University of Florence (ITALY)
About this paper:
Appears in: INTED2019 Proceedings
Publication year: 2019
Pages: 2158-2164
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.0601
Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain
This paper presents and discusses six learning scenarios on media and intercultural education, which have been implemented in three European countries in the context of the EC-funded project Media Education for equity and tolerance. The learning scenarios are theoretically informed by the Media and Intercultural Education Framework (MIEF) (Ranieri & Fabbro, 2018), which collects and combines the key educational objectives of critical media literacy (Buckingham, 2003; Hobbs, 2011; Kellner & Share, 2009) and intercultural education (Sleeter & McLaren, 1995; Mahiri, 2017). Furthermore, the design of teaching resources and pedagogical strategies embedded in the learning scenarios was oriented by a set of guidelines for inclusive and situated learning (Ranieri & Fabbro, 2018). All learning scenarios encompass both media analysis and production oriented activities but each of them focuses on specific – and often different – media (social networks, movies, videogames, radio, news media) and topics (human rights, media stereotyping, cultural diversity, racism, social justice).

Grounding on affordances and constrains of the learning scenarios to promote students’ media and citizenship skills and teachers’ capacity to teach critical media literacy in multicultural contexts (Ranieri, Fabbro & Nardi 2018), this contribution outlines some recommendations to scale-up (or transfer) such media education practices beyond the secondary schools where their concrete implementation took place. In particular, recommendations shed light on the benefits of a cooperative and action-oriented training addressing teachers and educators, as well as of critical approach to media and intercultural education delivered to young citizens with multicultural and/or disadvantaged socio-economic backgrounds.

[1] Buckingham, D. (2003). Media Education. Literacy, Learning and Contemporary Culture. London: Polity Press-Blackwell Publishing.
[2] Hobbs, R. (2011) Digital and Media Literacy: Connecting Culture and Classroom. Thousand Oaks, CA: Corwin.
[3] Kellner, D. & Share, J. (2009) Critical Media Education and Radical Democracy, in M. W. Apple, W. Au & L. A. Gandin (Eds) The Routledge International Handbook of Critical Education (pp. 281-295). New York and London: Routledge.
[4] Mahiri, J. (2017) Deconstructing Race. Multicultural Education Beyond the Color-Blind. New York, NY: Teachers College Press.
[5] Sleeter, P.L. & McLaren (Eds.) (1995). Multicultural education, critical pedagogy, and the politics of difference. Albany, NY: State University of New York Press.
[6] Ranieri, M., & Fabbro, F. (2018). Designing media literacy education for intercultural contexts. The MIEF framework and guidelines, International Technology, INTED2018 Proceedings, pp. 6002-6008.
[7] Ranieri, M., Fabbro, F., Nardi, A. (2018). Media education in intercultural contexts: an action research for social change. Synthesis Report of the Testing Phase. MEET Project, Work Package 4 - Deliverable 4.6. Florence: University of Florence.
Critical media literacy, Intercultural education, Learning scenario, secondary school, Young people.