MARC 主機 00000nam  2200385   4500 
001    AAINQ25088 
005    20100616110650.5 
008    100616s1997    ||||||||||||||||| ||eng d 
020    9780612250888 
035    (UMI)AAINQ25088 
040    UMI|cUMI 
100 1  Lee, Alice Yuet Lin 
245 10 Legitimating media education: From social movement to the 
       formation of a new social curriculum 
300    424 p 
500    Source: Dissertation Abstracts International, Volume: 59-
       01, Section: A, page: 0129 
500    Adviser: Donald Fisher 
502    Thesis (Ph.D.)--The University of British Columbia 
       (Canada), 1997 
520    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) 
520    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 
520    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 
520    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 
590    School code: 2500 
650  4 Education, Sociology of 
650  4 Mass Communications 
650  4 Education, Curriculum and Instruction 
690    0340 
690    0708 
690    0727 
710 2  The University of British Columbia (Canada) 
773 0  |tDissertation Abstracts International|g59-01A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
       advanced?query=NQ25088