Chapter 1. Religion and governmentality -- Chapter 2. Methods and analysis -- Chapter 3. Analytics of governmentality and formulation of the religious subject -- Chapter 4. Media education as counter-conduct: Analyzing fields of visibility and regimes of knowledge -- Chapter 5. Media education as counter-conduct: Developing dialogic practices and analyzing change in subjectivities -- Chapter 6. Evaluating the role of Critical Media Education in mediating counter-conduct.

'In this landmark work, Bhatia and Pathak-Shelat examine how adolescents are socialized as religious subjects in and through the major structures of governance... Something truly remarkable about this media education framework is its relevance at the global level... The book combines theory with praxis to reveal ways in which adolescents can identify resources for resistance within themselves and their immediate media environments. —Professor Sirkku Kotilainen, Tampere University, Finland This book examines how religion operates as an institution of governance and discipline in society. The authors unravel the ways in which adolescents are socialized into adhering to the dictates of their religious identities, which often translates into practices of micro-aggression enacted in and through their interaction with the ‘religious other’ in schools and classrooms. Through ethnographic immersion in villages in the Gujarat, the authors identify media as a powerful source through which the dominant ideology of religious discrimination is perpetuated among adolescents. Subsequently, a critical media education framework was developed in order to equip these young people with the critical skills needed to challenge power relations, with the goal being to identify resources for resistance within themselves and their immediate media environments. Using pedagogic techniques such as spatial and cultural mapping, content creation and applied theatre practices to create a reflective yet practical guide, the findings of this book can be applied to a wide range of socio-cultural contexts. Kiran Vinod Bhatia is a fellow at MICA, India. She is a media educator currently working with primary school students, and her research interests centre around critical pedagogy, youth studies and media education. She is currently pursuing her PhD in Mass Communication at the University of Wisconsin-Madison, USA. Manisha Pathak-Shelat is Professor in Communication and Digital Platforms and Strategies at MICA, India. She chairs the Center for Development Management and Communication at MICA, and edits the Journal of Creative Communication.