Thesis (Ph.D.)--Tufts University, 2003. / Adviser: Laurence Senelick. Submitted to the Dept. of Drama. Includes bibliographical references (leaves 222-251). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

Thesis (Ph. D.)--Ohio University, August, 2003. / Only copy of compact disc received located in Spec. Coll. Includes bibliographical references (leaves 405-420).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 356-367).

O tema deste estudo é a concepção, a realização e a recepção dos programas educacionais radiofônicos irradiados entre 1935 e 1950, em especial, dos seguintes: Viagem através do Brasil, de autoria de Ariosto Espinheira e veiculado pela Rádio Jornal do Brasil, Tapete mágico da Tia Lúcia, elaborado por Ilka Labarthe, e Biblioteca do ar e Ouvindo e aprendendo, criados por Genolino Amado e irradiados, de início pela Rádio Mayrinck Veiga e posteriormente pela Rádio Nacional. Os autores destas programações eram rádioeducadores, oriundos da Rádio Escola Municipal (PRD5), e que conjugavam os preceitos educacionais ao formato dinâmico das atrações comerciais. O objetivo foi analisar não apenas a trajetória destes rádioeducadores, como também seus conceitos de educação por meio do rádio, suas táticas para a conquista do espaço na grade de programação das emissoras comerciais e as diferentes formas de recepção de suas produções. A elaboração de tal estudo exigiu a localização, classificação e interpretação de fontes escritas e orais tais como ofícios, livros, periódicos, cartas de ouvintes, scripts e gravações de programas, disponíveis no Museu da Imagem e do Som, na Casa de Rui Barbosa, na Academia Brasileira de Letras, na Associação Brasileira de Educação, na Biblioteca Nacional, na Sociedade Amigos da Rádio MEC, na Biblioteca Regional da Glória, no Arquivo Nacional e no Centro de Memória da Rádio Nacional. A pesquisa foi estruturada em cinco capítulos. No primeiro capítulo foi realizado o estudo das primeiras experiências de intelectuais brasileiros com a radiofonia e as disputas pela implemetação da educação por meio do rádio em nosso país. O segundo capítulo analisou o debate em torno do teor que era considerado educacional na programação das rádios, durante o processo de expansão comercial, ainda nos 1930; neste âmbito situaram-se as disputas, assim como as redes de sociabilidade construídas em torno da radiodifusão educativa, que foram promovidas pela Confederação Brasileira de Rádio, fundada em 1933, sob liderança de Elba Dias e Roquette-Pinto, assim como, e a criação, no ano seguinte, da Rádio Escola Municipal (PRD5). O terceiro capítulo aborda o conteúdo elaborado para irradiação da Biblioteca do ar, de Ouvindo e aprendendo, da Viagem através do Brasil, do Tapete mágico da Tia Lúcia . No quarto capítulo apresenta-se o estudo sobre as formas de realização destes programas. No quinto capítulo estuda-se os modos de recepção destas programações a partir de duas perspectivas: as condições técnicas e as interferências no cotidiano dos ouvintes. A presente pesquisa pretende não apenas contribuir com novas visões sobre a história da educação por meio do rádio, como também ampliar a compreensão sobre o papel dos rádioeducadores na história do rádio brasileiro. / This study is focused on the conception, performance and receipt of educational radio programs broadcasted within the period between 1935 and 1950, and particularly the following: Viagem através do Brasil, conceived by Ariosto Espinheira and broadcasted by Jornal do Brasil Radio, Tapete mágico da Tia Lúcia, created by Ilka Labarthe, and Biblioteca do ar and Ouvindo e aprendendo, created by Genolino Amado and initially broadcasted by Mayrinck Veiga Radio and, subsequently, by the National Radio. The authors of such programs were radio educators from Rádio Escola Municipal (PRD5), who combined educational principles to the dynamic format of commercial attractions. The purpose was not only to examine the career of these radio educators, but also their concepts on education through radio, their tactics to conquer space at the program scheduling of commercial broadcasting companies, as well as the several forms of receipt of their productions. Drafting such study required the location, classification and interpretation of both written and oral sources, such as official notices, books, journals, letters from listeners, scripts and programs records, which are available at the Museum of Image and Sound, at Rui Barbosas House, at the Brazilian Academy of Letters, at the Brazilian Association of Education, of the National Library, at the Society of Friends of the Ministry of Education and Cultures Radio, at the Regional Library of Glória, at the National Records, and at the Center of Memory of the National Radio. The research was structured in five chapters. The first one focused the study of the first experiences of Brazilian intellectuals with radiophony, as well as the disputes involving the implementation of education through radio throughout our country. The second chapter examined the discussions on the content of radio programs that was deemed as educational, during the process of commercial enhancement, still at the 30ths; within this context, we referred to the disputes, as well as to sociability nets built around the pedagogical broadcasting, which were promoted by the Brazilian Confederation of Radio, founded in 1933, under the leadership of Elba Dias and Roquette-Pinto; we also analyzed the foundation of Rádio Escola Municipal (PRD5), which occurred during the following year. The third chapter addresses the content prepared for broadcasting of Biblioteca do ar, Ouvindo e aprendendo, Viagem através do Brasil and Tapete mágico da Tia Lúcia. At the fourth chapter, we present a study of the ways of performance of such programs. At the fifth chapter, we studied the forms of receipt of said programs under two perspectives: the technical conditions and the ways of interference thereof at the listeners routine. This research is intended not only to contribute with new visions of history of education through radio, but also to improve the understanding on the role played by radio educators in the history of Brazilian radio.

Made available in DSpace on 2017-07-10T17:55:37Z (GMT). No. of bitstreams: 1 Rosana_Dea_Marques_Gonsalves.pdf: 1962674 bytes, checksum: 590be6a819d078f620e2e82fb0b13885 (MD5) Previous issue date: 2015-04-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The research objective to investigate the role of the radio as cultural practice in the border region of Western Parana state, from the 1970s on, following the trajectory of Ilário Ermindo Kelh, radio broadcaster (popularized with the Crazy German character), killed in 2009. The initial reflection focuses on documents about their programs aired on the radio in Marechal Cândido Rondon, within in this border area (Brazil/Paraguay). The data sources used are part of the personal documents. The research present radios stations as an important of communication and as work tools conflicting in the instituition of memories within in this border area / A pesquisa objetiva investigar o papel do rádio enquanto prática cultural no espaço transfronteiriço do Oeste do Paraná, a partir da década de 1970, por meio da trajetória do radialista Iilário Ermindo Kehl (popularizado pelo personagem Alemão Louco) assassinado em 2009. A reflexão inicial se concentra nos documentos sobre seus programas veiculados nas rádios em Marechal Cândido Rondon, inseridos nesse espaço de fronteira (Brasil/Paraguai). As fontes utilizadas fazem parte da documentação pessoal do radialista. A pesquisa apresenta as emissoras de rádio como meio importante de comunicação e como ferramenta conflitante na instituição de memórias neste espaço de fronteira

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The study explored the efficacy of radio programs as a strategy for adult education for HIV/AIDS awareness intervention in the Livingstone District Zambia. Data was collected through a review of policies, including the HIV/AIDS/STI/TB Policy Guidelines (2008), National HIV and AIDS Strategic Framework (NASF2006-2010), PMTCT guidelines on HIV Prevention (2008), Zambia Information and Communication Policy (2007) and the Communication and Advocacy Strategy (NACAS, 2004). In addition semi-structured interviews were conducted with adults and young adults aged 23 to 58 years in Maramba catchment area. The research revealed that overall, there is a mixed picture of effectiveness of the use of radio for educating adults on HIV/AIDS prevention. Some of the most important factors that enable the effective use of radio in education of adults include sharing of experiences which result in increased understanding of issues among community members, community participation in radio listening groups also results in further sharing of information and active engagement with other community members on the topic of discussion and the use of local languages with the use of simple words and visual aids to take account of low literacy levels. In addition, there were important set of factors related to economic, social and cultural issues including gender inequalities, poverty and unemployment to mention a few. My research has identified the need to give greater consideration to adult education theory and adult learning principles in the design and delivery of the radio education programs. The research suggests that HIV/AIDS awareness and prevention strategies need an approach which takes account of adult education theory – to promote active involvement of learners in developing the curriculum of the radio programs and involvement of a range of stakeholders in designing and delivering the radio programs. My research also suggests that there is a need to adopt a critical perspective on the social, cultural and religious practices which influence the participation of both women and men in radio education programmes for HIV/AIDS prevention.

Trabajo de suficiencia profesional

My dissertation is a story of journey. In one sense it speaks to the ways in which my assistant, Fei, and I decided to attempt research inside a very small internet radio station that I came to call Youth Web Radio (YWR) for the purposes of this dissertation. YWR was the first licensed internet radio station in China. It was a station intended for a young audience. It was also the brainchild of the Beijing Communist Youth League and the product of university-educated creatives. It operated out of Beijing from 2005 to 2018, and fully closed down due to a lack of the resources necessary to make a full transition from a project of the party-state to a viable profit-generating commercial organization. At times the story I write moves around the idea of fieldwork. The actual time I spent in the field was from November 2014 to July 2015. But the journey that I write in this dissertation entails more than the days when we were on the ground in Beijing for the research. It includes narrative that speaks to how previous trips and life experiences started to build an energy and desire in me to do some kind of post graduate work in China, or rather on an aspect of what I had been experiencing in China, which had much to do with education. It also includes narrative that speaks to the circuitous path it took to find YWR as a field site, but also as a focus or draw for an attempt at ethnography. At other times the story I write moves around the conception of time though never in a straightforward explicated sense—more so in the way the narratives reach into different pockets of my life at different moments, and find their way into the story. I somehow couldn’t write this dissertation without including pieces from moments in my life that in one sense felt removed from the task at hand, which was to tell an ethnographic tale of a sole fieldwork experience. Yet in the sense of lens and connection, they felt utterly important to our story and as if to leave them out meant leaving out a piece of the truth of the writing. Though this story is about my personal journey, I write it as our story due to the ways in which it is also about the different people I have encountered in my life in time and in place, to of course include the fieldwork experience, and who I see as contributors to the way the story unfolds—scholars, thinkers, friends—and in the sense of this being an anthropological endeavor as interlocutors as well. In this dissertation, lived transition is about both interlocutor and anthropologist, the story the interlocutor tells and that the anthropologist writes is also about the transition in which the anthropologist herself is engaged. Through this lens of lived transition the dissertation speaks to my own life and in doing so speaks to how a group of young people narrated “becoming a company” and “internet radio” in China’s government-monitored media industry, and as to how I came to write their story as our own.

This research study focused on the issue of access to flexible learning and the use of technology (radio and TV) to assist in the learning process. The study was aimed at measuring the influence of these technology services among grade 12 learners enrolled on distance mode at Namibia College of Open Learning (NAMCOL). The majority of distance education systems around the world have the same general structure of guiding students, which are based primarily on student-centered learning that demands a learner to work independently. Regular lecturing facilities for distance learners are only possible in scheduled workshops at study centers. These provisions are however, inconvenient since most distance learners are working people, as well as inadequate to provide the necessary educational guidance to distance learners. In situations where regular interaction between teacher and student is limited or not possible, the media plays a vital role in providing educational assistance to these learners. NAMCOL, as an institution, has embraced the concept of utilizing media to assist distance learners with programs such as Edu TV and Radio Programmes as well as Online resources. Self-directed learning theories and Malcolm Knowles's theory of Andragogy were used as the theoretical frameworks for the study. In exploring access and influence of Edu TV and radio program on the learner's self-directed learning among the grade 12 learners enrolled at distance mode at Namibian College of Open Learning (NAMCOL), the researcher employed several research strategies to measure the influence that flexible programs have on learners. The research strategies employed in the study included questionnaires and interviews, which were used to yield both qualitative and quantitative research data. The main findings of the study were that the flexible learning policy implemented by NAMCOL is proving successful in affording distance learners access to Edu TV and radio program services. All participants indicated that the lessons were informative. Furthermore, it helps learners to assume responsibility for their learning. However, additional efforts from all stakeholders are required to keep up with the ever-expanding demand for ODL platforms. The study further revealed that implementing appropriate Andragogy fostered self-directed learning. In light of the findings of the research and the Andragogy applied, even though learners have access to the Edu programs, the lack of physical and appropriate technologies can impact negatively. For example, you can be self-directed, but if there are physical constraints and challenges in the pedagogy, the learners are demotivated to be self-directed.

This evaluation research study is concerned with the quality of support and in-service development for Malawian primary teachers through the medium of radio. The study aims to evaluate the influence that the current United States Agency for International Development (USAID)-funded interactive radio instruction (IRI) programme has on teachers’ behaviours, with the aim of proposing some guidelines for the development of a model of continuing professional development (CPD), appropriate to the Malawian context, using IRI. It identifies the teacher as a critical entity in raising levels of learners’ achievement within the primary school and posits that through improved teacher support and development, higher levels of learner achievement can be attained. The study identifies the potential that communication technology in the form of interactive radio instruction (IRI) offers in improving CPD of teachers at a cost that could be affordable to disadvantaged school communities in the country. The study takes place in a context where the Malawi government has been challenged to provide quality universal primary education after introducing free primary education (FPE) in 1994, which resulted in a massive expansion of primary schools, resulting in acute shortages of teachers. The study has drawn on aspects of practice theory and in particular the work of Giddens (1984), Bourdieu (1977, 1978), Shatzki et al (2001) and Reckwitz (2002a) in an attempt to emphasise the role of artefacts, such as interactive radio, as part of social practice. A practice theoretic perspective has been used to highlight the contentious role played by learning-objects in teacher practice and the need for flexibility and innovation in employing learning-objects like interactive radio as part of teaching practice. To carry out a critical exploration of the issues of teacher learning and practice, a longitudinal qualitative research approach was proposed for the evaluation of the existing IRI programme in Malawi. As the researcher was also actively involved in the planning of the Malawi IRI programme from onset, he therefore maintained a dual role of researcher and co-founder throughout the research process. The empirical evidence employed within this research was elicited through three main processes: interview survey, participant observation and focus groups in order to achieve validity through methodical triangulation. The analysis of this evidence shows the considerable difficulties faced by classroom teachers in attempting to adopt interactive radio and therefore be able to use interactive/active learner-centred instruction as part of their ongoing teaching practice. The analysis, however, also highlights the possibility of exploiting interactive radio for provision of an integrated, sustainable CPD of teachers in educationally deprived school communities. Overall, the research study puts emphasis on the need for paying attention to the social practices (contextually specific) within which the use of educational technologies (such as interactive radio), are enmeshed. There is need to explicate the details of such practices (instead of adopting a narrow, technical, focus on attributes of interactive radio itself) in order to improve the efficacy of using interactive radio.