DECOLONIAL MEDIA LITERACY TO FORM ANTI-RACIST GAZES AT UNIVERSITIES

Abstract

The Mexican national context is characterized as much by its cultural plurality, as by the socioeconomic and political inequalities that individuals and groups experience in diversity. The national identity/alterity grammar, heir to a Eurocentric colonial tradition, justifies the sharing of privileges and disadvantages; while the pedagogy of power is responsible for reproducing its core concepts in the form of visual, audiovisual, oral and written discourses. Therefore, with a doubly reflexive ethnographic approach, this article analyzes the implementation of a process of Decolonial media literacy in higher education, an educational process that made visible the reproduction of privileges and disadvantages in the symbolic construction of "indigenous", "spaniards", "blacks" and "mestizos"; while it recognized and empowered subjects in diversity. Based on the analysis results, it also offers clues about how to deconstruct and transform a racist imaginary of nation in university classrooms.

Keywords

• media education
• intercultural education
• decolonial education
• national identity
• social justice
• racism