Media Literacy in the Hungarian Educational Policy Arena (1995-2012) = A médiaműveltség a magyar oktatáspolitikában (1995-2012)

The aim of this dissertation is to understand and present the position of media literacy in Hungarian education policy, the historical path of media literacy education in Hungary, and the roles of various actors in the development of media literacy education. The research project had three major questions: How and why did media literacy education in Hungary make its way into the public education system during the 1990s? In what ways did this area of study evolve over time? What is the position of media literacy education in the contemporary education system in Hungary? For finding the answers to these questions, the methodology builds on a research framework inspired by critical discourse analysis and interpretive policy analysis

Editorial: Inclusive Media Literacy Education for Diverse Societies

This editorial introduces the thematic issue titled Inclusive Media Literacy Education for Diverse Societies. We start by introducing our aims for developing a more open and inviting approach to media education. We argue for a media education that acknowledges a variety of voices, and that provides skills and recognition for everyone, irrespective of their social class, status, gender identification, sexuality, race, ability, and other variables. The articles in this issue address the role of media literacy education in relation to questions of in- and exclusion, social justice, voice, and listening. The issue covers a variety of critical, non-Western perspectives needed to challenge dominant regimes of representation. The editorial is enriched by the artist Neetje’s illustrations of the workshop that preceded the publication of this thematic issue

Participatory action research and media literacy:Toward engaged, accountable, and collaborative knowledge production with marginalized communities

Focusing on research methodologies, this chapter addresses the potential and challenges of participatory action research (PAR) for working with marginalized youth communities in the context of media education and media literacy research. PAR may offer new opportunities to bridge the perspectives of academics, practitioners, and learners. Rather than conducting research on a community, it is an approach to research with communities. Participatory action research enables researchers to ensure that their academic objectives are aligned with the interests of the participants. The chapter is structured in three sections. In the first, we examine PAR objectives and detail where PAR originated. Second, we discuss the type of research questions PAR approaches can cover in relation to critical media literacy theories, introduce methodological techniques, and outline the challenges. Third, we present five principles - related to power relations, stakeholders, ethics, process, and reflection - for carrying out PAR. In general, PAR may contribute to larger changes currently observable in academia. Universities are increasingly seeking to rebrand the academic landscape, not as an ivory tower removed from society but as a publicly engaged institution. PAR provides an approach, methodology, and social justice-based ethics to support this broader shift toward engaged, community-based research.</p