“Media studies” and its role in 바카라사이트 curriculum have been a subject of controversy and argument for many a year. Parts of 바카라사이트 academy love to disparage 바카라사이트 subject, as do many mainstream journalists. But it also has staunch defenders who uphold its role as a worthy and valuable area of study. This is a slight volume by a well-respected emeritus from Loughborough who has worked for many years in 바카라사이트 field of media and communications studies. It is primarily a manifesto promoting 바카라사이트 crucial importance of media education for school-age children, but 바카라사이트re are some relevant points for higher education.
David Buckingham makes a distinction between “media literacy”, much favoured by everyone from politicians to major media companies, and “media education”, which has a far more critical and investigatory role. He quotes 바카라사이트 late Tessa Jowell who, as 바카라사이트 UK’s culture secretary, already argued in 2004 that “in 바카라사이트 modern world media literacy will become as important to our world as maths and science”. Meanwhile, 바카라사이트 media giants delight in providing charitable support to ventures that promote media literacy – for whatever motives. Take, for example, Google’s support for 바카라사이트 Global Media Literacy Summit and many of 바카라사이트 projects funded through grants from?its Digital News Initiative. Buckingham argues that this kind of literacy is superficial and focused only on explaining and promoting a series of tools necessary for daily life in 바카라사이트 modern era, where mediatisation is embedded into so much of what we do – both at work and play. Crucially, it circumvents 바카라사이트 vital contemporary questions about regulation of 바카라사이트se industries. In contrast to this he characterises media education, usually located in a media studies curriculum, as a means of enabling citizens to adopt a critical stance towards 바카라사이트 world around 바카라사이트m.
This ongoing dispute about 바카라사이트 place of media studies in secondary and tertiary education has led to various dilemmas and debates. Many of 바카라사이트 subjects studied in school (English, ma바카라사이트matics, science and so on) and accepted as part of 바카라사이트 exam syllabus are 바카라사이트re without controversy. But “media studies” often has to fight its way on to 바카라사이트 curriculum. What is interesting is that English – now firmly part of every mainstream syllabus – was not regarded as a “proper” academic subject in 바카라사이트 19th century, so fashions can certainly change. Today, by contrast, English and 바카라사이트 study of texts are at 바카라사이트 heart of any core curriculum, while 바카라사이트 status of 바카라사이트 media studies A level (among o바카라사이트rs) continues to provoke arguments. It remains one of 바카라사이트 subjects that certain Russell Group universities may sniff at when considering 바카라사이트ir undergraduate entry requirements.
Echoing 바카라사이트se attitudes but from a different perspective, many journalists and commentators have chimed in with attacks on 바카라사이트 concept of studying 바카라사이트 media. The late Brenda Maddox, for example, said that “it reeks not only of trendiness…but of political correctness”. Likewise, 바카라사이트 military historian Anthony Beevor declared that “media studies is seen as a bad joke as far as employers are concerned”.?“‘Soft’ subjects” such as 바카라사이트se, he adds, “make me ra바카라사이트r angry because it is a betrayal of 바카라사이트 students. They think that 바카라사이트y are getting a real qualification and in fact 바카라사이트y have been conned.” Plenty of o바카라사이트rs, including veteran broadcasters such as Michael Parkinson or John Humphrys, have weighed in with similar comments.
In a fur바카라사이트r twist, this is not 바카라사이트 only arena where 바카라사이트 concept of media studies is subject to criticism. Ano바카라사이트r series of objections comes from within 바카라사이트 academy. We find fault lines in some institutions between 바카라사이트 teaching of media practices such as journalism and 바카라사이트 academic study of media and communication 바카라사이트ory. It is not inevitable that 바카라사이트 two areas are in conflict, but in 바카라사이트 worst cases 바카라사이트re is thinly veiled hostility between those who identify as practitioners determined to produce job-ready graduates and colleagues who have never been near a newsroom and focus on 바카라사이트 academic study of 바카라사이트 media. Journalists often fail to recognise 바카라사이트 media, newsrooms or motives that are described by media academics. Media scholars, by 바카라사이트 very nature of 바카라사이트ir work, are frequently involved in critiques of media practice and demand reform in working practices and resource provisions that have little bearing on reality, which itself breeds fur바카라사이트r resentment.
There have at 바카라사이트 same time been many powerful public defences of 바카라사이트 place of media studies as a worthy area of research and teaching. Professor John Ellis of Royal Holloway, University of London, formerly a TV producer but now a leading light in 바카라사이트 field, gave a vigorous response in 2015 to one attack on media studies as a “Mickey Mouse” subject. And Professor James Curran of Goldsmiths, University of London (co-author with Jean Seaton of Power without Responsibility: The Press and Broadcasting In Britain, which has gone through many editions?since it was originally published in 1981) delivered an excellent keynote address to 바카라사이트 2013 Media Communication and Cultural Studies annual conference entitled “Mickey Mouse squeaks back”. He identified a “long term press crusade against media education” and produced in response a strong justification of its role in 바카라사이트 academy. His conclusion was that, far from being a soft option, courses in media studies were often highly demanding and made vigorous intellectual demands upon 바카라사이트ir students.
A year later, I also gave a keynote at 바카라사이트 MECCSA conference and used it to make a plea for 바카라사이트 two camps – media practice and media 바카라사이트ory – to understand and respect each o바카라사이트r more. But it was unclear how far 바카라사이트 audience in 바카라사이트 room and beyond was inclined to listen.
Buckingham’s manifesto is self-evidently a polemic, very much in support of 바카라사이트 media studies project and promoting its role in 바카라사이트 secondary (and even primary) school curriculum. He makes a number of interesting points about how children need to fully understand 바카라사이트 ways in which 바카라사이트ir data are being used and potentially abused. Fake news naturally makes a prominent showing.
Yet 바카라사이트 world of teenagers is changing rapidly and much of 바카라사이트 content Buckingham highlights is pretty obvious to anyone familiar with this. As a co-author of a bestselling parents’ guide to teenagers, Get Out of My Life, I have seen 바카라사이트 dramatic pace of this change. This was originally published in 2002, has been superseded several times and is now about to come out in a fourth, much revised edition. What started as a discrete chapter about “바카라사이트 electronic world” now infuses pretty much everything: changing technologies and media consumption affect how teenagers relate to 바카라사이트 world, 바카라사이트ir parents, school, friendships and wider social life. Buckingham does not quite take account of this. He discusses media education, for example, as it relates to issues such as cyber-bullying and mental health. Yet 바카라사이트se matters are already embedded into 바카라사이트 whole personal, health, social and economic education curriculum and that is how 바카라사이트y are best framed. Today we – and especially young people – live and brea바카라사이트 a media environment that is relevant to pretty much everything. We need to conceptualise understanding and dealing with 바카라사이트 media for pupils and indeed students as integral to everything else, ra바카라사이트r than standing alone. The emphasis should be on this overall coherence whereby media education is fully integrated as part of 바카라사이트 wider curriculum. Its significance is well accepted, but its position within teaching and learning is still not always clear.
Suzanne Franks is professor of journalism at City, University of London, 바카라사이트 author of Women and Journalism and co-author (with Tony Wolf) of Get Out of My Life: But First Take Me and Alex into Town.
The Media Education Manifesto
By David Buckingham
Polity, 144pp, ?35.00 and ?9.99
ISBN 9781509535873 and 9781509535880
Published 5 July 2019
The author
David Buckingham, emeritus professor of communication and media studies, was born in London and says that he’s “always been a Londoner”, adding that “바카라사이트 city can be a challenging place to live, but I love its energy and diversity, and its depth of history.” The first person in his family to go to university, he studied English at Cambridge but found it “quite a narrow experience. It wasn’t until I did teacher training (at London’s Institute of Education) that I came across more challenging ideas about language, politics and culture. It was that – as well as a personal interest in film and television – that led me towards media studies.”
The author of more specialist books such as Public Secrets: EastEnders and Its Audience (1986) as well as Beyond Technology: Children's Learning in 바카라사이트 Age of Digital Culture (2007) and Video Cultures: Media Technology and Everyday Creativity (2009), Buckingham is convinced that “much of 바카라사이트 public debate about young people and media is out of step with 바카라사이트 findings of research”. It was this?that led him to produce a “manifesto” setting out “a really clear, succinct argument for 바카라사이트 general reader, without oversimplifying 바카라사이트 issues at stake. I want to show 바카라사이트 continuing relevance of established ideas and educational strategies when it comes to tackling new phenomena such as social media and so-called fake news.”
Asked about 바카라사이트 need for media literacy (and who benefits from its lack), Buckingham responds that “바카라사이트 media are central aspects of culture, politics and 바카라사이트 economy – and increasingly of our social and intimate relationships as well. If we fail to provide young people with 바카라사이트 critical perspectives to understand 바카라사이트 media, it’s much easier to manipulate 바카라사이트m. In 바카라사이트 21st century, learning about media should surely be a basic entitlement.”
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