I recently completed my Master’s field project proposal, which consists of a literature review and plan around new media and global citizenship education. The project will materialize as a set of curricula and/or website activities geared toward educating youth in America around the ways digital storytelling shapes our perspectives of global issues. I intend to develop the curricula over the next few months, and it should be completed by December 2013.
A brief summary about the project is below. You can download the full version (30p) here: New Media Literacy Project. I welcome feedback and encourage you to read it!
Title: “Challenging New Media and Civics Education Paradigms: A Space for Critical Media and Postcolonial Frameworks”
Purpose of the Project: A supplemental form of critical learning whereby students actively participate in sharing stories, posting critiques and engaging in dialogue around current events and social causes. The goal is to foster global citizenship – a frame of mind that is globally aware and read to take action on issues both at home and abroad – and to develop critical thinking skills by empowering young adults to share their stories and feedback about the worlds in which they thrive – both online and offline.
Theoretical frame: The predominant frame is a concept knowns as the “White Savior Industrial Complex“. Coined by the author and poet Teju Cole in March 2012, it posits that Western media contorts, essentializes and oversimplifies developing or “Third World” countries’ problems in an effort to portray dominance. In this view, drawn from postcolonial theory, European-driven perspectives of the Global South are the representative and normative understanding of the world; moreover Third World problems are frequently viewed from an outside-in lens under the framework of humanitarianism. A good example of the White Savior complex is the KONY 2012 campaign, TOMS shoes and Charity:Water. (Full disclosure: I am not trying to condemn or vilify global humanitarianism; in fact, I have contributed to both Charity:Water and other large-scale campaigns in the past, and own a few pairs of TOMS shoes. The main theme I am attempting to shine a light on is white privilege – the power, wealth, and politics that surround it. For context, I will restate the argument that Mr. Cole put forth in his article: “Those who are being helped ought to be consulted over the matters that concern them.”)
Statement of the Problem: Globalization and the rise of social media, as a result, have shaped the contours of this White Savior narrative with greater impact – and ease: stories of “the other” are now circulated at warp speed across social networks, purporting “the other” as objects rather than subjects. Education programs may use KONY 2012 as a teachable moment, but many if not most fail to reach beyond traditional media literacy programs in identifying the power structures behind these types of events. New media programs, while beneficial in separating fact from fiction, do not routinely apply critical literacy and postcolonial frames to issues of global import like KONY 2012. And while successful civics engagement programs use new media projects to empower youth in oppressed communities, they lack the “global citizenship” framework to raise consciousness while critically examining new media’s role in shaping their perspectives.
Signficance of the Project: The ongoing effort to combat misinformation and distill truth in a 24/7 news cycle is daunting, and educators and parents lack the resources and time to be able to effectively implement these strategies. Moreover, they also lack the tools to guide critical discussions of privilege and power within these current methods and pedagogies. In addition, global activism campaigns target youth through aggressive marketing and storytelling tactics; by capturing the zeitgeist of the movement, these campaigns make it difficult for parents and educators to join the conversations or guide the discourse. In effect, social media campaigns’ stickiness and rapidity of scale make challenging the discourse in real time almost impossible. Furthermore, the essentialization that occurs in global charity and humanitarian campaigns makes for an increasingly difficult concept to unpack, especially given that these “global citizen” movements entice young people to “make a difference” through lending their voices to the causes they care about.
GOAL of the Project: This project aims to go beyond both the current new media literacy paradigms that largely focus on digital literacy as a tool to combat misinformation or distinguish fact from fiction and the civic engagement processes that urge youth to become agents of change without negotiating the broader worldviews they bring to the causes they champion. This project advocates for a marriage of the two paradigms within the greater themes of critical literacy and postcolonial studies from Cole’s White Savior theory. Be re-centering the frame from one that propels the West to be the agent of change towards a more inclusive model, this way of thinking can guide youth in understanding how their privilege reifies the current discourse around global causes. In turn, the process of changing these paradigms can empower youth the change the worlds in which they live.