Performance and orientation in the media higher education classroom

Abstract

ABSTRACT This article proposes additional critical media literacy principles regarding bodies and performance to be implemented in the media higher education classroom, based on the findings of an interpretive action-research based study. The study took place in a media literacy classroom taught at a northeastern university. The goal was to develop methods to further decolonise the classroom and make it more equitable. Prefacing the study with theoretical perspectives of performance studies, queer theories, critical race theories, and education theories, I further used Potter’s stages of media literacy development to assess student understandings of media literacy concepts. I further examined student’s understanding of bodies and performance as the focus of decentring normative perspectives was consistent throughout the course. With the use of monster films, I explored how unconventional narratives could be used to decentre norms of whiteness and heteronormativity in classroom conversations. Results concluded that using monster films in the classroom did aid students in participating in conversations that decentred heteronormativity and whiteness, and in doing so created a more inclusive environment where students felt comfortable and willing to engage in critical conversations.