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According to Kellner (1995) cultural studies has often underplayed the importance of developing pedagogies for promoting critical media literacy. While the Frankfurt School believed that the culture industries were overwhelmingly manipulative and overwhelmingly ideological, some versions of cultural studies argue that the media merely provide resources for audience use and pleasure. Avoidance of its images and messages seems to be the upshot of the Frankfurt School critique, while some cultural studies simply celebrate sports, Elvis, fandom, and other media phenomena (Kellner Douglas, 1995)

According to Jennifer & Alisa (2009) Frankfurt School theorists argued that the media were controlled by groups who employed them to further their own interests and power. They were the first social theorists to see the importance of what they called the “culture industry” in the reproduction of contemporary societies, in which so called mass culture and communication stand in the center of leisure activity, are important agents of specialization and mediators of political reality, and should be seen as primary institutions of contemporary societies with a variety of economic, political, cultural, and social effects. They coined the term “cultural industry” to signify the process of the industrialization of mass-produced culture and the commercial imperatives that drove the system. The critical theories analyzed all mass-mediated cultural artifacts within the context of industrial production, in which the commodities of the culture industry exhibited the same features as other products of mass-production. Furthermore the critical theorists investigated the culture industry in a political context as a form of the integration of the working class into capitalist societies. The Frankfurt School were one of the first neo-Marxian groups to examine the effects of mass culture and the rise of the consumer society on the working classes, which were to be vehicles of revolution in the classical Marxian scenario. They analyzed the ways that the culture industries were stabilizing contemporary capitalism, and accordingly they sought new strategies for political change, agencies for social transformation, and models of human emancipation that could serve as norms of social critique and goals for political struggle. Jennifer & Alisa state that their approach suggests that to properly understand any specific form of media culture, one must understand how it is produced and distributed in a given society and how it is situated in relation to dominant social structure. The Frankfurt School thought, according to Jennifer & Alisa, for the most part, that media culture simply reproduced the existing society and manipulated mass audiences into obedience.

The Frankfurt School’s total rejection of mass culture seems inappropriate, as media culture is here to stay and, if anything, its products are becoming increasingly popular and powerful. Yet mindless celebration of media culture, without cultivation of methods to promote critical media literacy, is equally pernicious. Thus, it is important to pursue a project of developing cr本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。