A critical media approach to the study and experience of elections can be beneficial to all those concerned, especially in the educational system. Demystifying and questioning how power is connected to elections can be empowering for schoolteachers. This pedagogical approach also has the potency to lead to more authentic and meaningful engagement in the electoral process, amongst other forms of democratic participation. Students, educators, social activists, corporate interests, observers and citizens, alike, need to keep in mind that no government has a (clear) mandate, and, moreover, democracy must be constantly cultivated and lived, which puts into context the punctual and somewhat static nature of elections in the US. This paper presents findings from a study of teachers in a Master’s level teacher-education program in relation to media literacy, arguing that focused and critical work on the media can lead to some important changes in how educators conceptualize (and practice) education and democracy. The paper also examines nine examples of how the media approached the 2008 US presidential election, presenting analysis and considerations for media literacy. The election serves as a relevant center-piece to deconstructing the political, biased nature of the media, underscoring the need for media literacy in schools.
