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.

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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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.

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.

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.

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.

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

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.