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- W4206684089 abstract "The volume and diversity of misinformation and manipulation in the public sphere has led to increased interest in media literacy education, but propaganda genres have not received significant attention from those in public education. In analysing news and information, high school English language arts educators place an exclusive emphasis on argumentation and logical appeals as a result of the Common Core State Standards, which reframed ideas from classical Greek rhetoric in ways that omitted attention to emotional appeals. Social studies educators may frame propaganda education as a form of media literacy that deepens understanding of democratic self-governance, but many encounter challenges in teaching about controversial issues at a time of increased political polarisation. Propaganda including public service advertising and public diplomacy can serve beneficial purposes as it functions to build coalitions and unify public opinion. A collaborative international education project enabled educators from around the world to explore contemporary global propaganda with high school students. Educators from Western and Eastern Europe and the United States included the study of both beneficial and harmful propaganda, using the empowerment-protection dialectic of media literacy education as a frame. Educators from different countries found that both empowerment and protection frames can help students to analyse new forms of contemporary propaganda, thus demonstrating the value of a truly global propaganda education in cultivating multi-perspectival thinking and respect for diverse interpretations." @default.
- W4206684089 created "2022-01-26" @default.
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- W4206684089 date "2021-01-01" @default.
- W4206684089 modified "2023-09-30" @default.
- W4206684089 title "Beyond the smear word: media literacy educators tackle contemporary propaganda" @default.
- W4206684089 doi "https://doi.org/10.4337/9781789906424.00036" @default.
- W4206684089 hasPublicationYear "2021" @default.
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