ABSTRACT
Arguments for the uses of media in culturally responsive pedagogy have been well documented (Cortes, 1995; Estrada & McLaren, 1993; Giroux & Simon, 1989; King, 1990; McLaren & Hammer, 1992). In order to exploit the potential of media education in the culturally and linguistically diverse classroom, educators must be willing to experiment constantly with an array of media and question and revise their assumptions about the uses of information resources for teaching and learning. Furthermore, students and teachers must continually explore both their individual as well as their collective relationships to media. This begins with a conscious effort to understand and to reflect upon individual modes of discourse and to extend that understanding to the analysis and cross-cultural reading of a wide range of discursive styles.
