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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/3145 |
| Date | January 1996 |
| Creators | Tshoko, Luvuyo. |
| Contributors | Prinsloo, Jeanne. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0023 seconds