Media Messages and Critical Pedagogy #1

Do you agree with the deconstruction? Why? Why not? Be specific.

I completely agree with the deconstruction.  The lady identifies specific items that viewers normally would not notice.  I feel that companies choose the "normal" audience and family household in order to try to get to the common American.  I liked the fact that the woman pointed out the fine print of the advertisement.  Most individuals do not notice the fine print until it is too late.  Then they are stuck in some contract for at least 2 years or some other significant time frame. 

Do you agree with the claims made in the deconstructions? Is the Century Link ad really a cover for a company that is making profits over customer satisfaction? Does the Alltel ad really promote racism or stereotypes of immigrants? Why or Why not? 

I can see where the Alltel ad may promote racism or stereotypes of immigrants.  Not all immigrants dance and have a party when they rent an individual's house.  I am not sure though if I feel it was done intentional.  However, immigrants may be related to showing a backup plan. 
At the first look at Century Link, it seems they are there for customer satisfaction.  At the end it shows a Dad hugging his daughter reinforcing they reconnect families. 

How do these deconstructions disrupt taken-for-granted realities?

The deconstructions break up the proposed meaning of the advertisement.  Therefore the message does not get across appropriately causing viewers to become hesitant when examining the commercials. 

What ideologies, cultures, economies, institutions or political systems are these deconstructions disrupting or interrogating?

They disrupt the traditional view of the American Dream.  The dream is a middle class white family that has everything to live a "normal" life.  The immigrants are thrown in to show the segregation and how they will never have the American Dream because they are not "true" Americans.  This is a big stereotype that may cause tension and enforce the affect of the stereotype. 

How are these deconstructions examples of individuals investigating manifestations of power relations?

These individuals display a so-called power when they are able to debunk the true meaning of a commercial or company's ad. 

How might conducting these kinds of deconstruction empower students whom  have been historically and continue to be disenfranchised by  "traditional schooling?

They will be able to view the true meaning of information being communicated to them.  Knowing how to deconstruct something will enable students to be better aware of what influences they undergo on a daily basis.  

How might deconstructing these kinds of media messages help students recognize connections between their individual problems and experiences and the social contexts in which they are embedded?

Students may be able to notice that problems and experiences they face are tied to the social media exposed to them.  When students see the connections, then they can better prepare themselves to face the stereotypes tied to the media messages. 

How might conducting these kinds of deconstructions disrupt traditional banking systems of education?

Educational philosophies are filled with stereotypes.  The deconstructions cause viewpoints to change and students to develop their own opinions.  I feel that education sometimes "programs" students to fit a mold and learn specific ways in order to fit in with society.  Deconstructing scenarios would break the traditional view and show students they are able to have their own opinion.