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English language arts and media education : making linksBrandeis, Judy. January 1998 (has links)
The purpose of this study is to advance existing Media Education theory by looking at similarities in English Language Arts (ELA) theory and Media Education theory. The study explores similarities and differences between the two areas of study creating a broader understanding of literacy, English Language Arts, Media Education and pedagogy. / In order to clarify the co-relation between English Language Arts theory and Media Education theory, I interviewed experts in both fields to shed light on how these two areas of study complement one another and where the points of difference lie. The information points to the development in theory and opportunities for research that may help teachers in training and classroom teachers integrate Media Education and ELA education.
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Theoretical foundations of media education : a critical analysisTaebi, Shala. January 2001 (has links)
The primary purpose of this study is the exploration of the theoretical and critical framework of media education. The major paradigms used as rationale for the study of media embody views of media as agents of cultural decline that stress discriminating against the media; media as popular arts, stressing discriminating within the media; media as agents of communication, featuring the behavioral models of media studies; studying the media as representational or symbolic systems; and an exploration of the interaction between the self and the media and the question of whether and how media empower or oppress. Developments in the fields of structuralism, semiotics, theories of ideology and the social context of media production are discussed as the contributing factors to a view of media as representational systems. The study is concluded with a discussion of the significance of the context of meaning and a brief discussion of the educational implications of the field of cultural studies.
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Theoretical foundations of media education : a critical analysisTaebi, Shala. January 2001 (has links)
No description available.
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English language arts and media education : making linksBrandeis, Judy. January 1998 (has links)
No description available.
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「去國家化」與「再國家化」: 中國的廣播電視大學運動(1977-1988) = De-statization and re-statization : the Chinese broadcasting and television university movement (1977-1988). / 去國家化與再國家化: 中國的廣播電視大學運動(1977-1988) / 中國的廣播電視大學運動(1977-1988) / De-statization and re-statization: the Chinese broadcasting and television university movement (1977-1988) / "Qu guo jia hua" yu "zai guo jia hua": Zhongguo de guang bo dian shi da xue yun dong (1977-1988) = De-statization and re-statization : the Chinese broadcasting and television university movement (1977-1988). / Qu guo jia hua yu zai guo jia hua: Zhongguo de guang bo dian shi da xue yun dong (1977-1988) / Zhongguo de guang bo dian shi da xue yun dong (1977-1988)January 2015 (has links)
本文從技術的政治經濟學視角,觀察中國上世紀七十年代末八十年代的廣播電視大學運動,主要采用文獻分析的方法,試圖去回答,爲什麽電大教育會從單位辦學制、個人自學制、學校辦學制這三種模式存走向單一的學校辦學體制?在電大運動所歸屬的更大的高教去國家化運動當中,爲什麽社會自治主義、新自由主義與電大教育接合失敗,而國家主義却成功了?爲了回答這些或具體或抽象的問題,本文在前人研究的基礎上提出了「新發展主義」的概念作爲分析工具,指出「效率範式」是七十年代末八十年代新發展主義的主要再現形式,它有追求「生産效率優先」和「成本效率」的兩個方面。在「發展主義範式轉移」的語境下,電大運動是國家以「技術動員」的方式徵用社會經濟資本實現人力資本積累的表現。通過使用新發展主義的「集中性-去集中性」這一對框架性工具,本文指出了社會自治主義表現爲「兩種效率衝突」以及「教育低效」的「反效率」,以及新自由主義表現爲「配置低效」的「反效率」,而與之相比,國家主義反倒因爲教育專業主義和機會平等政治的追求,而與新發展主義的效率追求形成了一致性。新發展主義與社會自治主義、新自由主義和國家主義在這一時期的「接合」與「接合失敗」,是單位辦學制與個人自學制的衰落,以及「公立非公費」的「學校辦學制」日漸崛起的原因。此外,本文從「新發展主義」出發,還提出了「改革辯證法」的認識論,作爲從「改革之交」理解共産中國的一種嘗試。 / From the perspective of political economy of technology, this research aims to analyze the Chinese Broadcasting and Television University Movement(TVUM) , and to answer two sets of questions: 1) During the TVUM in late 1970s and 1980s, why did the "university-organized learning" model rise? Why did the "danwei-organized learning" model and the "self-learning" model decline simultaneously? 2) Why was the TVUM articulated with Statism successfully? Why did the articulation of the TVUM with Social Autonomism and Neo-liberalism fail ? Documentary analysis is the main research method. In order to answer the questions above, this research constructs the efficiency-oriented model to illustrate and explain Chinese economic development in late 1979s and 1980s. In the context of the paradigm shift of developmentalism, the TVUM took it as the main purpose to promote the accumulation of human capital. In contrast with the "anti-efficiency" of Social Autonomism and Neo-liberalism, this research identifies that Statism unexpectedly presents its consistency with the effenciency-oriented model by combining the professionalism of education and equal-opportunity politics. The rise and the declination in the TVUM are attributed to the success and the failure of articulation with the efficenecy-oriented model respectively. Moreover, this research preliminarily constructs "the dialectics of the reform" as the perspective of interpreting Communist China for further research. / Detailed summary in vernacular field only. / 劉阳. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 184-192). / Abstracts also in Chinese. / Liu, Yang.
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Legitimating media education : from social movement to the formation of a new social curriculumLee, Alice Yuet Lin 11 1900 (has links)
The purpose of this study is to understand why and how media education became
legitimate in the Ontario educational system in the 1980s. The theoretical focus is on how a
new social movement (the new social movement in Ontario) led to the legitimation of a new
social curriculum (the media education program).
This study on media education in Ontario is contextualized in the epochal shift to the
information society. Adopting the approach of historical sociology, it documents the
influence of those social forces which gave rise to media education and investigates how key
individuals brought media education into schools.
In the 1970s and 1980s, the societal shift brought with it rapid development in media
technologies and induced new social tensions. This study finds that the conceptualization of
the mass media as "invisible curriculum," the ideology of techno-cultural nationalism and the
moral controversy over media sex and violence directed public attention to the importance of
media literacy. The media literacy movement in Ontario subsequently placed media
education in the formal school curriculum. Legitimating media education can be regarded as
a social and educational response to the technological changes in the information age. This
study also indicates that less powerful groups in the community and the educational field
were able to put a body of low-status knowledge into the formal school curriculum.
In order to analyze the process from social movement to subject formation, a
theoretical framework is put forward identifying strong justification, effective lobbying,
proper positioning and unofficial support for curriculum-building as the four key elements for
legitimating a new social curriculum. Instead of justifying media education in terms of
utilitarian and academic values, the advocates emphasized the pragmatic solution provided by
the new curriculum to social problems. The manipulation of public support by creating a
"climate of opinion" was vital to the success of lobbying. "Subject inhabitancy" was an
effective way to find a curricular niche for a new social curriculum. Finally, the advocates'
support for the curriculum development and implementation played an important role in
strengthening the government's confidence in mandating a new program.
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The gendered identity of South African video arcades, games and their users.Mostert, Jeanette Lesley. January 2001 (has links)
This research investigates the gendered nature of video arcades and video games, in
relation to the perceptions and attitudes of the users to them. Video arcades are
relatively recent sites of leisure and engagement with electronic games. Very little
research (if any) in this area has been done in South Africa.
This research is concerned with both media and gender and draws on a theoretical
framework informed by poststructural understandings of gender construction and
discourse.
The research also examines users' habits and attitudes to and perceptions of the video
arcades, the games and their narrative scenarios, in relation to gendered behaviours.
As a Media Educator, these findings reinforce the researcher's belief in an urgent
need for Media Education in South African schools. / Thesis (M.Ed.)-University of Natal, Durban, 2001.
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Development of a proposal for media education and curriculum interventions for teacher education/colleges of education in KwaZulu- Natal province.Tshoko, Luvuyo. January 1996 (has links)
This research focuses on and responds to the neglect of Media Education within teacher
education proposals. It is premised upon the importance of Media Education in a
democratic society, particularly its role within the curriculum development. Most
importantly this research study is aimed to create an informed basis from which to
influence both curriculum planners and policy makers of colleges of education to
include Media Education as a core component of the programme for student teachers at
those colleges of education. As the starting point of this research, the following definition
is accepted:
Media Education (as the word suggests) attempts to educate about media, to construct
a critical approach to information offered by the media, to contextualise those
agencies that produce media. The role attached to Media Education is to develop and
nurture critical abilities of learners, to nurture autonomous thinkers who approach
information not as transparent, but as constructions that are selective and partial
(Prinsloo 1994: 19).
Research was conducted at Umbumbulu College of Education to seek information about
the understanding of Media Education of lecturers at the college. The results of the
survey indicated that:
• There is a lack of understanding and familiarity with Media Education by lecturers.
• Lecturers constantly confuse Media Education with the use of media as a teaching
resource.
• Lecturers have not been exposed to literature and texts which are related to Media
Education.
• In terms of the role of Media Education in developing critical understandings of media,
lecturers experienced difficulty with the concepts of 'critical understandings' and
critical thinking.
• Within the college there is no coherent strategy in the form of modules, worksheets,
and syllabi that are specifically designed for Media Education.
In view of the above, this research proposes a development of a Media Education
curriculum to be developed as a speciality subject which can be taught along with other
fields of study at a teacher training college. This initiative locates Media Education as an
intervention that proposes critical pedagogy. To enable this, lecturers and curriculum
developers of the college need to recognise the value of Media Education and to
familiarise themselves with Media Education as this is a new field of study within
traditional black teacher institutions.
The research finally recommends both ongoing professional development of college
lecturers interested in Media Education as well as collaboration with other educators who
have expertise in and knowledge of Media Education. It proposes that Media Education
be offered at all levels of study within the college, from Pre-Primary level to Secondary
level of study as a speciality course in its own right. / Thesis (M.Ed.) - University of Natal, Durban, 1996.
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Legitimating media education : from social movement to the formation of a new social curriculumLee, Alice Yuet Lin 11 1900 (has links)
The purpose of this study is to understand why and how media education became
legitimate in the Ontario educational system in the 1980s. The theoretical focus is on how a
new social movement (the new social movement in Ontario) led to the legitimation of a new
social curriculum (the media education program).
This study on media education in Ontario is contextualized in the epochal shift to the
information society. Adopting the approach of historical sociology, it documents the
influence of those social forces which gave rise to media education and investigates how key
individuals brought media education into schools.
In the 1970s and 1980s, the societal shift brought with it rapid development in media
technologies and induced new social tensions. This study finds that the conceptualization of
the mass media as "invisible curriculum," the ideology of techno-cultural nationalism and the
moral controversy over media sex and violence directed public attention to the importance of
media literacy. The media literacy movement in Ontario subsequently placed media
education in the formal school curriculum. Legitimating media education can be regarded as
a social and educational response to the technological changes in the information age. This
study also indicates that less powerful groups in the community and the educational field
were able to put a body of low-status knowledge into the formal school curriculum.
In order to analyze the process from social movement to subject formation, a
theoretical framework is put forward identifying strong justification, effective lobbying,
proper positioning and unofficial support for curriculum-building as the four key elements for
legitimating a new social curriculum. Instead of justifying media education in terms of
utilitarian and academic values, the advocates emphasized the pragmatic solution provided by
the new curriculum to social problems. The manipulation of public support by creating a
"climate of opinion" was vital to the success of lobbying. "Subject inhabitancy" was an
effective way to find a curricular niche for a new social curriculum. Finally, the advocates'
support for the curriculum development and implementation played an important role in
strengthening the government's confidence in mandating a new program. / Education, Faculty of / Graduate
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Confronting Convergence: Are Higher Education Administrators Using a Strategic Planning Approach to Mass Communication Curriculum Convergence?Huckeba, Kristyn L. 05 1900 (has links)
Professors in mass communications departments of higher education institutions continue to search for the best way to prepare graduates for the ever-changing world of print, broadcast, and online media. Business administration theories have long been used in other areas, including education. While some application of strategic planning has been documented with regards to education, there is not much to reference in this area. The study investigated the use of strategic planning in developing a course of action for curriculum convergence in mass communication programs. The study used a purposive sample to determine if administrators are utilizing this method as a part of curriculum convergence. The results indicated a use of this method among institutions involved in curriculum convergence.
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