Cultural Studies: Media, Power, and the Truly Educated Person

This blog aims to analyse the relationship between media, power, and education through the perspective of Cultural Studies, fostering critical awareness among learners. For detailed insights and reference, visit Pr. Dilip Bara. 

Introduction

In today’s world, media is not just a source of information or entertainment — it is a powerful cultural force that shapes how we see ourselves and others. The blog post “Cultural Studies: Media, Power and the Truly Educated Person” by Prof. Dilip Barad explores how media, culture, and power are deeply connected, and how education must go beyond textbooks to develop critical consciousness. Through the lens of Cultural Studies, we can understand how media representations influence our identities, reinforce social hierarchies, and even manipulate our beliefs. This reflection discusses the intersections of media and power, the role of education, and the importance of critical media literacy in becoming a “truly educated person”.

1. Media and Power: The Invisible Hand of Influence

Prof. Barad’s blog emphasises that media is not neutral. It is controlled by powerful institutions — corporate houses, political systems, and cultural elites — that influence what becomes “truth”. This is what Cultural Studies scholar Stuart Hall called the encoding/decoding process: the media encodes messages from the perspective of power, and audiences decode them based on their own positions in society.

For example, television news channels or social media platforms often frame political events or gender issues in ways that favour dominant ideologies. The “voice of the people” is often filtered through editorial bias. This creates a hegemonic control, a term Raymond Williams and Antonio Gramsci use to describe how power maintains dominance not by force but by shaping common sense.

In our daily life, we can see this when advertisements define beauty standards or when films glorify certain lifestyles as “ideal”. Through such representations, media teaches us what to desire, who to admire, and whom to ignore. Thus, media becomes a site of cultural production, constructing social realities that often benefit those in power.

However, the blog also suggests that media has the potential to question power. Alternative media — like independent YouTube channels, digital activism, or citizen journalism — can expose hidden truths. This opens up possibilities for democratic dialogue and cultural resistance.

2. The Role of Education: Beyond Literacy to Consciousness

Prof. Barad’s concept of the “truly educated person” challenges the traditional notion of education as mere academic achievement. True education, according to Cultural Studies, involves critical awareness — the ability to question dominant ideologies and recognise how knowledge is shaped by power.

In traditional education, success is often measured by marks, degrees, or job placements. But in the media age, where information is abundant yet manipulative, being educated means thinking critically and consuming responsibly. A truly educated person does not passively accept media messages; instead, they decode, question, and interpret them through an informed lens.

As Prof. Barad highlights, education should not only provide information but also cultivate wisdom and ethical awareness. For example, a student who understands how social media algorithms promote certain political or cultural biases is better equipped to resist manipulation. Thus, education becomes a process of liberation, echoing Paulo Freire’s idea of “conscientisation” — developing awareness of one’s social and political context.

In this sense, media literacy is a vital part of education. It enables us to recognise the political, economic, and cultural forces that shape what we see and believe.

3. Cultural Practices and Representation: Media as a Mirror of Society

The blog rightly points out that media representation plays a central role in constructing cultural identities. It decides who is visible and who is invisible. Cultural Studies scholars have shown how mainstream media often marginalises certain groups — women, minorities, or lower classes — by representing them through stereotypes or absence.

For instance, Bollywood films have historically shown women as symbols of beauty or sacrifice rather than as independent individuals. Similarly, news media may focus on elite urban issues while ignoring rural or marginalised communities. These representations maintain cultural hierarchies and reinforce social power structures.

Yet, as the blog mentions, media can also become a tool of resistance. Marginalised communities are increasingly using digital platforms to tell their own stories — from Dalit literature blogs to feminist podcasts to regional cinema. These counter-narratives challenge dominant ideologies and democratise the space of cultural expression.

As a student of Cultural Studies, I observe how platforms like Instagram or YouTube provide a voice to subcultures, local artists, and activists who would otherwise remain unheard. This demonstrates that while media can oppress, it can also empower — depending on who controls the narrative.

4. Critical Media Consumption: Becoming Self-Aware Audiences

Reflecting on my own media habits, I realise how much of my worldview is influenced by what I see online. Social media trends often shape opinions about politics, fashion, or morality without us even realising it. Algorithms feed us content that aligns with our existing beliefs, creating echo chambers that limit critical thought.

To become a truly educated person, one must practise critical media consumption — questioning the source, purpose, and impact of every message. This includes:

• Checking authenticity before sharing information.

• Understanding representation — who is being shown and who is being ignored.

• Recognising emotional manipulation through images or language.

• Engaging with diverse perspectives beyond mainstream narratives.

Critical consumption does not mean rejecting media but engaging with it consciously. It involves what John Fiske calls “semiotic democracy”—where audiences actively produce meaning rather than passively receive it.

When I watch films or read online articles now, I try to identify the ideology behind them. For instance, an advertisement that links fairness with success reflects deep-rooted colourism and capitalist motives. Realising this helps me resist its hidden power. This, I believe, is the essence of Prof. Barad’s “truly educated person”—someone aware of both cultural power and personal agency.

Conclusion: Towards Media-Conscious Education

In conclusion, the intersection of media, power, and education defines our cultural reality today. Prof. Dilip Barad’s blog invites us to move beyond surface-level learning and to cultivate a critical consciousness that sees through media manipulation.

A truly educated person is not one who merely knows facts but one who understands how knowledge itself is shaped by power. They are aware of the ideological undercurrents in every image, word, or narrative. In a world flooded with media, education must prepare individuals not just to read and write but to analyse, question, and resist.

Ultimately, Cultural Studies teaches us that media is not just entertainment — it is education in disguise. Whether it enslaves or enlightens depends on how critically we engage with it.

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