The Power of Media and a Need for Critical Thinking in Schools

Topics like the evils of social media, misinformation, fact-checking, conspiracies and protecting children from new technologies are frequent topics around dinner tables and professional and public forums. Sadly, these debates are often politically or agenda-motivated, and it is hard to see the forest from the trees or keep the peace in a society that seems increasingly divided every day. We all want the freedom to express broad and diverse opinions, but who is holding the microphone? Understanding the changed dynamics of media ownership and dissemination in the information landscape is more important than ever. Today, a relatively small number of powerful conglomerates hold significant control over what we see, read, and discuss daily. These conglomerates—dominated by names like News Corp, Comcast, Warner Bros. Discovery, Meta, Alphabet, and Paramount Global—exert a global influence, shaping public dialogue and swaying cultural trends. This concentration of ownership poses unique risks and challenges, particularly in its potential to limit the diversity of information and perspectives available. For educators, this landscape underscores a critical need for critical thinking: to equip students with the highest level of discernment to approach information with a questioning mind, ready to analyse and seek deeper understanding.

The Shifting Landscape of Media Ownership: Then and Now

Historically, media was far more decentralised. In the mid-20th century, numerous independent newspapers, radio stations, and regional television networks populated the landscape, each contributing unique voices and localised perspectives. News was sourced from a broader array of outlets, each reflecting different editorial slants and community-based concerns. Today, however, the opposite is true. Just a handful of global corporations dominate traditional media, including television, radio, and print news, as well as digital platforms like streaming services and social media networks.

Social media, once seen as a democratising force, has likewise concentrated in the hands of a few key players: Meta (Facebook, Instagram, WhatsApp), Alphabet (Google, YouTube), and, more recently, Elon Musk’s X (formerly Twitter). These platforms determine what users see largely through algorithms, subtly guiding the public toward certain topics, narratives, and products over others. The results can create echo chambers that reinforce users’ pre-existing beliefs and biases while minimising exposure to alternative viewpoints. This trend is a reminder of the critical need for critical thinking, especially as students come to rely on these platforms for information.

This shift toward centralised control has not only homogenised information but also heightened the influence of corporate and political agendas in shaping public opinion. The individuals and entities behind these corporations—Rupert Murdoch, Mark Zuckerberg, Larry Page, and others—now possess an outsized role in influencing the content that billions of people consume. This development is cause for concern, as it raises questions about the diversity, reliability, and bias of the information that flows through global channels. Here again, we see the essential need for critical thinking to help students and society navigate this complex media environment with a discerning eye.

Risks of Concentrated Media Ownership

The most immediate concern with this level of ownership concentration is the potential for a narrow, homogenised public discourse. When a handful of corporations control both the narrative and the platforms through which it’s delivered, society risks losing the rich diversity of perspectives essential to a functioning democracy. Information that doesn’t align with the priorities of these conglomerates may be underrepresented, creating gaps in the public’s knowledge and understanding of issues. In this environment, dissenting voices and alternative perspectives may be marginalized or ignored, limiting the depth and breadth of public debate. This risk reinforces the need for critical thinking skills to assess sources, understand biases, and distinguish between fact and agenda.

Algorithmic control on social media compounds this issue. Companies like Meta and Alphabet use algorithms that curate user experiences based on personal data, effectively reinforcing users’ existing preferences and biases. This can lead to “filter bubbles,” where individuals are only exposed to information that aligns with their worldview, reducing opportunities for constructive dialogue across differing perspectives. The result is an increasingly polarised society with fewer shared truths and less common ground. Teaching students the importance of independent thought and the need for critical thinking is essential in helping them avoid falling into these filter bubbles. (How filter bubbles isolate you)

Furthermore, the influence of these media giants stretches beyond national borders. Companies like Warner Bros. Discovery, Comcast, and News Corp operate globally, shaping public opinion in countries beyond their own. Their reach enables them to project their narratives across diverse cultural landscapes, often aligning global stories with American-centric viewpoints. This level of influence raises ethical concerns about the homogenisation of global media and the erosion of local voices.

The Role of Education in Addressing Media Centralisation

In the face of these challenges, education is one of the most effective tools for fostering a discerning and critically aware society: developing strong critical thinking skills. As students move through an educational system increasingly surrounded by complex, centralised media, they need the ability to scrutinise information, question sources, and evaluate the underlying intentions of content producers. Educators are uniquely positioned to guide students toward developing these skills, and doing so is imperative if we are to cultivate a generation that values truth, objectivity, and intellectual independence.

Teaching critical thinking should not be limited to isolated units or elective classes; instead, it should be an embedded, cross-curricular goal in every school system. Analysing media, questioning narratives, and evaluating evidence should be integrated into core subjects, from literature and history to science and social studies. By regularly encouraging students to dissect sources, compare perspectives, and ask, “Who benefits from this narrative?” educators can instil habits of mind that will serve students throughout their lives. This ongoing emphasis underscores the need for critical thinking as an everyday skill, applicable across contexts and disciplines.

A robust critical thinking curriculum can empower students to:

• Identify Bias and Agenda: Recognising the inherent biases that may influence media content, whether due to ownership, political leanings, or cultural perspectives.
• Evaluate Source Credibility: Differentiating between reliable and unreliable sources, particularly when encountering misinformation on social media.
• Engage in Constructive Dialogue: Understanding opposing viewpoints and engaging with them constructively, a skill crucial for navigating a polarized society.
• Reflect on Personal Biases: Becoming aware of one’s own predispositions and learning to set them aside when evaluating information.

Objective, Impartial Education: A Mandate for Schools

Schools must strive to model the objectivity and impartiality they hope to instil in students. In an era of concentrated media ownership, educational institutions are one of the last bastions of diverse and balanced perspectives. Teachers and administrators should intentionally present a broad spectrum of viewpoints on issues, particularly those that are politically charged or controversial. By creating an inclusive, neutral learning environment, educators can help students explore complex topics without imposing any particular worldview, reinforcing the need for critical thinking in these discussions.

Furthermore, schools can leverage partnerships with local media, independent journalists, and academic researchers to bring a more diverse range of voices into the classroom. Accessing independent sources of information supports balanced discussions and highlights the importance of seeking out lesser-known perspectives.

Preparing Students for the Real World: Practical Steps

1. Incorporate Media Literacy into Curricula: Lessons on media literacy, including media ownership’s history and current state, should be a core component of modern education. Schools can adopt interactive tools and simulations that encourage students to explore how algorithms shape their social media feeds or how news sources can present the same event differently. This approach helps students recognise the need for critical thinking when engaging with media.
2. Foster a Culture of Inquiry: Cultivate classrooms where students feel comfortable asking questions, challenging assumptions, and debating ideas. Assignments that require them to seek out multiple sources on a topic, including those with differing perspectives, can help students develop a more nuanced understanding of issues, underscoring the essential need for critical thinking.
3. Develop Digital Citizenship Programs: With students increasingly consuming news online, digital citizenship programs are essential. These programs should cover responsible online behaviour and critically engaging with the vast amount of content available on digital platforms.
4. Encourage Engagement with Local Media: Educators can encourage students to engage with local news outlets, often providing a more community-focused perspective. This approach can help students understand the value of localized media and develop an appreciation for diverse viewpoints, making the need for critical thinking evident through real-world examples.
5. Train Teachers in Critical Thinking Pedagogy: Professional development for teachers should include training on fostering critical thinking and media literacy. Educators must have the tools and understanding to guide students in navigating a media-dominated world.

Educators’ Role in a Complex Media Environment

While centralising media ownership presents real risks to public discourse, educators have the potential to counteract some of these effects. By teaching students how to think critically and question information, schools play an essential role in safeguarding a healthy, informed democracy. Students who learn to navigate media critically, question sources objectively, and appreciate diverse perspectives will be better equipped to participate in an increasingly complex world.

In short, while society may continue grappling with the implications of media ownership, educators can make a lasting difference by instilling habits of critical inquiry in the next generation. By prioritising media literacy, objectivity, and intellectual curiosity, schools can equip students to act as informed, thoughtful citizens in an era of concentrated information control. This educational mandate is not just about individual growth; it is about ensuring that the societal discourse remains balanced, informed, and open to all perspectives. In all these ways, the need for critical thinking in education is crucial for preparing students to engage responsibly in a complex media landscape.

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Internationally renowned for his expertise in education leadership, Greg Parry’s vast experience includes leadership of projects for education institutions throughout Australia, the Middle East, the United States, India, Indonesia, Malaysia and China. Recognised for his numerous contributions in the education arena, Greg has received the Minister’s Award for Excellence in School Leadership based on improvements in school performance and a range of successful principal training and leadership development programs, as well as the School of Excellence Award for Industry/School Partnerships and the School of Excellence Award for Technology Innovation. His company GSE (Global Services in Education) has been recognised as having the Best Global Brand in International Education in 2015 and 2016.

Considered one of the premier experts in his profession, Greg has trained teachers and principals worldwide in critical thinking, language development, and leadership. His expertise in school start-up projects, leadership, and curriculum development has made him a sought-after authority in these disciplines.

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Global Services in Education establishes and operates schools worldwide. Guided by a philosophy of global citizenship, every member of the GSE team shares a passion for inspiring and collaborating to shape international education and student achievement.
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