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MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices Promoting Intercultural Dialogue between East and West through Media Literacy and Pop Culture Sara Gabai Gender, Media and Culture UNESCO, Bangkok, Thailand gabaisara@gmail.com Susanne Ornager Advisor for Communication and Information in Asia UNESCO, Bangkok, Thailand s.ornager@unesco.org Abstract This paper uses media literacy skills to investigate how mass cultural forms of the west affect non- western nations and their relationship to identity, spaces of belonging, culture, style, language and modernity. The starting point of this project is the intercultural dialogue that takes place between Thai and American youth through mediated forms of communication. Dialogue will be approached as a relational pedagogic strategy through which individuals communicate and interact with each other cross- culturally through verbal and non-verbal language, symbols and images. The case studies that will be analyzed are the pop music videos Empire State of Mind and Krung Thep Mahanakhon (Bangkok City). Close attention will be addressed to the role of media as cultural references for youth worldwide and the pedagogic value of popular culture to learn about the relationship between culture and identity, place and space, social and political discourses, and the power relations embedded in systems of representation. In the first section of the project, deconstruction (the interrogation of knowledge) will be used as a media literacy strategy to problematize cultural representations and ask how the latter are produced, transmitted and perpetuated. The music videos will be investigated as both contact zones (Pratt, 1991) for intercultural dialogue between the east and the west and spaces where western- centric discourses bring forward forms of cultural imperialism. A media literate person must be both an attentive and critical reader/ consumer of media messages and a responsible cultural producer. The second part of the project involves the participatory youth culture of YouTube and its role in promoting intercultural dialogue in horizontal and non institutionalized ways. Production will be used as a media literacy strategy to teach about the importance of being self reflexive in knowledge production, bringing in different worldviews and organizing the learning process collectively and in more personal and meaningful ways. 43
MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices Keywords: Identity, intercultural dialogue, media literacy, participatory culture, pop culture Videos NEW YORK http://www.youtube.com/watch?v=0UjsXo9l6I8 BANGKOK http://www.youtube.com/watch?v=0MPYZGWZF9E New Port http://www.youtube.com/watch?v=kRqns2xtTYc&feature=related Newark http://www.youtube.com/watch?v=4U7kuqow3gg&feature=related Section I. Media Literacy and the Study of Culture Before proceeding with the analysis of our case studies and showing the potential of media literacy to foster intercultural dialogue via the products of media and pop culture, it is important to acknowledge the frameworks used for this project. Lankshear and McLaren (1993) define critical media literacy as one “directed at understanding the on going social struggles over the signs of culture and over the definition of social reality –over what is considered legitimate and preferred meaning at any given historical moment” (p. 424). To speak of dialogue between cultures one must first understand the meaning of culture and of dialogue and investigate the power relationships invested in intercultural communications. This paper maintains that critical media literacy is one strategy to learn about intercultural communications and understand the shared signs that make up the meaning systems of our culture. We speak of ‘meaning systems of culture’ in that meaning and culture are not biological and must not be recognized as fixed sets of indisputable rules valid throughout time. As Stuart Hall maintains (1997), “meaning does not inhere in things, in the world. It is constructed, produced. It is the result of a signifying practice –a practice that produces meaning, that makes meaning mean” (p.24). In line with Hall, culture is envisioned in this paper as a hybrid space of social struggles where multiple culture genres clash and meaning is continually negotiated and created. Signifying practices and systems of representations construct the cultures we live in. Sharing and exchanging cultural codes across countries through mediated forms of communication, appropriating and understanding them collectively is what allows intercultural communication to take place. In this paper we will explore the codes exported from United States to Thailand and shared cross-culturally by Thai people. As Bill Nichols suggests in discussing the work of semiotician Roland Barthes, we must envision film and media productions as “art objects and indexes of culture at the same time” (p.478). The study of popular culture blends the pleasurable experience of reading and making art, and learning about the signs that build up our cultures. Applying media literacy strategies to the process allows us to critically analyse how the narratives, systems of representations and soundtracks of media productions reiterate or shape and transform cultural conventions. Digging within and socially reading texts and images, allows for a political, historical and anthropological investigation of the “map of meanings” in cultures. 44
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