Abstract
In this chapter, we present a counter-conduct framework for Critical Media Literacy with an aim to encourage young people to identify the limits imposed on them through their subjectification and broaden the field of possible actions and relations. We also discuss the two most important dimensions of this framework, i.e., analyzing the fields of visibility and regimes of knowledge, and enlist a number of media education exercise to re-orient students toward their classmates who belong to a different religious community.
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Notes
- 1.
It is important to note here that according to the “analytics of governmentality”, the state apparatus often, referred to as the government in common parlance, is just one dimension informing the creation of the dominant rationality. As discussed in Chapter 2, governmentality is the dominant power–knowledge structures constituting of the regimes of practice and truth [knowledge]. It consists of the techne, epistemes , and ethos , all of which constitute and reinforce the dominant rationality. The government is one of the many macro-institutions through which the dominant rationality [of religious discrimination] is disseminated, reinforced, and reified.
- 2.
Saitan is a common word of Arabic origin used to refer to an evil spirit, mainly Satan, in the Muslim communities. It is sometimes used to refer to an evilly disposed, vicious, or cunning person/animal.
- 3.
Body mapping is used as a tool for representing the self, using art, slogans, metaphors, and symbolism. It was first used as a visual method for eliciting responses about the self by Jane Solomon at the University of Cape Town, South Africa, as a therapy for women with HIV/AIDS and has evolved into workshops for many other diseases, traumas, and living conditions (Devine 2008; Macgregor 2009).
- 4.
The original Sonu song was composed by Ajay Kshirsagar in Marathi and in days went viral and has inspired many satirical spinoffs.
- 5.
Ramayana is a popular epic/religious text in South and Southeast Asia.
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Bhatia, K.V., Pathak-Shelat, M. (2019). Media Education as Counter-Conduct: Analyzing Fields of Visibility and Regimes of Knowledge. In: Challenging Discriminatory Practices of Religious Socialization among Adolescents. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-29574-5_4
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