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

By Pete Fraser, Jonathan Wardle

This publication emerged from the net undertaking 'A Manifesto for Media schooling' and takes ahead its beginning issues through asking the various unique individuals to extend upon their view of the aim of media schooling and to help their point of view with money owed of perform. not like different books, which specialize in a specific region or supply a consultant to educating for specific examination requisites, this publication seeks to widen the talk and provides 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 more than a few viewpoints from throughout all sectors, from fundamental to school and together with money owed from the united kingdom, united states, Canada and Australia.

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1983) Selling Pictures (London: BFI). Buckingham, D. (2003) Media Education: Literacy, Learning and Contemporary Culture (Cambridge: Polity). Fraser, P. (1993) ‘Chaucer with chips: Right wing discourse about popular culture’, English and Media Magazine 28: 16–19. Hart, A. and Hicks, A. (2002) Teaching Media in the English Curriculum (London: Trentham Books). Masterman, L. (1980) Teaching About Television (London: Macmillan). uk/ resources/moving-english-forward [accessed 16 January 2013]. SEFT: Screen Education 1971–82.

It explicitly recognises that things may be true in some ways and false in others; and it directly challenges seemingly obvious distinctions between ‘media texts’ (on the one hand) and ‘the world’ or ‘reality’ (on the other). As in the case of the unit on narrative, the concept of representation is not a tablet of stone to be handed down, but a tool to think with and to interrogate. Conclusion: A continuing story The practices I have briefly described here are very different from the ‘dumbing down’ of which media education is frequently accused (see Richard Berger, this volume).

And, in that hope, I shall conclude with the principles for media education that I formulated for the original Manifesto site – principles which took shape way back in that community news project back in 1981. Jenny Grahame 23 Media education should be: • • • • at the heart of how children learn, and how we teach them; an entitlement for all learners – an inclusive, empowering pedagogy; an interdisciplinary underpinning for the whole curriculum; a fully integrated aspect of literacy with the potential to transform subject English and the wider curriculum; • about more than media studies.

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