Techno-feudalism and critical media literacy

theoretical tensions and implications for teacher education

Abstract

This article hypothesizes that the concept of techno-feudalism constitutes an innovative theoretical framework for expanding and challenging traditional approaches to critical media literacy by situating this theoretical framework within the context of new forms of value extraction, algorithmic control, and symbolic power exerted by digital platforms. From this perspective, its educational and political implications are explored, particularly for the design of teacher training programs capable of articulating critical emancipation and media citizenship. To this end, three specific objectives are set: to describe the theoretical foundations of technofeudalism and its relationship to the political economy of attention; to analyze the tensions between the technofeudal approach and the classic frameworks of critical media literacy proposed by authors such as Hobbs, Buckingham, and Soares; and to propose preliminary guidelines for integrating this perspective into teacher training programs. This paper seeks to contribute to the debate on critical media literacy, highlighting the need to understand the contemporary power dynamics that shape digital environments and influence educational processes.