Cette journée d’étude portera sur l’utilisation du montage dans la littérature française contemporaine. Envisagé en tant que dispositif critique, le montage permet d’inventer aujourd’hui une nouvelle forme de littérature politique.
Rather than striving for more transparency in the algorithmic selection and recommendation processes of YouTube, this paper examines to what extent the platform can be considered as an epistemic device, as it always performs editing operations that cannot be reduced to partly opaque and commercially or ideologically oriented outputs.
My starting point is a rather pessimistic viewpoint on Media Education: since the main goals of this discipline are now integrated into the very logic of the media themselves, what else can be expected from Media Education? In other words: since values such as “emancipation”, “transparency”, “participation” are now what define the core of legitimate discourse on media and in media, which critical perspectives could we still provide as media scholars, without being suspect of undermining the noble project endorsed by this discourse, in the very name of Media Education? Of course one could have a more optimistic, but maybe lazier, interpretation, which considers that the job of Media Education is actually done, and well done, by the media themselves, and that there is then nothing more to worry about. Let’s try to be neither pessimistic neither lazy.
