Abstract
In this chapter, we present a two-pronged approach we developed to evaluate the effectiveness of the media education exercises designed for and with the students. In the first phase, we analyze if there is a change in the way students negotiate and engage with media texts in and through the narratives they produced. This is done by describing situations of media teaching and media learning and is based on the observational notes of the media educator. The second phase, therefore, is characterized by new relationships and associations emerging during the course of the media education program, i.e., if there is a change in the way students relate to each other, do they use new, productive terms to refer to one another, and do they recognize the “other’s” voice during group interactions. To corroborate a change in the attitude and relational affinity between students, we used testimonies submitted by teachers’ and parents, self-reports of students, and our personal observational notes.
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Bhatia, K.V., Pathak-Shelat, M. (2019). Evaluating the Role of Critical Media Education in Mediating Counter-Conduct. In: Challenging Discriminatory Practices of Religious Socialization among Adolescents. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-29574-5_6
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DOI: https://doi.org/10.1007/978-3-030-29574-5_6
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