In Our Own Voices
All Along the Ivory Tower: Black American Identity as Voiced by Poetic Youths View Digital Media
Paper Presentation in a Themed Session
Jeremy Greene
The purpose of this study was to amplify Black American elementary student voice in a post-2020 world. Discussions and writings were conducted with elementary aged students’ who voiced what it meant to be a Black American youth. A qualitative study, discussions and creative writing were used to help participants make sense of their identity in their school, community, and the United States. Students produced counternarratives to stereotypes associated with being Black American students, focusing on how such spaces can positively impact Black American students. A narrative inquiry via youth participatory action research with critical race theory served as its theoretical framework. When discussing the Black American experience in predominantly White spaces, an analysis of themes revealed fourth- and fifth-grade Black American student participants felt personality mattered most when defining oneself as a Black American. Participants also discussed themes related to racial battle fatigue and an awareness of how their Blackness in predominantly White spaces had been racially profiled/policed. Participants discussed the USA's historically violent nature toward Black Americans, wanting to be representatives of representation in predominantly White careers, a desire for equitable treatment from White adults, and an appreciation for trusted adult allies. Participants also noted a desire for changes in their communities and an appreciation for engaging in this work with one another. Findings suggest elementary-aged Black American students wish to work in community with one another and to share information regarding their experiences to assist educators in cultivating more welcoming spaces in their overall communities.
Media Literacy Education for the Age of AI: Equipping Youth in the Middle East and North Africa
Paper Presentation in a Themed Session
Kawtar Arahmouch
The rise of media and technological advancements in developing countries has led to increased soft threats such as misinformation and cyber violence. Critical and analytical skills have always been essential since Gutenberg’s invention, but the advent of artificial intelligence (AI) heightens their necessity. AI has significantly altered media practices, presenting both challenges and opportunities for individuals navigating the digital world. Although some research has explored media literacy in the MENA (Middle East and North Africa) region, there is a scarcity of updated information regarding its relevance in the age of AI. This study outlines the landscape of media literacy education and the necessary adjustments in light of AI-driven technologies in the MENA region. By conducting a comprehensive review of media literacy initiatives in the area, it evaluates current efforts and identifies essential steps needed to improve these skills and empower youth. Preliminary findings indicate that AI-related media literacy initiatives in the MENA have gained more recognition lately. However, these initiatives are unevenly distributed due to social, cultural, and economic disparities, contributing to a digital divide. Despite the widespread use of AI and media among MENA citizens, media literacy skills are not prioritized and remain fragmented, leaving youth at risk. Coordinated efforts from experts and policymakers are essential to enhance media literacy skills, enabling young people to navigate today's complex digital environment.
