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UC San Diego UC San Diego Electronic Theses and Dissertations UC San Diego UC San Diego Electronic Theses and Dissertations Title Critical media participations: media literacy and youth-produced videos from Latina/o audiences in the U.S.-Mexico border Permalink https://escholarship.org/uc/item/5j56p4hp Author Gonzalez-Hernandez, David Publication Date 2016 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, SAN DIEGO Critical media participations: media literacy and youth-produced videos from Latina/o audiences in the U.S.-Mexico border A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Communication by David Gonzalez-Hernández Committee in Charge: Professor Daniel C. Hallin, Chair Professor Michael Cole Professor Teddy Cruz Professor Christo Sims Professor Stefan Tanaka 2016 Copyright David González-Hernández, 2016 All rights reserved The Dissertation of David González-Hernández is approved, and it is acceptable in quality and form for publication on microfilm and electronically: _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ Chair University of California, San Diego 2016 iii DEDICATION To Karina De León, my amazing wife, whose unconditional love for me made it possible to complete my dissertation, and to our two daughters Camila and Andrea, who are indeed a joy and inspiration. To my mother, Irene Hernández, for your love and support, you taught me a lot about civic engagement and participation. To the memory of my father, Raúl González, a great man whom I still miss every day. To Jesús De León and Margarita Pérez, for all their understanding, and love. I am deeply grateful for the support received during all these years. To Leonardo and Raúl, my brothers, for all their love and moral support. To Angela Velarde, Carlos De León, Jesús De León and Daniela Mireles, my extended family. To all my nephews and nieces: Paul, Miguel, Isabella and Carolina. And I don’t forget my primos Rodrigo Hernández, Emilio Palacios, Juan Manuel Ávalos, Paulyna Sánchez and Gretchen Rivero. iv TABLE OF CONTENTS Signature Page………………………………………………………………………. iii Dedication…………………………………………………………………………... iv Table of Contents…………………………………………………………………. v List of Images……………………………………………………………………….. viii List of Tables……………………………………………………………………… ix Acknowledgements…………………………………………………………………. x Vita………………………………………………………………………………….. xiii Abstract of the Dissertation…………………………………………………………. xvii Introduction………………………………………………………………………... 1 Why youth media production and participation?…..……………………………….. 7 Participatory action Research: toward a utopian methodology…………................... 16 Workshops of the future……………………………………………….......... 19 A note of the use of the Latina/o term..…..…….……………………………........... 20 An outline of the dissertation……....………..…………………………………........ 21 Chapter 1. Examining Media literacy as Media Participation: Toward a critical participatory culture……………………………..……………………….. 26 The boundaries of participatory culture…………………………………………….. 27 Media literacy and practical production…………………………………………….. 33 Digital Media Literacies as a form of participation………………………………… 40 Participatory culture: media convergence, participation and power………………... 42 Genres of participation…………………………………………………………….... 47 The emergence of a critical participatory culture………………………..…………. 49 v Chapter 2. Latina/o Media Landscape in the U.S. and the border…………….. 52 Latina/os in English-Language U.S. news media…………………………………... 55 Continuities of paradigmatic Latina/os stereotypes and prevalent themes…………. 57 Latina/os in Spanish-Language U.S. news media…………………………………... 58 U.S-Mexico border in the media……………………………………………………. 60 United States and Mexican local television news and Youtube videos:……………. 63 The United States example: NBC television news………………………………. 65 The Mexican example: Televisa television news………………………………... 71 Mediated publicness and visibility………………………………………………….. 76 Public sphere and symbolic power as analytic tools…………………………… 81 Describing the U.S.-Mexico border news…………………………………………... 86 United States, Mexico and the border in press coverage during 2000-2010……….. 92 United States Coverage: the case of San Diego Union Tribune………………………. 97 Topics…………………………………………………………………………………. 97 Images………………………………………………………………………………… 99 News Stories: Crossing the border, fortifications, and detentions…………… 102 Mexico’s border coverage: the case of Frontera………………………………………... 111 Topics…………………………………………………………………………………. 111 Images………………………………………………………………………………… 115 News Stories: Immigration, detentions, and border security………………….. 118 Discussion…………………………………………………………………………... 125 Conclusion………………………………………………………………………….. 129 Chapter 3. Media education via hybrid digital production activities: lessons learned from media participation..……………………………………………….. 132 Media participation and contention in the production process……………………... 140 The pre-production process: “It’s time to tell our side of the story”… 140 The production phase: taking charge of the shoot……………………… 146 Post-production: “For educational purposes”………………………….. 149 Discussion……………………………………………………………………........... 156 vi Chapter 4. The forgotten border: discrimination and youth political engagement…...................................................................................................................... 162 UCSD Community Stations in San Ysidro: Gaining entrance to Casa Familiar…………………………………………………………………………....... 164 San Ysidro………………………………………………………………………........ 166 Media literacy workshop in San Ysidro……………………………………………... 170 Pre-production……………………………………………………………………….. 171 Production………………………………………………………………………….... 176 Post-production………………………………………………………………………. 179 Conclusion…………………………………………………………………………… 182 Chapter 5. Youth Media Participation in the U.S.-Mexico border. Community self-representation…………………………………………………………………. 188 Media workshop during summer camp…….……………………………………….. 191 Pre-production: “a real problem” not addressed by schools anymore……………... 191 Production: The framing about immigration and community……………………… 194 Post-Production: Immigration and San Ysidro……………………………………... 198 Discussion…………………………………………………………………………... 207 Chapter 6. Conclusion……………………………………………………….......... 209 Toward critical media participations………………………………………………... 212 1. Debates about media participation……………………………………… 213 2. The consideration of institutional context……………………………… 214 3. Critical media participation and assessment………………………….. 215 4. The process of media participation……………………………………… 217 Bibliography……………………………………………………………………….. 220 vii LIST OF IMAGES Image 1. Immigrants climbing the border fence……………………………. 66 Image 2. Border Patrol agent……………………………………….......... 67 Image 3. Altercation at the border………………………………………..… 68 Image 4. Human Rights activist…………………………………………….. 69 Image 5. The border fence and Tijuana…………………………………….. 70 Image 6. Mexican newswoman anchor……………………………………... 73 Image 7. Migrants at the Tijuana Canal…………………………………….. 73 Image 8. Migrants at the Tijuana River Canal……………………………… 74 Image 9. “No relief in sight for longer lines”…………………………...….. 103 Image 10. “Bottleneck at the border”……..…………….………………........ 104 Image 11. “Cameras helping Border Patrol keep on the lookout for trouble”.. 107 Image 12. “Suspected illegal immigrants are detained on Mission beach”….. 108 Image 13. “Targeting illegal immigration. By air, by land and by sea” .……. 110 Image 14. “Out of control migration. U. S. can’t contain the migrant”……... 120 Image 15. “Migration profile has changed”…………….……………………. 121 Image 16. “Business sector does not have reports of weapons”…….............. 123 Image 17. “Border gate express on the way”………………………………... 124 Image 18. UCSD Communities Stations Initiative logo……………………... 135 Image 19. Instructional sessions…………………………………………....... 138 Image 20. Taking charge in the production………………………………….. 147 Image 21. The editing phase: “for educational purposes”…………………… 150 Image 22. The “budget cuts” topic and preliminary storyboard……………... 172 Image 23. Searching for audiovisual material and conducting interviews....... 177 Image 24. Editing the “Forgotten Border”…………………………………… 181 Image 25. Group discussion: workshop of the future………………………... 192 Image 26. Production phase: finding the “humanitarian” framework……...... 195 Image 27. The editing phase: it requires knowledge to cut material………… 200 viii LIST OF TABLES Table 1. News Section in Frontera and San Diego Union-Tribune……........... 93 Table 2. Source of news production for news stories…………………………. 94 Table 3. The source of information of news stories…………………………... 95 Table 4 Photos and images published by year on newspapers……….............. 96 Table 5. San Diego Union-Tribune coverage (issues): 2000-2010…………… 97 Table 6. San Diego Union-Tribune news stories coverage (state and political): 2000-2010………………………………………………… 98 Table 7. San Diego Union Tribune news stories issues and subjects coverage (totals).……………………………………………………………….. 99 Table 8. San Diego Union Tribune images percentage by content from 2000- 2010………………………………………………………………….. 100 Table 9. San Diego Union Tribune summary images according to topics from 2000 to 2010…………………………………………………………. 101 Table 10. Frontera coverage (issues) 2000-2010……………………………… 113 Table 11. Frontera coverage (state or political) 2000-2010……………………
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