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74
consumer, and accumulate real, virtual, and social capital.
Producing consumer citizens
Discourses of consumer citizenship construct individuals as empowered
participants in a community or society; however, this empowerment does not come
from rights and responsibilities traditionally associated with citizenship, but through
one’s identity as a consumer. In this way, the market defines the parameters of
citizenship rather than political discourse or government entities. Consumer
citizenship can be understood as a type of cultural citizenship, whereby the shared
cultural context forms the basis of affiliation and shared knowledge. While not
completely opposed to notions of political citizenship, cultural citizenship is
generally valued less by institutions such as schools, which, as Kathleen Knight
Abowitz and Jason Harnish have discussed, foreground civic republican and political
liberal notions of citizenship. In their analysis of citizenship discourse in K-12 civic
education curricula and text books, Knight Abowitz and Harnish identified cultural
citizenship as one of five "critical discourses" apparent in the materials. The five
critical discourses of citizenship--feminist, reconstructionist, cultural, queer, and
transnational--appear less often (if at all) in civic education texts and curricula, and
are frequently omitted from discussions of citizenship in schools. However, as
Knight Abowitz and Harnish note, they represent important counterpoints to
dominant discourses of citizenship.7
Within the contextually-specific parameters of consumer citizenship,
opportunities for participation are widened to include people, like children, who are
Object Description
| Title | Kids as cultural producers: consumption, literacy, and participation |
| Author | Stephenson, Rebecca Herr |
| Author email | rherr@usc.edu; bhs@hri.uci.edu |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Communication |
| School | Annenberg School for Communication |
| Date defended/completed | 2008-08-25 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-10-17 |
| Advisor (committee chair) | Banet-Weiser, Sarah |
| Advisor (committee member) |
Gross, Larry Seiter, Ellen |
| Abstract | This dissertation looks closely at the practice of digital media production within a group of special education students and their teachers. Using ethnographic methods of extended participant observation and semi-structured interviews with students, teachers, and parents, along with textual analysis of students' media projects, this work examines the types of learning that emerge from making media at school and the ways in which that learning relates to media and technology use in everyday life. Over the course of one school year (2005-2006), the students who are the focus of this dissertation undertook eight different multimedia production projects, ranging from designing PowerPoint presentations to digital video production and stop-motion animation. Through media production, the students found opportunities to practice traditional and digital literacy skills as well as to explore issues of identity and self-expression.; This dissertation provides empirical support for recommendations made by several media literacy scholars to include media production as part of critical media literacy curricula and contributes a unique case study -- one situated in special education -- to a growing body of work on digital literacy. Three interdisciplinary themes--consumption, literacy, and participation -- are used to organize the description and analysis of the students' media production activities. These themes connect the specific production that took place in the classroom to larger discourses about youth, media, technology, education, and access, working to complicate existing constructions of young people as either helpless victims of manipulative media or naturally savvy media and technology users. Instead, this research emphasizes that the relationships kids have with media and technology are complex, dynamic, intrinsically linked to their identities as consumers and participants in society. Media literacy is thus theorized as a tool for understanding and controlling consumption, participation, and the construction of young people as both current and future citizens. |
| Keyword | media literacy; media production; special education; middle school; digital media |
| Geographic subject (city or populated place) | Los Angeles |
| Coverage date | 2005/2006 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1674 |
| Contributing entity | University of Southern California |
| Rights | Stephenson, Rebecca Herr |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Stephenson-2393 |
| Archival file | uscthesesreloadpub_Volume29/etd-Stephenson-2393.pdf |
Description
| Title | Page 79 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 74 consumer, and accumulate real, virtual, and social capital. Producing consumer citizens Discourses of consumer citizenship construct individuals as empowered participants in a community or society; however, this empowerment does not come from rights and responsibilities traditionally associated with citizenship, but through one’s identity as a consumer. In this way, the market defines the parameters of citizenship rather than political discourse or government entities. Consumer citizenship can be understood as a type of cultural citizenship, whereby the shared cultural context forms the basis of affiliation and shared knowledge. While not completely opposed to notions of political citizenship, cultural citizenship is generally valued less by institutions such as schools, which, as Kathleen Knight Abowitz and Jason Harnish have discussed, foreground civic republican and political liberal notions of citizenship. In their analysis of citizenship discourse in K-12 civic education curricula and text books, Knight Abowitz and Harnish identified cultural citizenship as one of five "critical discourses" apparent in the materials. The five critical discourses of citizenship--feminist, reconstructionist, cultural, queer, and transnational--appear less often (if at all) in civic education texts and curricula, and are frequently omitted from discussions of citizenship in schools. However, as Knight Abowitz and Harnish note, they represent important counterpoints to dominant discourses of citizenship.7 Within the contextually-specific parameters of consumer citizenship, opportunities for participation are widened to include people, like children, who are |
