Julian Mcdougall
Biographic Data
| ID | 3855607 |
|---|---|
| NAME | Julian Mcdougall |
| GIVEN NAMES | Julian |
| FAMILY NAME | Mcdougall |
| SIGNATURE | MCDOUGALL J |
| AFFILIATIONS | Bournemouth University |
| ORCID | 0000-0003-2147-2202 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Digital arts – refugee engagement
Digital Arts – Refugee Engagement (DA-RE) is an exploratory research partnership between refugee youth, academics, practitioners and community activists. Arts-based activities were combined with digital literacy to develop the capabilities of refugee youth in Turkey and Bangladesh. DA-RE’s participants co-created digital arts and connected with one another across the two settings in a digital third space to share narratives from their situated pe…
The Palgrave Handbook of Media Misinformation
Beyond Solutionism: Differently Motivating Media Literacy
This article discusses three research projects conducted in partnerships in diverse societies. We assess the implications of each project for media literacy’s motivations and intentionality through a theory of change. For the first project, BBC Media Action, we developed the theory of change which frames this article and a media literacy training programme for in-country practitioners to strengthen media ecosystems and support resilience to infor…
Critical Approaches to Online Learning
Practice Pedagogies in Screen Media Practice Research and Education
Fake News vs Media Studies: Travels in a False Binary
Digital literacy, fake news and education / Alfabetización digital, fake news y educación
The role of digital literacy in strengthening citizens’ resilience to misinformation and ‘fake news’ has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy educ…
Fake News vs Media Studies: Travels in a False Binary
Digital literacy, fake news and education
The role of digital literacy in strengthening citizens’ resilience to misinformation and ‘fake news’ has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy educ…
The uses of (digital) literacy
This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community 'third space' providing workshops for students aged 6-9 with their parents/carers. The approach taken avoids the instrumental measurement of functional digital literacy competences, but instead seeks to negotiate a more nuanced and complex understanding of th…
Revisiting the evidence: Practice submissions to the REF
Open to disruption: Education ‘either/and’ media practice
The Journal of Media Practice (JMP) is concerned with media practice as research, research into media practice and media practice education. With the emergence and expansion of media education in d
Orphans and Rich People’: A Discourse Analysis of the ‘Children's Lives’ Exhibition in Birmingham, UK
In 2012, an art gallery in Birmingham, England presented an exhibition of ‘Children's Lives’. Through its curation of photography, fine art, objects, video and text, ‘Children's Lives’ claimed to ‘let childhood through the ages speak for itself’ and to contribute ‘to a debate over what it means to be a child’. In this article, we offer a critical analysis of the exhibition, examining the relationship between the exhibition as discourse and the ‘e…
The Centre for Contemporary Cultural Studies: 50 Years On (CCCS50) Conference, Birmingham University, June 2014 – ‘A pop-up occupation?’
Apart from the two large screens behind the panel's table, it could have been 1964: the unreconstructed lecture theatre, the assortment of assembled academics and the old school modes of address of
Critical Media Literacy after the Media
This article questions the relationships between literacy, media literacy and media education. In the process, we connect the findings from a range of our ethnographic research and use these to propose new forms of practice for critical media literacy. By ‘after the media’, we do not posit a temporal shift (that ‘the media’ has ceased to be). Instead, we conceive of this as akin to the postmodern – a way of thinking (and teaching) that resists re…
Critical Media Literacy after the Media
En este trabajo se reflexiona sobre las relaciones entre alfabetización, alfabetización mediática y educación para los medios, relacionándolas con los hallazgos de diferentes investigaciones etnográficas, a fin de proponer nuevas formas de práctica para la alfabetización crítica en los medios. Vivimos en la postmodernidad, en la era «después de los medios» –y no es que ya no existan los medios–, sino que, por el contrario, surge una forma de pens…
Media Studies: The Basics
There have been seismic shifts in what constitutes (the) media in recent years with technological advances ushering in whole new categories of producers, consumers and modes of delivery. This has been reflected in the way media is studied with new theories, concepts and practices coming to the fore. Media Studies: The Basics is the ideal guide to this changing landscape and addresses core questions including: Who, or what, is the media? What are …
Learning to Be a Person in Society
Learning to Be a Person in Society." International Journal of Lifelong Education, 30(3), pp. 421–422
Foucault and Lifelong Learning: Governing the subject edited by Andreas Fejes and Katherine Nicoll
A Lacanian Reading of the Study of Big Brother in the English Curriculum
This article presents a Lacanian analysis of the legitimising event represented by the circulation of materials from the English DfES (Department for Education and Skills), a ministerial government office, to teachers of English in schools to use as a means to facilitate the study of the television show Big Brother. The attempt, through Media in English, to ‘pin down’ the meaning of ‘reality’ television presents for analysis here the identity cri…
Shaping up? Three acts of education studies as textual critique
This paper presents a study of dominant educational discourses through textual critique and argues that such an approach enables education studies to preserve an important distinction from teacher training. The texts deconstructed here are specific to English education, but the discourses at work have international relevance as the rhetorics of accountability, performance and measurement (which we call cells of discourse) have global reach. Ward …
Media Education and the Limits of Assessment
This paper is concerned with subject identity and assessment in the case of contemporary English (UK) Media Studies. It explores the relationship between the 'spirit' of Media Studies, notions of its relative value and its institutionalised version, 'Subject Media' (its authority, as administered by examiners). The case study given attention is the first examination of a new specification for AS (Advanced Subsidiary) Media Studies, held by the En…
Digital literacy, fake news and education / Alfabetización digital, fake news y educación
The role of digital literacy in strengthening citizens’ resilience to misinformation and ‘fake news’ has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy educ…
Critical Media Literacy after the Media
This article questions the relationships between literacy, media literacy and media education. In the process, we connect the findings from a range of our ethnographic research and use these to propose new forms of practice for critical media literacy. By ‘after the media’, we do not posit a temporal shift (that ‘the media’ has ceased to be). Instead, we conceive of this as akin to the postmodern – a way of thinking (and teaching) that resists re…
The uses of (digital) literacy
This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community 'third space' providing workshops for students aged 6-9 with their parents/carers. The approach taken avoids the instrumental measurement of functional digital literacy competences, but instead seeks to negotiate a more nuanced and complex understanding of th…
Media Studies: The Basics
There have been seismic shifts in what constitutes (the) media in recent years with technological advances ushering in whole new categories of producers, consumers and modes of delivery. This has been reflected in the way media is studied with new theories, concepts and practices coming to the fore. Media Studies: The Basics is the ideal guide to this changing landscape and addresses core questions including: Who, or what, is the media? What are …
Critical Media Literacy after the Media
En este trabajo se reflexiona sobre las relaciones entre alfabetización, alfabetización mediática y educación para los medios, relacionándolas con los hallazgos de diferentes investigaciones etnográficas, a fin de proponer nuevas formas de práctica para la alfabetización crítica en los medios. Vivimos en la postmodernidad, en la era «después de los medios» –y no es que ya no existan los medios–, sino que, por el contrario, surge una forma de pens…
Shaping up? Three acts of education studies as textual critique
This paper presents a study of dominant educational discourses through textual critique and argues that such an approach enables education studies to preserve an important distinction from teacher training. The texts deconstructed here are specific to English education, but the discourses at work have international relevance as the rhetorics of accountability, performance and measurement (which we call cells of discourse) have global reach. Ward …
Shaping up? Three acts of education studies as textual critique
This paper presents a study of dominant educational discourses through textual critique and argues that such an approach enables education studies to preserve an important distinction from teacher training. The texts deconstructed here are specific to English education, but the discourses at work have international relevance as the rhetorics of accountability, performance and measurement (which we call cells of discourse) have global reach. Ward …
Media Education and the Limits of Assessment
This paper is concerned with subject identity and assessment in the case of contemporary English (UK) Media Studies. It explores the relationship between the 'spirit' of Media Studies, notions of its relative value and its institutionalised version, 'Subject Media' (its authority, as administered by examiners). The case study given attention is the first examination of a new specification for AS (Advanced Subsidiary) Media Studies, held by the En…
A Lacanian Reading of the Study of Big Brother in the English Curriculum
This article presents a Lacanian analysis of the legitimising event represented by the circulation of materials from the English DfES (Department for Education and Skills), a ministerial government office, to teachers of English in schools to use as a means to facilitate the study of the television show Big Brother. The attempt, through Media in English, to ‘pin down’ the meaning of ‘reality’ television presents for analysis here the identity cri…
Foucault and Lifelong Learning: Governing the subject edited by Andreas Fejes and Katherine Nicoll
Learning to Be a Person in Society
Learning to Be a Person in Society." International Journal of Lifelong Education, 30(3), pp. 421–422
Critical Media Literacy after the Media
This article questions the relationships between literacy, media literacy and media education. In the process, we connect the findings from a range of our ethnographic research and use these to propose new forms of practice for critical media literacy. By ‘after the media’, we do not posit a temporal shift (that ‘the media’ has ceased to be). Instead, we conceive of this as akin to the postmodern – a way of thinking (and teaching) that resists re…
Critical Media Literacy after the Media
En este trabajo se reflexiona sobre las relaciones entre alfabetización, alfabetización mediática y educación para los medios, relacionándolas con los hallazgos de diferentes investigaciones etnográficas, a fin de proponer nuevas formas de práctica para la alfabetización crítica en los medios. Vivimos en la postmodernidad, en la era «después de los medios» –y no es que ya no existan los medios–, sino que, por el contrario, surge una forma de pens…
Media Studies: The Basics
There have been seismic shifts in what constitutes (the) media in recent years with technological advances ushering in whole new categories of producers, consumers and modes of delivery. This has been reflected in the way media is studied with new theories, concepts and practices coming to the fore. Media Studies: The Basics is the ideal guide to this changing landscape and addresses core questions including: Who, or what, is the media? What are …
The Centre for Contemporary Cultural Studies: 50 Years On (CCCS50) Conference, Birmingham University, June 2014 – ‘A pop-up occupation?’
Apart from the two large screens behind the panel's table, it could have been 1964: the unreconstructed lecture theatre, the assortment of assembled academics and the old school modes of address of
Revisiting the evidence: Practice submissions to the REF
Open to disruption: Education ‘either/and’ media practice
The Journal of Media Practice (JMP) is concerned with media practice as research, research into media practice and media practice education. With the emergence and expansion of media education in d
Orphans and Rich People’: A Discourse Analysis of the ‘Children's Lives’ Exhibition in Birmingham, UK
In 2012, an art gallery in Birmingham, England presented an exhibition of ‘Children's Lives’. Through its curation of photography, fine art, objects, video and text, ‘Children's Lives’ claimed to ‘let childhood through the ages speak for itself’ and to contribute ‘to a debate over what it means to be a child’. In this article, we offer a critical analysis of the exhibition, examining the relationship between the exhibition as discourse and the ‘e…
Digital literacy, fake news and education
The role of digital literacy in strengthening citizens’ resilience to misinformation and ‘fake news’ has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy educ…
The uses of (digital) literacy
This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community 'third space' providing workshops for students aged 6-9 with their parents/carers. The approach taken avoids the instrumental measurement of functional digital literacy competences, but instead seeks to negotiate a more nuanced and complex understanding of th…
Fake News vs Media Studies: Travels in a False Binary
Digital literacy, fake news and education / Alfabetización digital, fake news y educación
The role of digital literacy in strengthening citizens’ resilience to misinformation and ‘fake news’ has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy educ…
Fake News vs Media Studies: Travels in a False Binary
Practice Pedagogies in Screen Media Practice Research and Education
Critical Approaches to Online Learning
Beyond Solutionism: Differently Motivating Media Literacy
This article discusses three research projects conducted in partnerships in diverse societies. We assess the implications of each project for media literacy’s motivations and intentionality through a theory of change. For the first project, BBC Media Action, we developed the theory of change which frames this article and a media literacy training programme for in-country practitioners to strengthen media ecosystems and support resilience to infor…
Digital arts – refugee engagement
Digital Arts – Refugee Engagement (DA-RE) is an exploratory research partnership between refugee youth, academics, practitioners and community activists. Arts-based activities were combined with digital literacy to develop the capabilities of refugee youth in Turkey and Bangladesh. DA-RE’s participants co-created digital arts and connected with one another across the two settings in a digital third space to share narratives from their situated pe…
The Palgrave Handbook of Media Misinformation
Sociology (17 works) · Pedagogy (12 works) · Political science (10 works) · Media studies (9 works) · Computer Science (7 works) · Literacy (7 works) · Literacy, Media, and Education (7 works) · Psychology (7 works) · Art (5 works) · Media literacy (5 works)