Cultural Studies Goes to School: Reading and Teaching Popular Media

Buckingham, David; Sefton‐Green, Julian

doi:10.2307/358336

Cited by 94 publications

(91 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…One productive first step is to revisit and reinvent the longstanding work in critical literacies and media literacy (e.g., Share, 2009;Buckingham & Sefton-Green, 1994). In other words, the new kinds of social actions, political concerns, and participatory dynamics made possible by the internet have not erased but rather reframed and negated classical debates around the relationship of truth to untruth, right and wrong, and what it means to be a citizen in democratic societies.…”

Section: What Is To Be Done?mentioning

confidence: 99%

Digital Ethics Now

Luke¹

2018

L & L

View full text Add to dashboard Cite

relationships and reshape the arts and sciences notwithstanding, digital media are amplifiers of the best and the worst, the sublime and the mundane, the significant and the most trivial elements of human behaviour, knowledge, and interaction. How could it be any other way? It is all here online-statements, images, sounds; acts of hatred and love, war and peace, bullying and courtship, truth and lies, violence and care, and oppression and liberation-and in every possible third or fourth space, in ever proliferating redundancy, cut through with noise and clutter.How we can enlist and harness these media to learn to live together in diversity, mutual respect, and difference-addressing complex social, economic, and environmental problems while building convivial and welcoming, just and life-sustaining communities and societies-is the key educational problem facing this generation of young people and their teachers. This is an ethical vision and an ethical challenge.Many school systems are in shock and denial over this turn of events, especially given the historic use of print textbooks as a practical and effective means for defining and controlling what might count as official knowledge for children and youth. Schools have responded with a patchwork of rules governing what kids can and cannot do in their online exchanges and communications. These emerge in a reactionary and agglomerative way, often in response to incidents of abusive, illegal, or symbolically violent online acts, or to events whose origins are attributed to online actions-from suicides to gun violence to pedophilia. Schools work from a mix of regional and district-level policies that include constraints on hardware access, proprietary lockout and surveillance systems, privacy and intellectual property regulations, and school-level codes and class rules on everything from texting and screen time to plagiarism and copying from internet sources. These sit alongside home-based restrictions (or freedoms) on time, access, and use in those families that can afford mobile and online devices. This is complicated by increasing law enforcement efforts to prevent the online recruitment, exploitation, and indoctrination of youth by terrorist groups, financial scammers, and criminal organisations. In this thicket of overlapping systems of surveillance, unmediated exchange by youth and children would appear to be the exception rather than the rule (Boyd, 2015). Taken together, the digital strategies of large public education systems in North America, the Asia Pacific, and Europe appear to be at best post hoc and piecemeal-motivated by genuine concern and real problems, but typically lacking stated ethical foundations and working within prevailing neoliberal policy frameworks (the latter of which have eschewed engagement with educational philosophy and ethics more generally). This underlines what has become a significant (meta) ethical dilemma in itself-that the policy push for teaching through and about educational technology presents itself as ethically and poli...

show abstract

Section: What Is To Be Done?mentioning

confidence: 99%

Digital Ethics Now

Luke¹

2018

L & L

View full text Add to dashboard Cite

show abstract

“…The resurgence of the media effects paradigm in the decades leading to the publication of the magazine, with influential government studies of TV's influence on violence framed by cultivation and social cognitive theories (Gerbner et al 1994;Bandura 1977;Rubin 1994), had implications for media literacy education. Media effects often positions learners as vulnerable and passive (Potter 2004;Grossberg 1992), encouraging protectionist approaches and privileging the teacher's position to decide what is harmful (Buckingham and Sefton-Green 1994). My study looks at how these discourses and their theoretical implications for media literacy education (MLE) play out in the magazine.…”

Section: Mediaandvalues Magazine As Historymentioning

confidence: 99%

Why History Matters for Media Literacy Education

RobbGrieco¹

2014

JMLE

View full text Add to dashboard Cite

The ways people have publicly discussed and written about media literacy in the past have great bearing on how citizens, educators and learners are able to think about and practice their own media literacy. Our concepts of media literacy have evolved over time in response to changing contexts of media studies and educational discourses as well as changes in communication technologies, media industries, politics, and popular culture. My research on the history of Media&Values magazine 1977-1993, made possible by the Elizabeth Thoman Media Literacy Archive, illustrates how tracing developments of media literacy concepts over time can give us much needed perspective on the discursive contexts that constitute our field of media literacy practices today. In Media&Values, media literacy emerges from its historical contexts as a means for reform, a practice of understanding representation/reality, and a pedagogy of social analysis and inquiry. Each of these themes constructs media literacy as an intervention in power, but at different conceptual levels-addressing institutions; demystifying ideology; and negotiating identities. These historical constructions lend perspective for understanding our diverse approaches to media literacy education today in terms of how we constitute power relations among learners, educators, media makers and users, and media texts, technology and industry.

show abstract

“…Não basta aos alunos terem um conhecimento da ciência: eles precisam desenvolver a autonomia crítica em relação ao uso e ao entendimento da mídia, principalmente quando o professor não está por perto. (Buckingham, 2004).…”

Section: Síntese Da Fundamentação Teóricaunclassified