This article aims to broaden the ways we conceptualize citizenship and implement citizenship education in social studies. To do so, the authors explore media texts as a curricular and pedagogical site for teaching lessons about citizenship. Specifically, the authors investigate how media drafts the boundaries of citizenship for Latin@ youth, and…

Media consolidation and convergence have increasingly changed the way individuals as both consumers and citizens access, process, and communicate information at the local, national, and global levels. Media industries and institutions influence public perception and occupy our time at work and at home more and more. Media literacy has become…

Justifies the creation of the Center for Public Integrity in light of the decline of investigative reporting by mainstream journalists in Washington, DC. The Center's efforts to make public officials more accountable, to take a systematic view of unethical behavior, and to find the causes for loss of trust in government are outlined. (DSK)

Addresses the major issues in relation to media education in the United Kingdom focusing on the various approaches that have be used historically. Outlines what media education is not and what it could be and discusses why media education is important to democratic societies. Highlights some key terms in media education. (CMK)

Considers the concept of heroes historically and currently. Explains that the media and the disillusionment in society have contributed to a confusion between celebrity and heroism. Discusses the role of the social studies educator in encouraging notions of heroism that develop effective citizenship and embody moral and ethnic heritage. (CMK)

Recommends that media presentations can be used effectively in the history classroom as images of reality. Suggests films and television programs and documentaries that can be utilized to show how movies play a role in shaping opinion and changing perceptions. (DK)

Educating students to understand overt, subtle, and erroneous claims made by partisan advertisers is no small feat. Often students are passive consumers who need to learn how to become critical listeners, viewers, readers, and producers of all types of media. Because of this, media literacy--the ability to access, analyze, evaluate, and produce…

Reports on a study of 124 secondary social studies teachers about the treatment of the 1991 Gulf War in their classrooms. Finds that, with few exceptions, knowledge about the war was provided by television news and other media and that students were not asked to conduct in-depth research or other critical thinking activities. (CFR)

Argues that the media portrayal of Africa remains highly selective, focusing almost solely on negative and violent stories. Positive stories (local initiatives, political reform) go unreported as does much of the Western powers involvement in famine and destruction. Includes a list of sources on African current affairs. (MJP)