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Through auto-ethnography, this paper explores the use of critical visual methodologies as a pedagogical approach in teaching and learning development studies based on the author's lived experiences and living encounters as a development educator for the last two decades of his academic career. Specifically, the study unpacks the adoption of this critical pedagogy in classroom instruction as well as in the degree's community-based practicum program. Conventional and non-conventional visual literacy strategies were also covered and analyzed in the specific context of researching vulnerable groups and communities. The visual data that were explored by this qualitative inquiry encompassed visually oriented course tasks which include the production of photographs, audio-visual presentations, posters, editorial cartoons, and sociological cartoons, among others. In ensuring coherence and complementarity in critical visual methodologies in development education, there is a need to synergize critical constructs with c

This qualitative inquiry centered on the critical exploration of media education approaches that guided the praxis of student assessment reform, particularly textbook task design. Correspondingly, this instructional media research is predicated on the fundamental premise that textbooks and the student tasks contained therein are informed and shaped by the academic authors' positionalities, paradigms, and pedagogies. By focusing on the purposiveness of designing textbook tasks as a social practice, this research was able to identify and unpack the conjunctions as well as disjunctions of what the academic authors as media producers intend the students to learn, answer, perform, tackle, and act upon in relation to the media education approach(es) that the former adopt and implement. Drawing on Kellner and Share's (2007) classifications (i.e., "protectionist, media arts education, media literacy movement, critical media literacy"), the study sought to identify and make critical sense of the nuances of these four media education approaches when applied in conceptualizing and developing textbook tasks in Media and Information Literacy instructional materials within the context of the Philippine education and development realities.

Drawing from the precepts and constructs of Langran and DeWitt's critical place-based inquiry, this paper aims to propose alternative learning activities and performance tasks that advance the potential of media and information literacy as a social practice of situated learning, engaged scholarship, and media activism. Specifically, this set of expositions and propositions adopts and applies the four elements of Langran and DeWitt's critical place-based inquiry, namely: "(1) reading the world, (2) understanding how place matters, (3) leveraging technology, and (4) telling stories from multiple perspectives" in the process of formulating and designing community-based, youth-oriented, and ecologically conscious media and information literacy textbook learning activities and performance tasks. Consistent with the critical place-based inquiry's inherent activist and transformative stance, the proposed student tasks in this paper take into full account the place's prior history and continuing experience of exploitation and exclusion, with the consummate end-goal of engendering a liberating experience for both the learners and their co-learners from the campus and surrounding communities.