Through a Distorted Lens : : Media as Curricula and Pedagogy in the 21st Century / / edited by Laura M. Nicosia, Rebecca A. Goldstein.

• Superior document: Constructing Knowledge: Curriculum Studies in Action,
• HerausgeberIn: Nicosia, Laura M.; Goldstein, Rebecca A.
• Place / Publishing House: Rotterdam : : SensePublishers :, Imprint: SensePublishers,, 2017.
• Year of Publication: 2017
• Edition: 1st ed. 2017.
• Language: English
• Series: Constructing Knowledge: Curriculum Studies in Action,
• Physical Description: 1 online resource (206 pages) :; illustrations, photographs.
• Other title: Preliminary Material /; Currere 2.0 /; Public Pedagogy for Private Profit /; Selling the Norm /; Healthy Democracy /; Black Twitter and Black Feminist Epistemology /; How Dare You Make Her Black! /; Map as Weapon /; “Are You Here to Tell a Story?” /; “Let’s Face It” /; Towards Structural Attribution /; Teaching Media Critique through The Colbert Report /; Author Biographies /; Index /
• Bibliography: Includes bibliographical references and index.
• ISBN: 9463510176
• ISSN: 2213-722X
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Laura M. Nicosia, Rebecca A. Goldstein.

This volume examines what and how the media teach, to and by whom, and for what purpose, in a rapidly shifting milieu of media content, platforms, and relations. While intimately concerned with education, authors move the discussion beyond the setting of formal schooling to uncover the ways in which the media contribute to individual and collective understandings of self and other, and their relations to society and communities in which they move. In doing so, the text encourages readers to transcend exclusionary discussions of citizenship to consider participation in local and global geographies against a neoliberal backdrop that marginalizes those unable to, unwilling to, and excluded from competing in the free market. Contributors extend their deliberations back to formal school settings to reaffirm pedagogies that rediscover the reading of texts—broadly defined—in the world through multimodalities. In this sense, the text strives to be transdisciplinary, and is appropriate for use in multiple disciplines and fields of study.