Decoding Power: Media, Education, and the Truly Educated Person

This blog is written as a task assigned by the head of the Department of English (MKBU), Prof. and Dr. Dilip Barad Sir. 

Here is the link to the blog: Click here.

 Media, Power, and the Making of a Truly Educated Person

Introduction

In today’s world, it is nearly impossible to separate culture from the influence of media. From the news channels that frame our political imagination, to the films and advertisements that shape beauty standards, to the endless scroll of social media feeds, media has become the cultural air we breathe. Yet, as Dilip Barad’s blog “Cultural Studies: Media, Power and Truly Educated Person” argues, media is not simply a passive mirror of reality. It is an active force that constructs cultural norms, reflects power relations, and influences how we see ourselves and others. This realization makes media literacy not just a desirable skill but a fundamental component of education.

In this blog post, I reflect on three interconnected themes: (1) how media and power intersect in shaping modern culture, (2) why critical media literacy is essential in education, and (3) what it means to be a “truly educated person” in a media-saturated world. Drawing on the arguments presented in the blog as well as my own observations and experiences, I aim to show that education today must extend beyond textbooks and classrooms, equipping us to navigate a complex and mediated cultural landscape.

Media and Power: Manufacturing Culture

The blog reminds us that media is one of the strongest instruments of power in contemporary society. As Noam Chomsky’s Propaganda Model suggests, media is filtered by ownership, advertising, elite interests, “flak,” and the construction of a common enemy. This filtering means that the media rarely reflects reality in its fullness. Instead, it presents a carefully curated version of events that aligns with dominant political and economic interests.

For example, in India, we can observe how certain television channels frame government policies in glowing terms while dismissing critical voices as “anti-national.” This selective framing is not accidental; it is an exercise of power that shapes public perception. Similarly, in global contexts, media coverage of conflicts often privileges the perspectives of powerful nations, marginalizing voices from the Global South.

But power operates in more subtle ways too. As the blog highlights, media representation frequently skews cultural identities. Women are often objectified in advertisements, minorities stereotyped in films, and lower castes rendered invisible in mainstream narratives. By repeatedly presenting such images, media normalizes inequality, embedding it in everyday culture. These portrayals affect not only how others view marginalized groups but also how individuals within those groups see themselves.

At the same time, media can also become a site of resistance. Social media movements like #MeToo and Black Lives Matter illustrate how marginalized voices can bypass mainstream filters and gain global visibility. In India, Dalit literature and online activism have challenged long-standing caste hierarchies by reclaiming narratives that mainstream media historically ignored. Thus, while media is often a weapon of domination, it can also serve as a powerful tool for liberation when wielded by those outside traditional centers of power.

Education and the Need for Critical Media Literacy

If media is so deeply intertwined with power, then education must equip us to see through its filters. The blog highlights Chomsky’s point that true education is not about memorizing facts but about cultivating the ability to ask serious questions, challenge dominant doctrines, and find one’s own path. In today’s media-saturated world, this means developing critical media literacy.

Critical media literacy goes beyond basic digital literacy. It is not simply about knowing how to use a smartphone or create a presentation. Rather, it is the ability to analyze media messages, detect bias, recognize propaganda, and understand how representation shapes cultural norms. For example:

When scrolling through Instagram, critical media literacy means asking why certain beauty standards dominate and how algorithms promote them.

When watching a news debate, it means noticing whose voices are missing and whose perspectives are amplified.

When consuming advertisements, it means questioning not only the product being sold but also the lifestyle or aspiration being normalized.

From my own experience, I realized the importance of media literacy during the COVID-19 pandemic. Social media was flooded with
information—some accurate, much misleading. I noticed how quickly misinformation spread through WhatsApp forwards in my family circle, influencing health choices and creating unnecessary panic. Without the ability to critically assess sources, many people accepted and circulated false claims. This highlighted to me that education today must train us not only to consume media but also to question and evaluate it.

Unfortunately, traditional education systems often lag behind in this regard. Schools emphasize exam performance and rote learning, while critical thinking about media receives little attention. Yet, if media is one of the most powerful forces shaping culture and politics, then ignoring it in education leaves students vulnerable to manipulation. Embedding media literacy in curricula—through analysis of advertisements, films, news coverage, and digital platforms—could empower students to become active, critical participants in culture rather than passive consumers.

The Truly Educated Person in a Media-Saturated World

The blog concludes with a powerful idea: the measure of true education lies not in conformity but in intellectual freedom and critical awareness. A truly educated person is one who can resist manipulation, think independently, and engage creatively with the world.

In the context of media, this definition becomes even more urgent. A truly educated person today is not simply someone with degrees or high marks. Rather, it is someone who can:

Question Authority: Recognize that media often serves dominant interests and not mistake representation for reality.

Navigate Information Overload: Distinguish reliable sources from misinformation, especially in the age of “fake news” and clickbait.

Challenge Cultural Norms: See how media shapes ideas about gender, class, race, and caste, and resist internalizing harmful stereotypes.

Engage Creatively: Use media not only for consumption but also for expression and resistance—whether through blogs, videos, memes, or activism.

Balance Skepticism and Openness: While questioning dominant narratives, also remain open to dialogue, empathy, and diverse perspectives.

From my perspective, the “truly educated person” is someone who practices what Paulo Freire called “critical consciousness.” This means not just decoding media messages but connecting them to larger systems of power and asking how they impact real lives. For example, a critically educated person watching a fairness cream advertisement would not only reject its racist undertones but also question why such products exist, how capitalism profits from insecurity, and what alternatives could affirm diverse beauty standards.

Personally, I aspire to this model of education in my own media consumption. I try to cross-check news from multiple sources, follow independent journalists alongside mainstream outlets, and remain aware of how my own biases shape interpretation. This is not always easy—algorithms are powerful—but awareness is the first step toward freedom.

Conclusion

Dilip Barad’s blog provides a valuable framework for understanding the intersection of media, power, and education. Media is not neutral; it shapes culture, sustains power, and influences how we see ourselves and others. At the same time, it can also become a space for marginalized voices to resist, reclaim, and redefine cultural identities.

In such a world, education cannot remain limited to textbooks and classrooms. Critical media literacy must be central to the learning process, equipping students to see through propaganda, question stereotypes, and navigate the digital landscape responsibly. A truly educated person today is not just knowledgeable but also critically aware, media literate, and intellectually independent.

Ultimately, to be truly educated in a media-saturated world is to refuse passivity. It is to question, to resist manipulation, and to use knowledge creatively for liberation. In doing so, education fulfills its highest purpose—not simply producing obedient workers or informed citizens, but nurturing free thinkers capable of shaping a more just and equitable culture.