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Offers a purposeful engagement with bodies of knowledge rooted in popular culture, yet routinely excluded from common sense visions of curriculum. It is aimed at teachers as well as teacher-educators and examines areas such as Disney, African American stand-up comedy, intersections of film/disability and race, as well as video games.

Providing insight based on community-based fieldwork with marginalized youth, the interdisciplinary nature of Digital Youth Praxis is an excellent guide for formal and informal educators interested or engaged in youth media productions.

Reel Education is the first single-authored book to bring together the theoretical and practical considerations of teaching cinematic texts about education that claim a degree of verisimilitude.

This timely resource provides a look at how media literacy education has become a global and interconnected dialogue brought about by the evolution of technology.

Drawing on original research, Antonio Lopez demonstrates how common media literacy practices reinforce belief systems at the root of unsustainable behaviors. By combining emerging literacies, the author offers a solutions-oriented critique and paradigm-shifting reappraisal of media education by advocating "ecomedia literacy."

Calls for a revisioning of second language and literacy teaching, arguing for a move away from skills-based ESL instruction where communication is treated as a set of pedagogical techniques, toward a pedagogy of powerful communication that views communication as necessary for effective participation in school, and local/global communities.

Illustrates the real struggles and socioeconomic challenges of young people and works to create proactive, productive change on their behalf. This volume presents a long-term qualitative study that follows 20 New York City public high school students as they make the transition into college and works.

Cities of Signs

Focuses on the role that militarized video games in the lives of young people. This book examines and critiques the manner in which the habits and social interactions of young people, particularly boys and young men, have been reconfigured through a form of pedagogy embedded within this genre.

A collection of essays on the arts, new media, popular culture, and technologies as they influence practices of curriculum development and teaching. It proposes pedagogical structures and curriculum resources that can be adapted to diverse school contexts and technical resources.

Examines the struggles involved in integrating media education across the curriculum at a small urban school. This book argues against the neoliberal ethos that continuously harms urban youth and the rhetoric of new school reform that replicates, not heals, subjected social positions.

Suitable for educators and those interested in the field of media literacy, digital, and social technologies, who seek to bridge curriculum connections as well as understand the online culture of students, this title uses the theme of media literacy as a lens through which to view and discuss social networking and Web 2.0 environments.

Lost in Media examines collectively the ethical issues that have arisen in media-driven everyday life and will that arise as paradigm shifts occur on a global scale. Chapters in the book use critical theory to look at issues of free market fundamentalism, journalism's erosion of communication of truth, yielding self-censorship in the media, music and morality, and much more.

Lost in Media examines collectively the ethical issues that have arisen in media-driven everyday life and will that arise as paradigm shifts occur on a global scale. Chapters in the book use critical theory to look at issues of free market fundamentalism, journalism's erosion of communication of truth, yielding self-censorship in the media, music and morality, and much more.

(Re)thinking Orientalism is a text that examines the visual discourse of Orientalism through the pedagogy of contemporary graphic narratives. Using feminist, critical race, and postcolonial theoretical and pedagogical lenses, the book uses visual discourse analysis and visual semiology to situate the narratives within Islamophobia and neo-Orientalism in the post-9/11 media context.

An interdisciplinary examination of cinema as a vehicle for personal and social transformation. It argues that in the globalized world of the twenty-first century, humanity is in dire need of personal and social transformation. It is suitable for graduate and upper-division undergraduate courses on film (cinema) and society.