ABSTRACT
Many higher education institutions house critical media studies alongside professional media education. In neoliberal institutions, professional programs (i.e., advertising and public relations) exploit environmental themes to benefit the pro-capitalist industries that exacerbate the climate emergency. In response, it is essential for critical media educators to teach ecomedia literacy and related ecological approaches. This essay acknowledges the current trajectories of critical media education and argues for the ongoing development of critical ecomedia literacy. Grounded in historical, philosophical, and political contexts, as well as a politically radicalized scientific ecological perspective, it draws on the work of Latour, Capra, and Dewey to extend existing ecomedia literacy efforts by scholars like López and Share. At stake is developing more approaches to understanding, teaching, and applying critical media literacy and reimagining science as knowledge-making for public and planetary good.
