By Pete Fraser, Jonathan Wardle
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Additional resources for Current Perspectives in Media Education: Beyond the Manifesto
It would be fair to assert that there is a broad consensus about the basic conceptual structure of the media education curriculum; and I would argue that this structure is very similar to that used elsewhere, especially in other English-speaking countries like Australia, Canada and New Zealand. Yet as we shall see, this conceptual approach has to some extent been weakened, and in some instances directly challenged, in recent years. There have been a variety of reasons for this, to do with changes in the media landscape, in media and cultural theory and in the broader political context of education.
40 Challenging Concepts Chatman, S. (1980) ‘What novels can do that films can’t (and Vice Versa)’, Critical Inquiry 7(1): 121–140. L. (2007) Concept-Based Curriculum and Instruction for the Thinking Classroom (Thousand Oaks, CA: Corwin). Genette, G. (1980) Narrative Discourse (Oxford: Blackwell). Lacey, N. (2000) Narrative and Genre (London: St. Martin’s Press). Livingstone, S. ’, European Journal of Communication 19(1): 75–86. McDougall, J. (2006a) ‘Media education and the limits of assessment’, Media International Australia 120: 106–16.
My own version of this structure, which I employ in my textbook Media Education (2003), returns to the four concepts of the GCSE syllabus, albeit replacing ‘institutions’ with the more everyday term ‘production’. While the differences between these formulations undoubtedly generated considerable debate at the time, they seem rather less significant with the benefit of hindsight. It would be fair to assert that there is a broad consensus about the basic conceptual structure of the media education curriculum; and I would argue that this structure is very similar to that used elsewhere, especially in other English-speaking countries like Australia, Canada and New Zealand.