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Introduction to Special Issue: Media and Popular Cultural Studies in the Classroom

Introduction to Special Issue: Media and Popular Cultural Studies in the Classroom Australian Journal of Education, Vol. 37, No.2, 1993, 115-118 Introduction to Special Issue: Media and Popular Cultural Studies in the Classroom BAD ATTITUDE? The notion of media education is taken by many as indicative ofa recent and ongoing transition from modem, print-based to postmodern, multi-mediated educational culture. But debates among educators and social scientists about media studies in education have a long and, in many ways, frustrating history. As early as 1933, the American authors of the 13-volume Payne Fund Study on the effects of movies on children called for school-based study of the 'moving picture'. Similar calls have been made for 'media literacy' curricula since the advent ofTV in Britain and America in the 1930s, and in Australia in the 1950s. Yet formal study of media texts, institutions, and audiences re­ mains marginalised in most school syllabuses in Australia, America, Canada, and Britain. Despite significant reconfigurations in the structures of work and everyday life, the form and content of school curriculum and instruction con­ tinue to be conceived of almost exclusively in terms of print knowledge and culture. This is particularly the case in renewed debates over functional and cultural literacy in the curriculum, over critical and post-progressive http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Introduction to Special Issue: Media and Popular Cultural Studies in the Classroom

Luke, Carmen; Roe, Keith
Australian Journal of Education , Volume 37 (2): 4 – Aug 1, 1993
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Publisher
SAGE
Copyright
© 1993 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494419303700201
Publisher site
See Article on Publisher Site

Abstract

Australian Journal of Education, Vol. 37, No.2, 1993, 115-118 Introduction to Special Issue: Media and Popular Cultural Studies in the Classroom BAD ATTITUDE? The notion of media education is taken by many as indicative ofa recent and ongoing transition from modem, print-based to postmodern, multi-mediated educational culture. But debates among educators and social scientists about media studies in education have a long and, in many ways, frustrating history. As early as 1933, the American authors of the 13-volume Payne Fund Study on the effects of movies on children called for school-based study of the 'moving picture'. Similar calls have been made for 'media literacy' curricula since the advent ofTV in Britain and America in the 1930s, and in Australia in the 1950s. Yet formal study of media texts, institutions, and audiences re­ mains marginalised in most school syllabuses in Australia, America, Canada, and Britain. Despite significant reconfigurations in the structures of work and everyday life, the form and content of school curriculum and instruction con­ tinue to be conceived of almost exclusively in terms of print knowledge and culture. This is particularly the case in renewed debates over functional and cultural literacy in the curriculum, over critical and post-progressive

Journal

Australian Journal of Education – SAGE

Published: Aug 1, 1993

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