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Media literacy and neo-liberal government: pedagogies of freedom and constraint

机译：媒体素养与新自由主义政府：自由与束缚的教学法

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This paper examines relations between media education discourses and teachers' reflections on their work with students around media. Based on a reading of curriculum documents and scholarly debates about media literacy, as well as conversations with teachers in Toronto, I ask how - and whether - formal discourses, common sense and local practices are connected in teachers' talk. My assumption is that media education forms a set of discourses that are 'made up' in part through statements and debates, circulating through professional and academic journals, books, curriculum documents, courses, workshops, conferences, web-sites, electronic communication and so on. Competing claims are made to establish what counts as media education and to assert what good media pedagogy should do and be. I then ask what teachers make of such claims and how - and whether - they are influenced by them. The first part of the paper traces some features of media education discourses over the past thirty-plus years, while the second reports on group interviews with teachers. I show that teachers do not passively adopt or adapt to notions of media education that circulate in formal discourse. Rather, they actively constitute notions of media, youth, earning and pedagogy through their practices and through their conversations about their work with students. The paper concludes with a speculation that the media education classroom may be a particularly fertile site for the production of neo-liberal subjects.
机译：本文探讨了媒体教育话语与教师对他们与媒体周围学生的工作的思考之间的关系。基于对课程文档的阅读和有关媒体素养的学术辩论，以及在多伦多与老师的对话，我问老师的演讲如何以及是否将正式的话语，常识和当地实践联系起来。我的假设是，媒体教育形成了一系列由陈述和辩论“组成”的话语，在专业和学术期刊，书籍，课程文件，课程，讲习班，会议，网站，电子通讯等中循环传播。上。人们提出了相互竞争的主张，以确立什么才算是媒体教育，并主张良好的媒体教育学应该做的和应该做的。然后，我问老师对这种说法有何看法，以及他们如何受到以及是否受到其影响。本文的第一部分追溯了过去三十多年的媒体教育话语的某些特征，而第二部分报道了与教师进行的小组访谈。我表明，教师们不会被动地接受或适应在正规话语中传播的媒体教育观念。相反，他们通过实践和通过与学生的交谈来积极地构成媒体，青年，收入和教学法的概念。本文的结论是，媒体教育教室可能是生产新自由主义主题的特别肥沃的场所。

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