Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

A Multidisciplinary Normative Evaluation of Media as an Educational Institution

Teeple, Jamie Eric
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1372859710

Abstract Details

2013, Master of Education, University of Toledo, Education Theory and Social Foundations.
In this thesis, I seek to determine whether or not media in the form of advertisements can be considered not simply a morally “neutral” societal triviality, but more so a potentially deleterious, “unjust” pedagogical phenomenon. I initiate this reinterpretation of media as an educational force by first attempting to justify via the work of Joe Kincheloe, Patrick Slattery, and Shirley Steinberg (2000) an interpretation of media as an “educational institution”. I then utilize Martha Nussbaum’s (2011) interpretation of the Capabilities Approach to frame advertisements that utilize implicit persuasion to delimit consumers’ ability for free product selection as manifestations of media as an “unjust” educational institution. I then draw upon the work of Flavio Vega (Martin, 1992), Martin Heidegger (1962), Emmanuel Levinas (1997), and Slavoj Zizek (2008) to depict two specific advertisements as discriminatory, and thus vehicles of media as a discriminatory educational institution. I then return to Martha Nussbaum (2011) and the Capabilities Approach to argue that discriminatory media forms can also be considered “unjust” because they undermine the Central Capability of “affiliation”. I subsequently use this dual interpretation of media as an unjust and discriminatory educational institution to warrant a call for educational responses. I then include in what I deem to be effective educational responses to media as an unjust and discriminatory educational institution not only Douglas Kellner’s and Jeff Share’s (2005) elaboration of critical media literacy, but also Richard Rorty’s (Hayden, 2001; Voparil, 2006) conception of sentimental education and David Takacs’ (2002) interpretation of an assets model of multiculturalism. I finally critique Claudia Ruitenberg’s (2010) affect-based pedagogical model of inductive political education as being complicit in cultivating antagonistic intersubjective relationships and lend support instead for Rorty’s (Hayden, 2001; Voparil, 2006) and Takacs’ (2002) pedagogical models.
Dale Snauwaert (Advisor)
Renee Martin (Committee Member)
Thomas Barden (Committee Member)
84 p.
Education; Education Philosophy; Educational Theory; Philosophy; Sociology
Education; Media; Advertisements; Racist Advertisements; Commercials; Critical Media Analysis; Heidegger; Zizek; Nussbaum; Rorty

Recommended Citations

Citations

  • Teeple, J. E. (2013). A Multidisciplinary Normative Evaluation of Media as an Educational Institution [Master's thesis, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1372859710

    APA Style (7th edition)

  • Teeple, Jamie. A Multidisciplinary Normative Evaluation of Media as an Educational Institution. 2013. University of Toledo, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1372859710.

    MLA Style (8th edition)

  • Teeple, Jamie. "A Multidisciplinary Normative Evaluation of Media as an Educational Institution." Master's thesis, University of Toledo, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1372859710

    Chicago Manual of Style (17th edition)

toledo1372859710
599
© 2013, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.