Another key concept in the framework is that different people will interpret the same media message in vastly different ways (Thoman, 2005). A variety of factors including education, political persuasion, culture, nationality, and economic status can have an impact on how a person creates meaning from a media message. This is precisely why it is vital to educate students in critical readings of media, and thus empower them (Kellner & Share, 2005).
As mentioned above most images in the video, while featuring a wide variety of people and cultures, focus greatly on well-known landmarks in affluent countries. This means that people in different parts of the world, especially those in poorer countries or regions, may take a different view of the campaign. For instance, someone living in poverty in India on a particularly polluted stretch of the Ganges may ask if this is mere symbolism that allows people in affluent countries to believe they are doing their bit for the environment because their balcony view overlooking Sydney Harbour was darkened for an hour. Also, they may think it hypocritical for wealthy countries to ask for everyone to do their part for climate change when they do not have electricity or running water.
Closer to home, a family, or for that matter a whole town or region, that relies on coal mining for economic survival may object to the quest to do away with fossil fuels as that would also do away with their own livelihood.
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