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作者 Lee, Alice Yuet Lin
書名 Legitimating media education: From social movement to the formation of a new social curriculum
國際標準書號 9780612250888
book jacket
說明 424 p
附註 Source: Dissertation Abstracts International, Volume: 59-01, Section: A, page: 0129
Adviser: Donald Fisher
Thesis (Ph.D.)--The University of British Columbia (Canada), 1997
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
School code: 2500
Host Item Dissertation Abstracts International 59-01A
主題 Education, Sociology of
Mass Communications
Education, Curriculum and Instruction
Alt Author The University of British Columbia (Canada)
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