The media literacy community is politically diverse. The national and global community of media literacy educators includes people with a wide range of ideas about the relationship between media, society and cultural values. This diversity has been part of media literacy history since the 1930s.
In the Philippines, media literacy is taught as a dimension of faith education in the context of that predominantly Catholic country. In Nigeria, media literacy competencies are helping people understand the value of freedom of expression and transparency in addressing the need to expose corruption. They also emphasize projects that empower youth activism. In parts of Asia, including South Korea and China, media literacy is taught as a means to gain awareness of digital dependence as it helps people regain control over how, when (and when not to) use digital media.
When I visited Tulsa, Oklahoma, I met with media literacy educators who critically analyze Disney animation with teenagers to address tropes in those films that position humanistic thinking as superior to faith in God. In rural Texas and in New Hampshire, I worked with media literacy educators who explored anti-Republican bias in broadcast television.
At the National Association for Media Literacy Education (NAMLE) Conference, Tessa Jolls of the Center for Media Literacy proudly asserted that media literacy was not affiliated with a particular political party or ideology. I agree. Republicans, Democrats, Socialists and people not interested in politics are all welcome under the big tent.