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destination branding. It involves branding a place in the same way that products or ser- vices are branded. Places want to brand themselves to attract visitors, promote social branding 183 jobs, gain prestige, and develop urban planning. “Countries, regions and cities began applying to their ‘product’ certain marketing techniques previously developed for consumer goods” (Caldwell & Freire, 2004, p. 50). Building a positive brand image for a location is a key marketing tool for attracting tour- ists and a goal of destination branding. A difference between traditional

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Freire, Paolo, 7, 106 Gandy, Oscar, 51, 92–93 Gender, 4, 6, 13; and race, 86; and sexuality, 5–6, 21, 57 George, Nelson, 4–5 Habermas, Jürgen, 7, 38; and public sphere, 41–43, 114 Hall, Stuart, 4, 51–52, 70, 74, 79, 81; encoding/decoding, 79 Harris-Lacewell, Melissa, 67 Hecht, Michael, 105 hegemonic culture . See dominator culture hegemony, 14, 47, 54, 71 Hemphill, Essex, 72 Herbst, Susan, 45 hooks, bell; on aesthetic ethics, 71; on agency, 14, 33; on appropriation, 62; and autoethnography, 7, 12, 78–80, 99; biography of, 2–3; and Black feminism, 3; on blame vs

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privileged within this system; the goal of critical pedagogy would be to provide them with insights and tools that would demonstrate to them how to be allies of LGBT colleagues; how to speak articu- lately in public against representational practices and public policies that intensify the harm done to LGBT people; to consider that their humanity and sense of citizenship might be enhanced if they engage in struggle in solidarity rather than shrinking away in silence if they choose to recognize their accountability . hooks offers Paolo Freire as an exemplar of someone

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, Francois, 438 Duarte, Andre, 24 Durham, Meenakshi Gigi, 278, 283 Dussel, Enrique, 360 Dyson, George B., 297, 313, 316 E Ebbinghaus, Hermann, 301 Einstein, Albert, 313 Eliot, Charles W., 411 Engels, Friedrich, 267 Ettema, James, 279 F Fay, Harriet Melusina, 411 Feenberg, Andrew, 28 Foerster, Heinz von, 369 Follesdal, Dagfinn, 219 Foucault, Michel, 24, 25, 44, 202–5, 438 Fraser, Nancy, 25, 35, 59 Frege, Gottlob, 468 Freire, Paulo, 266 Freud, Sigmund, 329 Fricker, Miranda, 280 Friedländer, Paul, 237 Friedman, Maurice, 129, 132 G Gadamer, Hans

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online space to share their skills and accomplish- ments for public recognition. Banking education: In the banking concept, education is considered an act of depositing knowledge, in which the students are the depositories and the teacher is the depositor. Paulo Freire first uses it in his book Pedagogy of the Oppressed. Students are considered empty containers and the role of teacher is to deposit knowledge into the students’ containers. The banking model of education generates a “Pedagogy of Poverty” in the classroom, where the students are consumers of

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lineage of Martin Buber (1965), Paulo Freire (1970, 1973) and Emmanuel Levinas insists on emancipatory struggles and transformative action. Together they make a normative commitment to the dialogic unequivocal. In Freire’s (1970) perspective, only through dialogue do we fulfil our ontological keeble_chap 1.indd 18 1/13/2010 12:56:45 PM Non-violence in philosophical and media ethics | 19 and historical vocation of becoming fully human. Under conditions of oppres- sion, through dialogic communication we can gain a critical consciousness as an instrument of

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contribute across platforms that are not subject to the traditional power models of legacy media. The following chapter explores exactly this process—one in which youth mediation loses its negative implications and transforms into a process of community building, not community destroying. Informed by Jürgen Habermas’ (1989) public sphere and Paulo Freire’s (1987) critical literacy, this chapter uses accounts of student protests in Chile to deconstruct how social media and media-literate actions allow youth to mediate their own stories and, in turn, become

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public good not a private right. Many educators in the seventies and eighties took seriously Paulo Freire’s notion of problematiz- ing education in which he called for students to be taught modes of critical literacy in which they could not only read the word but also read the world critically.21 According to Freire, young people should be taught to read and write from a position of agency. This meant learning how to engage in a culture of questioning, restaging power in productive ways, and connecting knowledge to the exercise of self-determination and self

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education intersects with race, class, gender, and sexual orientation, the global media literacy education (GMLE) framework can be used as a tool for social justice education. Borrowing and extending the work of critical theorists, particularly Henry Giroux and Paulo Freire, our study explored the transformative critical pedagogy of teaching and learning in the 21st century. Here are the some of the research questions that guided the PAR study: Given the requirements and limitations of pre-service teacher education pro- grams and the reality of the classrooms

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seem close to those of Paolo Freire, the 20th century Brazilian educator. In The Pedagogy of the Oppressed and other works, Freire suggests that the teaching of literacy and/or all teaching is a political act. Teachers provide the tools of empowerment to students not by filling them up with information (the “banking concept” of education), but by giving them the tools to conduct their own critical evaluations of information and ideas. From this perspective, literacy cannot solve all the problems of any society, but it can give people the tools to work toward