Abstract

Young Adult Dystopian Film exercises an influence over young people of which they are not aware. As part of a structure of domination these films teach students to participate in their own oppression by the capitalist system. The film industry maintains a hidden curriculum like that utilized in school classrooms to conceal the oppression from the masses. One particularly effective means is the portrayal of resistance against oppression in the narratives of the YA Dystopian Film. Young people are drawn to that narrative and end up supporting the structure of domination financially and ideologically. Modes of resistance to this oppression can be found in Media Literacy Education and Public Pedagogy (e.g. culture-jamming). Teachers can incorporate Media Literacy and culture–jamming into a form of radical pedagogy to emancipate students from that oppressive relationship.

This thesis investigates the usage of this radical pedagogy though an action research project in a high school drama class in the intermountain west. The students learned the theories, critically reflected on the situation, and created a live culture-jamming performance. The results of the action research show the affordances and limitations of this approach and offer suggestions for instigating its usage by media literacy educators.

Degree

MA

College and Department

Fine Arts and Communications; Theatre and Media Arts

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2015-12-01

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd8176

Keywords

Ideological State Apparatus, Media Literacy, Action Research, Emancipation, Hidden Curriculum, Dystopian Film, Culture-Jamming

Share

COinS