The authoress' aim is to describe and interpret the connection between media literacy and critical pedagogy which appear in the works of Michel Foucault, Pierre Bourdieu and Henry Giroux. Much attention is paid to issues, such as symbolic and iconic violence, critical analysis, empowerment, cultural reproduction, the main interests of media literacy, and the problem of using popular culture and media study in the pedagogical process. She considers the special status of media images and the problem of the degree to which they correspond with reality, the process of decoding cultural texts and the role of audiovisual competence. The authoress presents the most important views concerning the pragmatics of media images and their influences on social life, and the difference between critical and non-critical pedagogy in the context of cultural reproduction, and symbolic violence in the communication process.
Financed by the National Centre for Research and Development under grant No. SP/I/1/77065/10 by the strategic scientific research and experimental development program:
SYNAT - “Interdisciplinary System for Interactive Scientific and Scientific-Technical Information”.