Abstract
Sometime around the turn of the century, in the midst of teaching a session of my introduction-to-media-studies course, I found myself suddenly and unaccountably worried that everything I was doing to help my students become more critical, skeptical readers of corporate media structures and the messages they disseminate was actually helping them become more sophisticatedproducersof those forms, able to overcome viewers' defenses and feed the machine more convincing advertisements and more subtly misleading news broadcasts. I tried to put the thought aside, as much as I could, but it left a lingering doubt about the work I was doing, its intended purposes and its actual effects. To what extent were the methods and processes I'd cultivated since graduate school undermining the goals I had for my classes?
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