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This book emerged from the online project 'A Manifesto for Media Education' and takes forward its starting points by asking some of the original contributors to expand upon their view of the purpose of media education and to support their perspective with accounts of practice.
List of contents
List of Tables Notes on Contributors Acknowledgements 1. Introduction: Beyond a Manifesto for Media Education; Pete Fraser and Jonathan Wardle 2. Back to the Future? Old and New Agendas in Media Education; Jenny Grahame 3. Challenging Concepts: Learning in the Media Classroom; David Buckingham 4. Media Education: A Tool for Social Inclusion; Steve Connolly 5. Educating Media Educators; Kate Domaille 6. 'These are my photos of when I was little': Locating Media Arts in the Primary School Curriculum; Michael Duezanni and Annette Woods 7. Public Space and Media Education in the City; Stuart Poyntz 8. From New Media Literacies to New Media Expertise; Henry Jenkins 9. Emerging Pedagogies; Helen Keegan 10. Cultural Disneyland? The History of an Inferiority Complex; Richard Berger 11. Not 'philosophy of media education', but 'media education as philosophy': Working With 'creativity'; Mark Readman 12. We are the Resurrection: Media Education after the Media; Julian McDougall Index
About the author
Richard Berger, Bournemouth University, UK
David Buckingham, Loughborough University, UK
Steve Connolly, teacher of media studies, UK
Michael Dezuanni, Queensland University of Technology, Australia
Kate Domaille, lecturer, writer and researcher, UK
Pete Fraser, Bournemouth University, UK
Jenny Grahame, English and Media Centre, London, UK
Henry Jenkins, University of Southern California, USA
Helen Keegan, University of Salford, UK
Julian McDougall, Bournemouth University, UK
Stuart Poyntz, Simon Fraser University, Canada
Mark Readman, Bournemouth University, UK
Jonathan Wardle, National Film and Television School, UK
Annette Woods, Queensland University of Technology, Australia
Summary
This book emerged from the online project 'A Manifesto for Media Education' and takes forward its starting points by asking some of the original contributors to expand upon their view of the purpose of media education and to support their perspective with accounts of practice.
