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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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The Front Line is Everywhere: For a Critique of Radical CommoditiesHaylock, Bradley John, brad@newethic.org January 2007 (has links)
This dissertation addresses the phenomenon of 'radical commodities'-commercial products which advance an oppositional politics. Examples of such include the products of Rage Against The Machine, a 'revolutionary' rock band; Michael Moore, a best-selling author and award-winning documentary filmmaker; Naomi Klein, a journalist and author of the international bestseller No Logo; The Body Shop, a multinational manufacturer and retailer of 'natural' cosmetics and toiletries; Freitag, a company which manufactures bags, wallets and other fashionable accessories from recycled materials, and; the Adbusters Media Foundation, publisher of Adbusters magazine and producer of Blackspot shoes. Radical commodities are fundamentally paradoxical objects whose apparent ethic would appear to be at odds with the fact that they are commodities. This dissertation asks: can a commodity-object legitimately serve as a vehicle for social and political critique? It is reasoned that the problem of radical commodities is principally structural. Marx's seminal writings on the commodity accordingly represent the logical point of departure. The Marxian analysis illuminates not only the commodity-structure, but also the political problematic which emerges from that structure-for Marx, the commodity is a mechanism of exploitation. From an orthodox Marxist perspective, the idea of a radical commodity would therefore be most contradictory, or indeed impossible. It is argued, however, that the Marxian analysis is inconclusive. This dissertation traces a genealogy of analyses of the commodity, which variously advance or diverge from the orthodox Marxist position. From a perspective of the consumption of commodity-objects, the radical commodity would appear to be possible. Yet, the relationship between the commodity-structure and the capitalist ideology runs deep. The question of the radical commodity is therefore markedly more complex than it might initially appear. With regard to the ideological consequence of the commodity-structure, however, certain streams of post-Marxist analysis are themselves problematic, for they ultimately short-circuit historical critique and destabilise the very possibility of politics. In contrast, this dissertation seeks to reaffirm a place for politics and, in so doing, to establish the theoretical possibility of radical commodities. To contend that the idea of a radical commodity is not fundamentally contradictory, however, says nothing of the political potency of such objects. These are undoubtedly complex objects, whose peculiarities cannot be ascertained by abstract theorisation alone. For this reason, this dissertation also employs empirical analyses of a number of radical commodities. In sum, it is argued that the sphere of commodities should be admitted as a possible site for the expression or implementation of a radical politics, and thus that radical commodities should be understood as a legitimate vehicle for social and political critique, but that such objects are by no means free from contradiction, and that the political efficacy of these products is anything but guaranteed.
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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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