[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-136299-105":59,"doc-detail-136299-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","inclusive-media-education-in-the-diverse-classroom-a-participatory-action-research-in-germany","Inclusive Media Education in the Diverse Classroom - A Participatory Action Research in Germany","","Media literacy education strengthens citizens’ ability to participate in a mediatized society, while also raising the question of how learning opportunities can remain equitable for people from diverse backgrounds. The article reports findings from the INCLUDED participatory action research project in a German secondary school, focusing on young people (13–15) in a socio-economically disadvantaged, superdiverse neighbourhood. Fieldwork (Jan 2020–Apr 2021) uses observations, teacher interviews, and student focus groups to co-develop intercultural media literacy modules, including one centred on TikTok and Instagram influencers.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/inclusive-media-education-in-the-diverse-classroom-a-participatory-action-research-in-germany/136299/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/inclusive-media-education-in-the-diverse-classroom-a-participatory-action-research-in-germany/136299.png","ImageObject",300,407,{"name":92,"@type":93},"Aurelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-22","2026-08-22",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",31,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the central focus of the INCLUDED participatory action research project?","Question",{"text":113,"@type":114},"The project analyses young people’s everyday media use in a socio-economically disadvantaged neighbourhood and co-develops teaching modules for media literacy with an intercultural perspective.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which teaching module does the article particularly examine?",{"text":118,"@type":114},"The article focuses on a module on social media influencers, especially content related to TikTok and Instagram influencers.",{"name":120,"@type":111,"acceptedAnswer":121},"What methods and participants were used during the fieldwork?",{"text":122,"@type":114},"Fieldwork from January 2020 to April 2021 included participatory observations (online and offline), teacher interviews, and focus groups with students aged 13–15.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},136299,1787370569,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":41},1099514068365,"https://ap-avatar.wpscdn.com/avatar/10000253d8d9f28188e?_k=1776742907772140068","Media and Communication (ISSN: 2183–2439) 2022, Volume 10, Issue 4, Pages 305–316 [https://doi.org/10.17645/mac.v10i4.5640](https://doi.org/10.17645/mac.v10i4.5640)  \nArticle  \nInclusive Media Education in the Diverse Classroom: A Participatory Action Research in Germany  \nÇiğdem Bozdağ 1,2  \n1 Faculty of Pedagogy and Educational Sciences, University of Bremen, Germany  \n2 Research Centre Media and Journalism Studies, University of Groningen, The Netherlands; [c.bozdag@rug.nl](c.bozdag@rug.nl)[ ](c.bozdag@rug.nl)Submitted: 22 April 2022 | Accepted: 2 November 2022 | Published: 28 December 2022  \nAbstract  \nMedia literacy has become a key concept for understanding how different citizens develop the capacity to participate in the mediatized society. One key question here is how media literacy education can support people of diverse backgrounds to have equal chances of benefiting from the media. Furthermore, as many schools are characterized by superdiversity, especially in bigger cities (Crul et al., 2013), there is also a need for research on media education and diversity. This article presents the findings of the research project INCLUDED, a participatory action research about media education in a sec‐ ondary school in Germany. The project aims to analyse the everyday media use of young people with diverse cultural back‐ grounds living in a socio‐economically disadvantaged neighbourhood and co‐develop teaching modules on media literacy education integrating an intercultural perspective. The fieldwork of the project (January 2020–April 2021) included partici‐ patory observations (online and offline), teacher interviews, and focus groups with the students (13–15 years) . The article will particularly focus on one teaching module that focused on TikTok and Instagram influencers. The students’ presenta‐ tions in the classroom demonstrated how the diverse cultural backgrounds of the students also shaped the content that they consumed on social media. Analysing this teaching module as an example, this article discusses the benefits and chal‐ lenges of designing a more inclusive and participatory approach to media education in the context of culturally diverse schools as an alternative to culture‐blindness and over‐emphasis of cultural differences.  \nKeywords  \ndiversity; inclusion; influencers; Instagram; media education; media literacy; migrants; social media; TikTok; youth  \nIssue  \nThis article is part of the issue “Inclusive Media Literacy Education for Diverse Societies” edited by Çiğdem Bozdağ(University of Groningen / University of Bremen), Annamária Neag (Charles University), and Koen Leurs (Utrecht University) .  \n© 2022 by the author(s); licensee Cogitatio (Lisbon, Portugal) . This article is licensed under a Creative Commons Attribu‐ tion 4 .0 International License (CC BY) .  \n\n| 1. Introduction | a case study on how media education can become more inclusive by adopting methods and approaches from the |\n| --- | --- |\n| The integration of media education in schools has | field of intercultural education. |\n| become a key topic with the increasing importance of | The article is based on the participatory action |\n| media in our daily lives. Nevertheless, there are still major differences across countries and schools in rela‐ | research project INCLUDED (MSCA, University of Bremen, 2019–2023), which aims to analyse the everyday media |\n| tion to media education curriculum and there are only | use of young people with diverse cultural backgrounds |\n| limited in‐depth studies on how it is being practised in | in a socio‐economically disadvantaged neighbourhood |\n| the everyday context of schools. Furthermore, as many | and co‐develop teaching modules on media literacy |\n| schools are characterized by superdiversity today due | education from an intercultural perspective. The field‐ |\n| to increasing migration and diversity worldwide, espe‐ cially in bigger cities (Crul et al., 2013), there is need for | work of the project con","cbCaiqKs8aiSIKW2","https://ap.wps.com/l/cbCaiqKs8aiSIKW2","pdf",1106922,12,"English","# Introduction\n## Research project INCLUDED and aims\n## Focus and structure of the teaching module\n## Case study: influencers in class discussions","[{\"question\":\"What is the central focus of the INCLUDED participatory action research project?\",\"answer\":\"The project analyses young people’s everyday media use in a socio-economically disadvantaged neighbourhood and co-develops teaching modules for media literacy with an intercultural perspective.\"},{\"question\":\"Which teaching module does the article particularly examine?\",\"answer\":\"The article focuses on a module on social media influencers, especially content related to TikTok and Instagram influencers.\"},{\"question\":\"What methods and participants were used during the fieldwork?\",\"answer\":\"Fieldwork from January 2020 to April 2021 included participatory observations (online and offline), teacher interviews, and focus groups with students aged 13–15.\"}]","Inclusive Media Education in the Diverse Classroom - A Participatory Action Research in Germany | PDF"]