Boubli in Tunisia: Youth media literacy for civic intentionality
Authors: McDougall, J., Rega, I. and Sayah, H.
Journal: Observatorio
Issue: 2022, Special Issue
Pages: 42-62
Publisher: OberCom - Observatorio da Comunicação
ISSN: 1646-5954
Abstract:Work that generates new knowledge about the potential connections between media literacy, communities and civic engagement and thus to understand better the possibilities for addressing media literacy's “civic problem” (Mihailidis, 2018) is that which is operationalised in creative intersections – third spaces (Bhaba, 1994) – between these domains and practices. However, the social inequalities that impede equal access to mediated civics are more deep-rooted and structural than discourses of centres and margins can account for. For this reason, ‘neutral’ frameworks for media literacy competences fail to address both the desired ‘uses’ of media literacy (Bennett et al., 2020) and the way that such competences are related to traditional hierarchies of social capital and intersect with other forms of stratification (Helsper, 2021). This article applies a theory of change for the role of dynamic, and 'unsettling’ media literacies (Potter & McDougall, 2017; Lee et al., 2022) with civic intentionality (Sayah, 2022) in improving the health of media ecosystems to a culturally situated intervention - the work of Boubli, a youth-led alternative media platform in Tunisia. Our analysis of Boubli’s model for developing media literacy into capability with positive civic consequences investigates how this change is generated through third-space combinations of education and training, subcultural and community activity, art and activism (Medrado & Rega, forthcoming). Our mixed methods research combines audience data, community surveys, interviews and focus groups. Our approach views civically oriented media literacy as deeply situated in cultural and geo-political contexts, and, as such, it attempts to avoid more universal and potentially colonial assumptions endemic to media literacy ‘solutionism’. In this article, we explore the ways in which Boubli’s outputs, non-formal education and social practices are consonant with civic media literacy and hold the promise of deep, distinct but partly transferable, impacts on media ecosystems, polarisation and homophily.
https://eprints.bournemouth.ac.uk/38042/
https://obs.obercom.pt/index.php/obs/article/view/2182
Source: BURO EPrints
