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This chapter explores critical media literacy pedagogy. Using case study method, the author argues that The Washington Informer's, “Bridge” publication can be used as a practical pedagogical tool to teach students how to analyze and deconstruct media texts, and simultaneously inform students on how to produce alternative, counter-hegemonic media texts. This approach is consistent with literature on critical media literacy that calls for engaged and empowering pedagogy to encourage students to think critically about their roles in creating and maintaining a radical and participatory democracy.

This study uses memorable messages as a framework for understanding how Costa Rican youths are socialized about race. Through semi-structured interviews, twenty-three participants identified a total of 107 memorable messages, of which three themes emerged: (a) denial of racism, (b) preparation for bias, and (c) promotion of mistrust. Findings reveal that participants use memorable messages to make sense of racial hierarchies in Costa Rica while also highlighting patterns of racial socialization that are consistent across global contexts. In addition to examining the individual-structure dialectic, this research addresses post-racial and color-blind narratives that permeate discourses in Latin American nations.

This critical textual analysis explores how people exercise spatial and communicative agency through media, such as the Chicago Defender, and in social and physical space, such as the Wells...