Critical Media Pedagogy

This practical book examines how teaching media in high school English and social studies classrooms can address major challenges in our educational system. The authors argue that, in addition to providing underserved youth with access to 21st-century learning technologies, critical media education will help improve academic literacy achievement in city schools. Critical Media Pedagogy presents first-hand accounts of teachers who are successfully incorporating critical media education into standards-based lessons and units. The book begins with an analysis of how media have been conceptualized and studied; it identifies the various ways that youth are practicing media, as well as how these practices are constantly increasing in sophistication. Finally, it offers concrete examples of how to develop a rigorous, standards-based content area curriculum that embraces new media practices and features media production.

Book Features:

• Case studies from urban high schools co-written with English and social studies teachers.
• Discussion of multiple forms of media education, including PowerPoint, hip-hop education, digital film production, and art.
• Hands-on media production projects that address issues of social justice in urban communities.
• An online appendix of example lessons adaptable for different curricular contexts.

Ernest Morrell is a professor of English education at Teachers College, Columbia University, and president-elect of the National Council of Teachers of English. Morrell won the 2017 Divergent Award for Excellence in 21st Century Literacies, the 2019 NCTE Distinguished Service Award, and the 2019 NCTE Conference on English Leadership (CEL) Kent Williamson Exemplary Leader Award. In 2024, he was inducted into the American Academy of Arts and Sciences. Rudy Dueñas is a social studies teacher at Wilson High School and worked for 3 years for UCLA’s Summer Research Seminar. Veronica Garcia is a former English teacher at Wilson High School in Los Angeles and currently an education doctoral candidate at the University of Southern California. Jorge López is a social studies teacher at Roosevelt High School in Los Angeles.

“Highly recommended.”

—Choice

“This book is a deft and illuminating commentary on the possibilities of recovering education for a transformative future.”
—Peter McLaren, UCLA

"A quintessential book for youth workers in both schools and out-of-school contexts.”
—Maisha T. Winn, University of Wisconsin–Madison

“In this important new book the authors present a compelling case for broadening the way we think about literacy in relation to the ‘new media.’ Through compelling case studies, they examine the ways in which youth engage this medium both as active participants and producers of new, original content. The result is a new way of conceptualizing literacy, one that will push the reader to reconsider how we think about youth (particularly urban youth of color) and their capacities for learning and critical thinking.”
—Pedro Noguera, Peter L. Agnew Professor of Education, New York University

2014 Choice Magazine Outstanding Academic Title

Appendix