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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 4 of 4 (0.084 seconds)Spelling suggestions: "subject:"billboard liberation front"" "subject:"billboard liberation iront""
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Culture jamming ideological struggle and the possibilities for social change /Nomai, Afsheen Joseph, January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.
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Culture jamming: ideological struggle and the possibilities for social changeNomai, Afsheen Joseph, 1969- 29 August 2008 (has links)
This dissertation examines the activities and texts of four groups of activists who use culture jamming as a tactic to challenge dominant ideologies as they advocate for progressive social, cultural and economic change. Culture jamming, as defined here, is a practice whereby texts critical of the status quo are created through the appropriation and/or mimicry of the aesthetics and/or language that are a part of popular, or at least widely experienced, culture. Exploring the work of the Yes Men, the Adbusters Media Foundation, the Billboard Liberation Front and the Illegal Art exhibit, I argue that through their culture jamming these activists take critical theory into practice as a part of their goal is to raise the critical consciousness of the public. Confronting the issues of globalization, consumerism, and the political economy of the media in the United States, these culture jammers aim to highlight aspects of domination and oppression in their view results primarily from the corporate control of culture and politics. Using theories of ideology and hegemony developed by Karl Marx, Antonio Gramsci, Stuart Hall, and Raymond Williams to guide my analysis, I trace how each of these groups develop, present, and promote their critique. I steer clear of discussing the effectiveness of these culture jammers, focusing instead on the actions they take and theorizing some of the possible challenges and limitations they face in light of their own experiences. Differing requirements of cultural capital and deeper contextual information for most, if not all, of these culture jamming activities can make them especially complex forms of activism. What becomes clear is that culture jamming may be a tactic best suited to the maintenance of an activist community of people who already hold a critical position, as the jammer’s challenges to dominant culture and ideologies can be lost because of the form of the critique, or marginalized or otherwise ignored by the mainstream media. / text
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A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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