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

How Critical Literacy Defines the Truly Educated Citizen

Initiative of the Blog

The main aim of this blog is to understand how media, power, and education are connected in shaping modern society. It is inspired by Professor Dilip Barad’s blog on Cultural Studies, which explains how culture is not neutral but influenced by power and media.

This blog encourages readers to think critically about how media affects our thoughts, beliefs, and daily lives. It focuses on three main ideas:

• How media shapes culture and identity.

• What it means to be a truly educated person in today’s media world.

• Why critical media literacy is important for understanding power and truth.

The purpose of this blog is to help students and readers become more aware and thoughtful media users, who question what they see and understand the hidden power behind it.

Introduction

In an age ruled by infinite scrolls and algorithm-driven realities, the term “educated person” has evolved beyond mere academic achievement. True education today lies not in the volume of knowledge one gathers but in the ability to critically analyze the cultural realities produced by the machinery of mass media. As Professor Dilip Barad insightfully argues in his blog on Cultural Studies, culture—understood as “everyday life as really lived by one and all”—is inseparable from the dynamics of power. To be truly educated, therefore, means to become literate in power, media, and the art of self-determination.

The Inseparable Bond: Media and Power in Modern Culture

Professor Barad emphasizes that in the modern world, media is far from a neutral mirror—it is a powerful mechanism that shapes perception and identity through selective representation. This relationship between media and power is deliberate, crafted to preserve dominant interests and maintain social stability.

Noam Chomsky’s propaganda model provides a sharp framework for understanding this process. He argues that mass media’s primary role is to manufacture consent by aligning public opinion with the interests of the political and corporate elite. Elite media outlets construct cultural narratives through selection, omission, and framing—ensuring that the worldview they promote supports existing power structures.

Chomsky identifies five filters that control this process:

1. Media Ownership: Major outlets are owned by powerful conglomerates whose goal is profit, not truth.

2. Advertising: Media caters to advertisers and consumers, shaping content to please both.

3. Sourcing: Journalists rely on official and corporate sources, reinforcing dominant hierarchies.

4. Flak: Any challenge to authority provokes backlash, silencing dissent.

5. The Common Enemy: The media constructs enemies—terrorists, immigrants, or rival nations—to unite the public and distract from systemic flaws.

Through these filters, media subtly confines public discourse within boundaries that favor elite power—creating the illusion of freedom while maintaining control.

Michel Foucault’s theory of power complements this critique. As Barad explains, Foucault saw culture as governed by an “epistemological field”—a set of invisible rules that shape what people can think, say, and do. Individuals, he argued, often become “absent within their own culture,” unknowingly shaped by hidden systems of knowledge. Thus, media is not merely a transmitter of facts; it is a producer of truth itself.

Critical Media Literacy: The Core of True Education

If media operates as an instrument of power, then critical media literacy becomes the foundation of real education. Barad’s reflections suggest that understanding culture means recognizing the structures of power that shape lived experience. Education must therefore move beyond rote learning—it must train students to decode the mechanisms through which meaning is constructed.

Eric Liu captures this beautifully when he says citizens must learn to “read power and write power.”

• Reading power involves analyzing who holds power, how it operates, and why certain narratives dominate.

• Writing power means using that awareness to shape new narratives, organize communities, and resist manipulation.

Cultural Studies, as Barad highlights, nurtures this ability by urging students to question disciplinary boundaries and uncover the hidden ideologies behind institutions such as media, education, and law. Foucault strengthens this idea by calling the exposure of these hidden systems the “real political task”—a way to reclaim one’s agency.

As an engaged media consumer, I often notice Chomsky’s propaganda filters in real time. For example, during economic crises, news coverage frequently shifts toward sensational or divisive stories—invoking the “common enemy” filter to divert attention from policy failures. Recognizing this manipulation transforms passive viewing into critical awareness—the heart of media literacy.

Defining the Truly Educated Person

In light of Barad’s insights, the “truly educated person” emerges as one who combines intellectual autonomy with ethical awareness. Drawing from Enlightenment ideals, Chomsky defines genuine education as the cultivation of inquiry and independence rather than indoctrination. True education liberates rather than confines.

In today’s media-saturated age, the truly educated person embodies three essential traits:

1. Discovery Over Coverage: They see education as the pursuit of discovery, not the memorization of syllabus content. As Barad suggests, learning begins when one questions the dominant narratives shaping thought.

2. Critical Inquiry: They possess the courage to challenge “standard doctrine,” refusing passive acceptance of what is presented as truth.

3. Intellectual Independence: They think and act freely, engaging in what Chomsky calls “the open-ended quest for knowledge.”

Education, then, must not serve the interests of the market or the state—it must empower individuals to recognize how culture, language, and ideology construct reality. In this sense, media literacy is not simply an academic skill; it is a moral obligation.

Chomsky reminds us that the most dangerous indoctrination often targets the educated classes, who unknowingly serve as instruments of elite power. Thus, the truly educated person must consciously choose between becoming a technocrat serving power or a citizen practicing critical thought.

Conclusion: Education as Resistance 

To be truly educated in the 21st century is to be critically aware—to recognize that every headline, image, and post carries ideological weight. Media and power together shape cultural consciousness, but through critical literacy, individuals can reclaim agency over how they perceive and respond to that reality.

As Barad concludes, Cultural Studies teaches us not what to think, but how to think about what we think—an awakening to the hidden frameworks that guide our beliefs. The educated citizen is therefore not a passive consumer of culture but an active interpreter and creator of meaning.

Ultimately, education today is an act of resistance—a rebellion against intellectual manipulation. To be educated is to read power, write power, and transform media’s tools of control into instruments of truth and justice. The truly educated citizen lives beyond the screen, not as a consumer but as a conscious participant in shaping a freer and more truthful world.

Crime and Punishment

 A Comparison Between Sitaare Zameen Par (2025) and R.K. Narayan’s Crime and Punishment

Education is not just about books, grades, or trophies. It is about shaping lives, understanding individual differences, and guiding with love and patience. Recently, we were studying the story Crime and Punishment by R.K. Narayan, and in that reference, we have watched a movie named Sitaare Zameen Par to know more about this blog, click here. 

                          (Click Here To Watch Trailor)

The film Sitaare Zameen Par and R.K. Narayan’s short story Crime and Punishment (from Malgudi Days) explore these ideas in very different, yet deeply connected ways. Both have their own unique way of showing the education system.

Similarities Between the Movie and the Story

Both the movie and the story deal with the struggles faced by an educator—a coach in the film and a schoolteacher in the story. At first, both characters are frustrated, strict, and harsh. They try to control and change their students using anger and punishment, believing that discipline and authority are the best tools.

In Crime and Punishment, the teacher becomes angry with a mischievous student and beats him out of frustration. He later regrets it deeply.

In Sitaare Zameen Par, Gulshan Arora, the coach, is assigned to train a team of intellectually challenged adults. He yells, forces them to follow strict routines, and only cares about winning.

In both cases, the educator realizes that their approach is wrong. They see that fear does not help students learn or grow. Instead, patience, kindness, and emotional support make a real difference.

Differences Between the Two Stories

While the themes are similar, the context and characters are very different:

Aspect	Sitaare Zameen Par (2025)	Crime and Punishment by R.K. Narayan
Type of Learners	Mentally challenged adults with special needs	Naughty, mischievous schoolchildren
Educator's Role	Basketball coach (not trained as a teacher)	Schoolteacher responsible for discipline and academics
Initial Attitude	Angry, results-driven, focused on winning	Frustrated, tries to control with punishment
Turning Point	Realizes shouting doesn’t help; builds emotional connection	Regrets after hitting the child and seeing no improvement
Final Message	Success is about self-growth, not winning	Punishment damages learning; love works better

This contrast is important. The movie deals with sensitivity toward special needs, while the story focuses on everyday classroom misbehavior. But both reveal how hard it is to be an educator when students don’t respond the way we expect.

How Is Education Shown in the Movie?

The movie highlights the problems with the modern education system, especially its focus on results, medals, and success. The system often forgets to support students who learn differently or face mental and emotional challenges.

Har Govind, a talented player, is initially overlooked—not because he lacks skill, but because of the corruption and bias shown by his coach. This reflects how, in real life, even capable students can be held back when the system is unfair or focuses only on a narrow definition of success. His journey shows that potential can be wasted if not recognized or nurtured in the right way.

How Is Education Shown in the Story?

In R.K. Narayan’s Crime and Punishment, education is portrayed as a formal and rigid system where discipline is enforced through fear rather than understanding. The young teacher believes that punishment is the key to reforming behavior and that maintaining authority is more important than emotionally connecting with students. However, this strict approach fails—despite his efforts, the mischievous child does not change, and the teacher is left grappling with guilt and self-doubt.

What adds depth to the story is the parents’ perspective. They intervene not by scolding the teacher for being harsh, but by giving him a subtle lesson in how to teach. The child’s father, instead of reacting with anger, ironically lectures the teacher on how to teach children—suggesting it should be done with humor, patience, and understanding. The irony is sharp: the teacher, who came to instruct, now finds himself being taught how to teach. This moment reflects a core idea in Narayan’s story—education should not be mechanical or fear-based, but should consider the emotional and psychological needs of children. It subtly critiques the authoritarian style of education and hints at a more human-centered, empathetic approach encouraged by the parents.

The Role of Parents in Education (Story & Movie)

In the movie Sitaare Zameen Par, the parents support their child and accept that everyone has their own version of “normal.” However, in the story Crime and Punishment, the parents want to make their child a gentleman, but in their approach to his education, they are somewhat rigid. They end up teaching the teacher how he should handle their son, emphasizing kindness and understanding rather than strict discipline.

The Real Duty of a Teacher (or Coach)

Even though Gulshan is a coach and not a trained teacher, the movie redefines his role. Initially, he thinks coaching is about techniques and discipline. But over time, he learns that it’s much more than that.

Similarly, in Crime and Punishment, the teacher believes that punishment equals discipline. But he learns that empathy is more effective.

In both stories, the educators grow as human beings. They shift from controlling to understanding, from punishing to guiding.

Challenges Faced by the Coach and the Teacher

Both the teacher and Gulshan face emotional and practical challenges:

The teacher in Crime and Punishment feels helpless because his student keeps misbehaving. He loses his patience and ends up hurting the child.

Gulshan feels humiliated and frustrated because he thinks he was "demoted" to coach a team of special adults. He struggles to connect with them, and their learning pace tests his patience.

These challenges are real in everyday education too. Not every student responds quickly, and many educators feel pressure to perform. But the stories remind us that true teaching is not about results—it is about relationships.

Conclusion: Education with Heart 

Crime and Punishment and Sitaare Zameen Par are stories from different times and settings, but they meet at a powerful point: Educators must lead with heart, not hand.

They show that:

• Teaching is not about controlling students, but understanding them.

• Success is not about medals or marks, but confidence and happiness.

• Punishment may seem like a quick fix, but only kindness creates lasting impact.

Whether you’re a teacher, a coach, or a parent, these stories remind us that every learner is different, and every learner deserves respect, support, and belief.

Reference

Narayan, R. K. Malgudi Days. Indian Thought Publications, 1943.

Prasanna, R. S., director. Sitaare Zameen Par. 20AD, Accessed 14 July 2025.

The Mill on the Floss: George Eliot’s River of Love, Loss, and Identity

 The Mill on the Floss

George Eliot’s The Mill on the Floss, first published in 1860, is a deeply moving novel about family bonds, personal growth, and the weight of societal expectations. At its heart is Maggie Tulliver, a young woman who longs for emotional and intellectual freedom in a world that expects women to conform, obey, and sacrifice. The novel flows like its central image—the river Floss—beginning with innocence and ending in tragic release. With rich psychological insight and sharp social critique, Eliot weaves a powerful story about the price of being different in a conformist world.

1. Plot Overview: A River’s Journey

The novel opens in Dorlcote Mill, located by the river Floss, where the Tulliver family lives. Mr. Tulliver, the proud and honest miller, is determined to give his son Tom a good education so he can rise in society. Meanwhile, his daughter Maggie, though bright and curious, is constantly scolded for being too wild, too dark, too emotional—for being too much. From a young age, Maggie is misunderstood by her relatives, especially the Dodsons, who represent the narrow-minded provincial world Eliot critiques.

Disaster strikes when Mr. Tulliver loses a lawsuit and, consequently, the family mill. This event begins the Tullivers’ financial and social downfall. Tom is forced to work and give up his dreams. Maggie’s emotional and intellectual needs are stifled further. As they grow older, Maggie and Tom become symbols of clashing values—Maggie, all feeling and compassion; Tom, all pride and duty.

Maggie later develops a complicated relationship with Philip Wakem, the son of her father’s enemy. Though they share a deep intellectual bond, Tom forbids the connection. Later, Maggie falls in love with Stephen Guest, her cousin’s fiancé, which leads to scandal and social rejection. Maggie refuses to marry Stephen, but her reputation is already ruined. In the final scene, a flood strikes the town, and Maggie heroically rows out to rescue Tom. The river takes both their lives—offering, perhaps, the only true reconciliation.

2. Maggie Tulliver: A Soul Too Bright

Maggie is one of George Eliot’s most complex and tragic heroines. She is not simply a victim of circumstance but a passionate, thinking individual constantly torn between her desires and her duties. She is drawn to books, especially The Imitation of Christ, which reflects her yearning for self-denial and spiritual depth. Yet she also longs for love and understanding.

Eliot paints Maggie as a girl ahead of her time—too clever, too emotional, too wild for a world that wants women to be silent and pretty. Her greatest flaw, if it is one, is her longing to please everyone while remaining true to herself. This inner conflict leads to isolation and ultimately her doom. Through Maggie, Eliot asks: Can a woman remain true to herself without being destroyed by society?

3. Tom Tulliver: Duty Without Compassion

Tom Tulliver stands in contrast to his sister. Loyal and hardworking, he upholds the family honor with strict discipline. But his rigidity and moral absolutism clash with Maggie’s need for emotional freedom. Tom refuses to forgive Maggie for loving Philip, and later disowns her when the Stephen Guest incident causes a scandal.

Though Tom represents traditional masculinity and duty, Eliot also shows his emotional limitations. He is not cruel by nature, but he cannot imagine a world where love and forgiveness matter more than reputation and pride. His final embrace with Maggie during the flood is tragic—not because it comes too late, but because it’s the first time they truly understand each other.

4. Themes: Society, Gender, and the Cost of Conformity

At its core, The Mill on the Floss is a novel about social pressure and the inner lives it crushes. Maggie’s suffering arises not from villainy, but from society’s refusal to make space for a woman who thinks and feels deeply. The Dodsons, who represent respectability and order, constantly criticize Maggie for not being ladylike enough. Eliot criticizes these rigid gender roles by showing how they limit emotional and intellectual development.

Education is another major theme. While Tom is given formal schooling, Maggie’s sharp mind is ignored. Eliot raises important questions: Who decides what knowledge is valuable? And why must women be denied access to it?

Religion and morality also play complex roles. Maggie often tries to live a saintly life, denying her desires in favor of duty. But Eliot seems to question this ideal of self-denial when it leads to unhappiness and repression. In the end, Maggie’s desire to be “good” isolates her just as much as her natural impulses do.

5. The River Floss: Nature as Symbol and Fate

The river Floss is more than a setting—it’s a powerful symbol running through the novel. At times it’s calm, at times destructive. It mirrors Maggie’s emotional states and reflects the unpredictable flow of life itself. The final flood that reunites Maggie and Tom is both literal and symbolic. It washes away years of misunderstanding, pride, and pain, offering a final moment of purity and peace.

Nature, in Eliot’s vision, is not simply beautiful—it is also a force indifferent to human sorrow. The flood represents the uncontrollable aspects of existence, reminding readers that no matter how hard we fight, some things lie beyond our control.

6. Style and Realism: Eliot’s Literary Genius

George Eliot is known for her psychological realism and moral complexity. In The Mill on the Floss, she doesn’t offer easy answers or perfect characters. Maggie is flawed. Tom is unforgiving. Even minor characters like Philip, Lucy, and Stephen are caught in emotional and social webs. Eliot’s narrator often breaks the fourth wall to guide the reader, reflect on human nature, and add philosophical weight.

Her prose is rich but never overdone. She weaves small domestic moments—like Maggie cutting her hair or hiding in the attic—into powerful emotional turning points. Eliot elevates the ordinary, showing how small choices and deep emotions shape entire lives.

Conclusion: Why The Mill on the Floss Still Matters

The Mill on the Floss is a deeply human novel. It speaks to anyone who has ever felt out of place, torn between what they want and what others expect. Maggie’s journey—full of beauty, pain, love, and loss—feels timeless because it is rooted in real human conflict. George Eliot gives voice to the silent struggles of women, the limits of moral judgment, and the weight of love that cannot be fulfilled.