faces, it may seem that small projects, programs and initiatives offer just a salve to broader social and political dynamics but these are the types of contestatory spaces, openings and initiatives that enable participatory democracy. This book provides a space for experimentation and dialogue, and a platform for projects and initiatives that challenge or supplement the learning offered by traditional forms of education. The Foreword is written by Divina Frau-Meigs (Sorbonne Nouvelle, Paris) and the Postscript by Roberto Apirici and David Garcia Marin (UNED, Madrid). Contributors are: Roberto Aparici, Adelina Calvo Salvador, Paul R. Carr, Colin Chasi, Sandra L. Cuervo Sanchez, Laura D'Olimpio, Milena Droumeva, Elia Fernandez-Diaz, Ellen Field, Michael Forsman, Divina Frau-Meigs, Aquilina Fueyo Gutierrez, David Garcia-Marin, Tania Goitandia Moore, Jose Gutierrez-Perez, Ignacio Haya Salmon, Bruno Salvador Hernandez Levi, Michael Hoechsmann, Jennifer Jenson, Maria Korpijaakko, Sirkku Kotilainen, Emil Marmol, Maria Dolores Olvera-Lobo, Tania Ouariachi, Mari Pienimaki, Anna Renfors, Ylva Rodney-Gumede, Carlos Rodriguez-Hoyos, Mar Rodriguez-Romero, Tafadzwa Rugoho, Juha Suoranta, Gina Thesee, Robyn M. Tierney, Robert C. Williams and Maria Luisa Zorrilla Abascal.

Very topical, hoping to publish not long after the anniversary of the Capitol Riots. Offers multiple readings of a single event, and a variety of methodologies. Offers a strong balance between well-established paradigms for analyzing political contexts and recent theorizations of new/social media.

This book aims to provide new insights into the complexities of theorizing contemporary adolescent literacies. It proposes a theoretical approach to understanding youth cultural production which addresses several lacunae in the field of new literacy research. Through a series of examinations of youth -writing both inside and outside of school, the book builds an approach to the study of contemporary youth expression that draws on the theoretical and methodological insights of cultural studies. The voices of youth are central, and both the content and form of what they have to say ground the project. Reading Youth Writing is intended for a cross-disciplinary academic audience: it will be of particular interest to scholars and both undergraduate and graduate students in the fields of education, new literacy, cultural studies, communications and media studies, rhetoric and composition studies, sociology, and sociolinguistics. Since the content is based on youth cultural production in a period of economic and cultural globalization, the book has relevance to a broad international audience."

Very topical, hoping to publish not long after the anniversary of the Capitol Riots. Offers multiple readings of a single event, and a variety of methodologies. Offers a strong balance between well-established paradigms for analyzing political contexts and recent theorizations of new/social media.

Winner of the 2022 AESA Critics' Choice Book Award Winner of the 2022 Society of Professors of Education Outstanding Book Award This diverse and global collection of scholars, educators, and activists presents a panorama of perspectives on media education and democracy in a digital age. Drawing upon projects in both the formal and non-formal education spheres, the authors contribute towards conceptualizing, developing, cultivating, building and elaborating a more respectful, robust and critically-engaged democracy. Given the challenges our world faces, it may seem that small projects, programs and initiatives offer just a salve to broader social and political dynamics but these are the types of contestatory spaces, openings and initiatives that enable participatory democracy. This book provides a space for experimentation and dialogue, and a platform for projects and initiatives that challenge or supplement the learning offered by traditional forms of education. The Foreword is written by Divina Frau-Meigs (Sorbonne Nouvelle, Paris) and the Postscript by Roberto Apirici and David Garcia Marin (UNED, Madrid). Contributors are: Roberto Aparici, Adelina Calvo Salvador, Paul R. Carr, Colin Chasi, Sandra L. Cuervo Sanchez, Laura D'Olimpio, Milena Droumeva, Elia Fernandez-Diaz, Ellen Field, Michael Forsman, Divina Frau-Meigs, Aquilina Fueyo Gutierrez, David Garcia-Marin, Tania Goitandia Moore, Jose Gutierrez-Perez, Ignacio Haya Salmon, Bruno Salvador Hernandez Levi, Michael Hoechsmann, Jennifer Jenson, Maria Korpijaakko, Sirkku Kotilainen, Emil Marmol, Maria Dolores Olvera-Lobo, Tania Ouariachi, Mari Pienimaki, Anna Renfors, Ylva Rodney-Gumede, Carlos Rodriguez-Hoyos, Mar Rodriguez-Romero, Tafadzwa Rugoho, Juha Suoranta, Gina Thesee, Robyn M. Tierney, Robert C. Williams and Maria Luisa Zorrilla Abascal.