Part 8: Issues Beyond the Classroom

p. 487-561

The Role of Fear in Mass Media

"In this first decade of the twenty-first century, our minds are bombarded daily with fear inspiring images of brutality and turmoil, while thin promises of normalcy dangle along-side the plunder and greed of a fierce globalized economy. This spectacle has been ...reproduced...through...a mass media muzzled and controlled by the corporate elite" (p. 487).

What role does fear play in perpetuating the notion of acquiring a formal education? Does the corporate elite have a hidden agenda?

What's Wrong with Our Education System?

"The working class is being blamed for not being educated enough to complete in a global economy, and yet we have one of the most educated workforces in the world regardless of the fact that our public education system is highly class based" (p. 511).

With this excerpt in mind, and after viewing the TedTalk, consider the following question:

Is the working class believed to not be "educated enough" because we are not being educated in a way that arms us with the skills needed to compete in today's workforce?

Too Much Control?

This link provides a great info-graphic about the control of America's mass media by a few corporations. Just click the button above to view it.

"In this battle for economic justice and racial social equality, TV, regardless of its sordid past, can play an important role" (Darder, p, 518).

The Attainment of Justice

How can television help us attain justice when "television in the United States is largely controlled by five massive transnational corporations" and these corporations are benefiting from the television audience becoming zombies, unable to critically examine the injustices the programming perpetuates? (p. 501).


Leistyna and Alper (2009) posit that we need to "encourage the widespread development of critical widespread media literacy" because "critical media literacy encourages us to not only think about culture politically, but also to think about politics culturally" (p. 517). Will the development of critical medial literacy skills help to attain justice?

Paulo Freire

“He had this passionate sense of life . . . everything that Paulo did had a utopian dimension. It meant that every relationship in which he was involved was unfinished . . . there was more . . . there was more possibilities”

Let's Talk about Love

After reading Darder’s moving epilogue about Paulo Freire I got so distracted/focused on all the videos of interviews with him and his many friends and colleagues. Thinking about Freire and love, listening to those who loved him, and tying it all in with learning, I felt an immense feeling of connection. As I tried to come up with a couple of provocative questions I realized that for me it all came down to, well, love. And, despite trying to create clever questions, it all came down to this:

1) What’s love got to do with it? (To borrow from a cheesey old song by Tina Turner)


2) How did you feel after reading Darder’s epilogue?

Paulo Freire - An Incredible Conversation

“For Freire, it could never be enough to teach only with critical reason. He fervently argued that we must dare to do all things with feeling, dreams, wishes, fear, doubts, and passion” (Darder, p. 575).