Critical media literacy (CML) teaches people to think analytically about the information they receive through the media. It is heavily influenced by critical pedagogy and the necessity of becoming conscious of one’s reality in order to transform it. This qualitative research examines the case of Bolivia, which experienced dramatic political change after the first indigenous president, Evo Morales, was elected in 2006. In 2010, the government passed an education reform — the Avelino Siñani Elizardo Pérez (ASEP) —that draws heavily on decolonial thought and the notion of critical consciousness. The extent to which these
theories were implemented in practice is evaluated in the context of a media literacy project, run by an NGO, that trains secondary school teachers from public schools across Bolivia through workshops ranging from producing media to identifying fake news. This context is
examined against the backdrop of the highly contested general elections in October 2019 and
the social unrest that followed, eventually leading to the resignation of Morales. While there is plenty of literature that outlines the benefits of teaching media literacy in the classroom and different ways to apply it, little research has been done analysing implementation at an
institutional level and how to best enable teachers who are motivated to teach the subject. This study seeks to fill this research gap.
- : https://educationanddevelopment.files.wordpress.com/2020/09/thesis_dsepulveda_media_literacy_bolivia.pdf
- : Daniela Sepulveda
- : University of Amsterdam Education and Development