ABSTRACT
This chapter explores the pedagogical dimensions of activist media practices and articulates a series of conceptual tools for analysing and constructing knowledge around these practices. It also contributes to the theory of media practices in contexts of communication activism. Departing from the pedagogical perspective of Communication for Social Change, I analyse the limitations of theories of activist media practice and argue that the epistemology of educommunication can contribute to improving our understanding of these practices. For this, I propose using ‘educommunicative diagnosis’ as a toolbox for analysing activist media practices.
