Abstract
This editorial asks the difficult question whether media literacy education should be or can be used for addressing marginalisation. If one looks at the myriad of media literacy programmes and curricula designed for disadvantaged children and youth that are discussed in academic circles and offered to the public, at frst glance it may seem that the answer to this question is a definite yes.
In this editorial though, we would like to address this question a bit more deeply by reflecting on our own attitudes and expectations as media literacy scholars and educators. We draw our inspiration from relevant conferences and talks, as well as from our own research projects exploring the role of media literacy and media education in the life and learning of marginalised children.