This instructor’s manual was developed as training program aimed at imparting critical media literacy education in teachers and educators. The program was part of the Peace Education Through Media (PET-Med) project in 2010-2011, which was funded by the EU Partnership for Peace Program of the European Commission delegations in Israel, and the West Bank , and conducted jointly by the Veneto Region of Italy, the Netanya Academic College in Israel, and the Palestine-Israel Journal. Its goal is to aid aspiring teachers understand the role of the media in covering war, particularly the Israeli-Palestinian conflict, and to adopt a critical thinking approach toward the media, so that they can become an active and critical citizens of the democracy.
The program was modeled on the theoretical bases of critical media literacy education for the purpose of developing students’ critical evaluation of media frames of the Israeli-Palestinian conflict, and their abilities to enhance the questioning of media coverage, and to explore teaching methods . It is based on the experimental resources of three academic colleges in Israel (two of them teacher training institutions) which encourage students to apply critical thinking to the functioning of older and newer media, and to offer alternative approaches to and messages about conflict coverage. In this way it offers students the experience, both as consumers and producers, to exercise intercultural dialogue and active civic participation in the current digital new media.
Resource submitted by NAMLE Member Dr. Mira Feuerstein
She served as the Head of communications department in Oranim Academic Educational College in Israel, and as supervisor of the media literacy education in the kindergarten, primary and high schools in Israel. Now she is a senior lecturer in the Education and the media departments, and also responsible for teaching staff development and the training of pre-service teachers to teach media literacy and education for critical thinking.
These are also the fields of her specialization, which were the subjects of her doctorate (Ph.D) granted by the University of Liverpool, England. Since then she has conducted a number of research studies about students’ college critical thinking , teaching-learning critical media literacy and media coverage of the Israeli-Palestinian conflict in conjunction with the European Peace Education project .To date, she has published various textbooks and articles on teaching the media for kindergarten and school teachers as well as for students in academic colleges.
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