Current Perspectives in Media Education: Beyond the by Pete Fraser, Jonathan Wardle

By Pete Fraser, Jonathan Wardle

This e-book emerged from the net venture 'A Manifesto for Media schooling' and takes ahead its beginning issues by way of asking a number of the unique individuals to extend upon their view of the aim of media schooling and to help their standpoint with bills of perform. in contrast to different books, which specialise in a specific region or provide a advisor to educating for specific examination necessities, this ebook seeks to widen the controversy and gives views on the place media schooling has been and the place it would be going. With chapters from best figures within the box, together with David Buckingham and Henry Jenkins, present views in Media schooling brings jointly a number of viewpoints from throughout all sectors, from basic to college and together with money owed from the united kingdom, united states, Canada and Australia.

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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.

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