Questions of Knowledge in Australian Media Education

Bibliographic Data

ID12756291
AuthorsRobyn Quin Edith (Edith Cowan University, corresponding author)
Year2003
Volume4
Issue4
Pages439-460
Publication date2003-10-21
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueTelevision & New Media (JOURNAL)
Journal identifiersISSN: 1527-4764 • E-ISSN: 1552-8316
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1527476403256717
OpenAlexW2009386830
LanguageEN
Citations received3
References cited17

This article draws on the work of Foucault to construct a history of the invention and introduction of media studies in the Australian context through the analysis of two of its epistemological regimes: audience studies and media production. In so doing, it challenges contemporary assumptions about the subject's foundations, purposes, and achievements, most significant the belief that the story of media education is a story of seamless progress marked by the movement from a protectionist philosophy to one that approaches the media as a representational system. Questioning the normative, taken-for-granted history and conduct of a school subject does not necessarily mean that a subject will, or should, be changed. However, there exists at least the opportunity to bring about change when current practices can be located and understood in terms of historical contingency rather than the more common change and reform rhetoric of curriculum developers

Construct (python library · Context (archaeology · Contingency · Curriculum · Epistemology · Media literacy · Media studies · Normative · Pedagogy · Rhetoric · Sociology · Subject (documents · Digital Storytelling and Education · Educator Training and Historical Pedagogy · History · Literacy, Media, and Education

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