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In an age of proliferating media and news sources, who has the power to define reality? When the dominant media declared the existence of WMDs in Iraq, did that make it a fact? Today, the "Social Web" (sometimes known as Web 2.0, groupware, or the participatory web) -- epitomized by blogs, viral videos, and YouTube -- creates new pathways for truths to emerge and makes possible new tactics for media activism. In Digital Media and Democracy, leading scholars in media and communication studies, media activists, journalists, and artists explore the contradiction at the heart of the relationship between truth and power today: the fact that the radical democratization of knowledge and multiplication of sources and voices made possible by digital media coexists with the blatant falsification of information by political and corporate powers. The book maps a new digital media landscape that features citizen journalism, The Daily Show, blogging, and alternative media. The contributors discuss broad questions of media and politics, offer nuanced analyses of change in journalism, and undertake detailed examinations of the use of web-based media in shaping political and social movements. The chapters include not only essays by noted media scholars but also interviews with such journalists and media activists as Amy Goodman of Democracy Now!, Media Matters host Robert McChesney, and Hassan Ibrahim of Al Jazeera.Contributors and intervieweesShaina Anand, Chris Atton, Megan Boler, Axel Bruns, Jodi Dean, Ron Deibert, Deepa Fernandes, Amy Goodman, Brian Holmes, Hassan Ibrahim, Geert Lovink, Nathalie Magnan, Robert McChesney, Graham Meikle, Susan Moeller, Alessandra Renzi, Ricardo Rosas, Trebor Scholz, D. Travers Scott, Rebecca Statzel.
How social media and DIY communities have enabled new forms of political participation that emphasize doing and making rather than passive consumption.
The future of journalism is hotly contested and highly uncertain reflecting developments in media technologies, shifting business strategies for online news, changing media organisational and regulatory structures, the fragmentation of audiences and a growing public concern about some aspects of tabloid journalism practices and reporting, as well as broader political, sociological and cultural changes. These developments have combined to impoverish the flow of existing revenues available to fund journalism, impact radically on traditional journalism professional practices, while simultaneously generating an increasingly frenzied search for sustainable and equivalent funding – and from a wide range of sources - to nurture and deliver quality journalism in the future. This book brings together journalists and distinguished academic specialists from around the globe to present the findings from their research and to discuss the future of journalism, the shifting quality of its products, its wide ranging sources of finance, as well as the economic and democratic consequences of the significant changes confronting Journalism. The Future of Journalism details the challenges facing the press in contemporary societies and provides essential reading for everyone interested in the role of journalism in shaping and sustaining literate, civil and democratic societies. This book consists of special issues from Journalism Studies and Journalism Practice.
In this monograph, Chris Featherman adopts a discourse analytical approach to explore the ways in which social movement ideologies and identities are discursively constructed in new and old media. In the context of his argument, Featherman also considers current debates surrounding the role that technologies play in democracy-building and global activist networks. He engages these critical issues through a case study of the 2009 Iranian presidential election protests, looking at both US legacy media coverage of the protests as well as activists’ use of social media. Through qualitative analysis of a corpus of activists’ Twitter tweets and Flickr uploads, Featherman argues that activists’ social media discourses and protesters’ symbolic and tactical borrowing of global English contribute to micronarratives of globalization, while also calling into question master narratives about Iran commonly found in mainstream Western media accounts. This volume makes a timely contribution to discussions regarding the relationship between cyber-rhetoric and democracy, and provides new directions for researchers engaging with the influence of new media on globalized vernaculars of English.
In the late 1950s plans were initiated to bring a higher level of professionalism to the training of educational professionals. New projects included introducing contemporary scholarship from the humanities and social sciences into colleges of education to revitalize the education knowledge base. In North America and the United Kingdom, analytical philosophers were recruited to inaugurate a ‘new philosophy of education.’ Analytical philosophy of education soon spread throughout the English speaking world. By the 1980s this analytical impulse had largely subsided. Philosophers trained in analytical philosophy and their students turned to more ambitious normative pursuits related to problems of social justice and democracy. Meanwhile, feminist philosophers opened up new issues regarding the education of women and the nature of teaching and knowing, and a new wave of pragmatist philosophers turned to issues of educational policy. By the 1990s Anglo-American philosophers of education welcomed a dialogue with counterparts in Western Europe, and the field responded to established trends in European philosophy ranging from critical theory and phenomenology to post-structuralism. New leaders emerged in philosophy of education representing all of these various strands. This volume documents the emergence of contemporary philosophy of education as seen by those spearheading these trends.
For over a decade, Contemporary Art and Multicultural Education has served as the guide to multicultural art education, connecting everyday experience, social critique, and creative expression with classroom learning. The much-anticipated Rethinking Contemporary Art and Multicultural Education continues to provide an accessible and practical tool for teachers, while offering new art, essays, and content to account for transitions and changes in both the fields of art and education. A beautifully-illustrated collaboration of over one hundred artists, writers, curators, and educators from in and around the contemporary art world, this volume offers thoughtful and innovative materials that challenge the normative practices of arts education and traditional art history. Rethinking Contemporary Art and Multicultural Education builds upon the pedagogy of the original to present new possibilities and modes of understanding art, culture, and their relationships to students and ourselves. The fully revised second edition provides new theoretical and practical resources for educators and students everywhere, including: Educators' perspectives on contemporary art, multicultural education, and teaching in today’s classroom Full-color reproductions and writings on over 50 contemporary artists and their works, plus an additional 150 black-and-white images throughout Lesson plans for using art to explore topical issues such as activism and democracy, conflict: local and global, and history and historicism A companion website offering over 250 color reproductions of artwork from the book, a glossary of terms, and links to the New Museum and G: Class websites---www.routledge.com/textbooks/9780415960854.
"Digital Media Criticism" is an introductory text about media criticism - the act of interpreting and making sense of a range of new media texts that we use (and create) on a daily basis - offering a critical language and a methodological template for interrogating and analyzing the complex texts of digital media. Individual chapters connect key methods of media criticism - genre, auteur, cultural/ideological, and ethnographic - with digital culture. Case studies of social media, user generated content, cell phones, and video games are provided, which include everything from downloading ring tones and making new (Facebook) friends, to creating an avatar, texting, and opening a window on RL (real-life). Insightful and accessible, the book looks at the possibilities and limits of the digital age for us - as creators, consumers, and distributors of content. It will be useful to undergraduates studying media criticism, digital culture and communication, and media literacy, and is written to invite them into a conversation about the culture of the digital age.

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