Cheung / Cheung. Media Education in Asia

2009
ISBN: 978-1-4020-9529-0
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 240 Seiten

Media education in Asia is a relatively young, but rapidly developing part of the curriculum. Research has been conducted and papers have been written on various issues concerning media education in Asia. The dominant models of media education in the world are broadly Western and most are drawn from English-speaking countries. The question is whether a similar pattern exists in Asia, where there may be differences in culture, heritage, beliefs, values, education policy, as well as curriculum and pedagogy. Are educators in Asia following the Western model in developing and implementing media education, or are they devising their own models? With this question in mind, this book sets out to understand the prevailing perspectives regarding media education in various Asian societies. While most debates about media education are carried out in Western contexts, this book hopes to provide a platform for readers to examine this issue in an Asian context.

Autoren/Hrsg.

Cheung., Chi-Kim

Cheung, Chi-Kim

Inhaltsverzeichnis

1;Contents;5
2;Contributors;7
3;Introduction;9
3.1; Media Education in Asia;9
3.2; Themes in Media Education;10
3.3; Media Consumption of Students: Its Negative Influence;10
3.4; From Inoculation to Empowerment;12
3.5; Policy and Politics;13
3.6; Curriculum, Pedagogy, and Resources;14
3.7; Media Production;15
3.8; The Importance of Partners;17
3.8.1; Networking with Industry;18
3.8.2; Religious Groups;18
3.9; The Future of Media Education in Asia;19
3.10;References;19
4;The Times They are a Changing: Media Education;21
4.1; Preamble;21
4.2; The Changing Society;21
4.3; Mastery of Media;22
4.4; Media Production;23
4.5; Critical Analysis;25
4.6; Practising Media Education;26
4.7; Conclusion;26
5;Making Media Education Happen: A Global View;27
5.1; The Big Picture;29
5.2; Key Issues;31
5.2.1; Aims of Media Education;31
5.2.2; Curriculum Frameworks;32
5.2.3; Learning and Assessment;32
5.2.4; Theory and Practice;34
5.2.5; Partnership;35
5.2.6; Training;35
5.3; Needs and Obstacles;36
5.4; Note;38
6;Young People and Participatory Culture: Reconceptualising Australian Media Education for 21st Century Citizenship;39
6.1; Inoculation;41
6.2; Discrimination;42
6.3; Demystification;43
6.4; Participation;44
6.5; Year 10 Video Games Unit At IBC: Participatory Media Education in Practice;49
6.6; Conclusion;55
6.7;References;56
7;A Success Story: Media Teaching in New Zealand;59
7.1; Arguments for a National Curriculum:;66
7.2; Arguments Against a National Curriculum;66
7.3; Other Factors and Conclusions;69
7.4; Postscript;70
7.5;References;70
8;Media Education in South Korea: History, Dynamics and Challenges;71
8.1; Introduction;71
8.2; Early History: From Media Activism to Media Education;72
8.3; Recent Changes that Triggered a Wider Interest in Media Education;74
8.3.1; Changes in the Media Environment: 'Digital Exciting' in Korea and Concerned Parents and Teachers;74
8.3.2; Changes in the School Curriculum and the Classroom Environment: From Teaching Through the Media to Teaching About the Media;76
8.3.3; Changes in the Curriculum for Korean Language Education: Incorporating Media Literacy;78
8.3.4; Changes in Youth Policy and Youth Projects: Possibilities and Challenges for Informal Media Learning;80
8.3.5; Challenges for Future Directions;82
8.3.6;References;19
9;Disciplining Media: A Case Study of Two School Media in Hong Kong;86
9.1; Introduction;86
9.2; The Two Cultures;87
9.2.1; Media Culture;87
9.2.2; School Culture;88
9.3; Encounters Between the Two Cultures;89
9.3.1; Making Use of Media: Educational Media;89
9.3.2; Teaching About Media: Media Education;90
9.3.3; Producing Media: Media Production;91
9.3.4; Owning Media: School Media;92
9.4; Post-1997 Hong Kong;93
9.5; Two Cases: School R and School T;94
9.6; Major Findings;96
9.7; Disciplining Media;99
9.7.1; Foucauldian Discipline;99
9.7.2; The Disciplined Media;101
9.8; The Three Disciplinary Forces;102
9.8.1; Hierarchical Structure;103
9.8.2; Accountability;103
9.8.3; School Norms: Normalizing Judgments;104
9.8.4; Act Appropriately;105
9.9; Schools Have to be Educational;106
9.10; Other Disciplinary Forces;107
9.10.1; Harmony;107
9.10.2; Poor Media Performance;108
9.11; The Immense School Culture;108
9.12; Conclusion;110
9.13;References;19
10;A Study of Media Pedagogies in Three Asian Societies;114
10.1; Introduction;114
10.2; Methodological Framework: Connecting Theory and Practice;115
10.3; The Initiative from Vietnam;116
10.3.1; Learning Reporting Skills, Writing News Stories;116
10.3.2; Health, Environment, and Children's Rights;117
10.3.3; Radio;119
10.3.4; Health, Crime, Gender, and Sustainable Development;120
10.4; The Initiative from Kyrgyzstan;121
10.4.1; Dialogue, Democracy, and Development;121
10.4.2; Reproductive Health and Life Planning Skills;122
10.5; The Initiative from India;123
10.6; Concluding Remarks;125
10.7;References;126
11;Challenges Facing Media Education in India;128
11.1; Media Education in India;9
11.1.1; Models of Media Education;129
11.1.1.1; Inoculation;129
11.1.1.2; Creating Awareness About Media Technology;129
11.1.1.3; Criticizing Media Content from a Broad Left Perspective;129
11.1.1.4; Critical Autonomy;130
11.1.1.5; Media Appreciation;130
11.1.1.6; Media Issues;130
11.1.1.7; Alternative Media;130
11.1.1.8; 'Catch Them Young' Model;131
11.1.1.9; ICT-Driven Model;131
11.1.1.10; Demystification in Programming;131
11.2; Theory to Practice;132
11.2.1; Training Media Educators;99
11.2.2; The Way Forward;101
11.2.3; Challenges Ahead;135
11.3; Conclusion;136
11.4;References;19
12;Media Education in Japan: Concepts, Policies, and Practices;138
12.1; Introduction;138
12.2; Concepts of Media Literacy;139
12.2.1; Traditional Media Literacy;139
12.2.2; Media Literacy Defined by MIC;139
12.2.3; Skill to Effectively Use Information as Defined by MEXT;140
12.2.4; Computer Literacy;140
12.2.5; Relationships Among these Concepts;35
12.3; The Development of Media Education and their History;17
12.3.1; From Early Media Education to the Promotion of the Skill to Effectively Use Information;18
12.3.1.1; Informatization of Education;131
12.3.1.2; New Development of Media Education Since New Curriculum Guidelines in 2002;131
12.3.1.3; Increase in Recognition of the Importance of Media Literacy;131
12.4; Media Education in Schools;99
12.4.1; The Actual Media Situation at Schools;99
12.4.2; Compulsory Subjects Related to Information Education;101
12.4.3; Media Education in Various Classes;135
12.4.4; Curriculum on Information Morality;103
12.4.5; Social Support for Media Education;104
12.4.6; Delivery Lessons by Broadcasters and Newspaper Organizations;105
12.4.7; Creative Activities by Using Various Media;154
12.4.8; Development and Provision of Study Materials for Media Education;154
12.5; Issues and Future Vision of Media Literacy;156
12.5.1; Introduction of Media Literacy into the Curriculum;108
12.5.2; Further Developments of Study Materials Related to Media Education;157
12.5.3; Development of Training of Teachers;157
12.5.4; Creation/Establishment of a Network Connecting Various Organizations;157
12.5.5; Examination of the Effects of Media Education;157
12.6; Conclusion;158
12.7;References;159
13;Opportunities and Challenges for Media Education in Mainland China;163
13.1; National Effort and Regulation;163
13.2; Research and Practice in the University;165
13.3; Situations for Primary and Secondary Education;167
13.4; Conclusion;168
13.5;References;169
14;Navigating Through the Mist: Media Literacy Education in Taiwan;170
14.1; Introduction;170
14.2; The Social Context;171
14.2.1; The Proliferation of Media;171
14.2.2; The Education Reform Movement;172
14.2.3; The Birth of 'Media Literacy Education' Policy;173
14.3; Media Literacy Education in Taiwan;173
14.3.1; The Advocates' Discourse on Media Literacy Education;173
14.3.1.1; The White Paper on Media Literacy Education;179
14.3.2; Navigating Through the Mist -- the Status Quo;183
14.4; The Future of Media Literacy Education in Taiwan;185
14.5;References;19
15;Media Education in Singapore 0 New Media, New Literacies?;189
15.1; Introduction;189
15.2; Singapores Media Landscape;190
15.2.1; Print Media;190
15.2.2; Broadcast Media;190
15.2.3; Internet;193
15.2.4; Mobile Services;192
15.3; New Literacies for the Emerging Media Landscape;193
15.3.1; Literacies for Consuming Media;193
15.3.2; Literacies for Creating Media;194
15.3.3; Literacies for Managing Media;195
15.3.4; Media Literacy Education in Schools;195
15.3.5; Media Literacy Education for the Public;197
15.4; The Challenges Ahead;198
15.5;References;199
16;Media Education in Thailand: Contexts and Prospects;202
16.1; Introduction;202
16.2; Mapping Media Literacy;203
16.3; Intensified Interest;204
16.4; Thailand Media Education in an Era of Change;206
16.5; Starts;209
16.6; Foundation for Child Development;209
16.6.1; The Daughters of Mary Help of Christians (Salesian Sisters);210
16.6.2; Catholic Social Communications of Thailand (CSCT);211
16.6.3; UNESCO Connections;211
16.6.4; ThaiHealth (Thai Health Promotion Foundation);212
16.6.5; Makhampom Theatre Group;212
16.6.6; Centre of Communication Development and Knowledge Management;213
16.6.7; Thailand Media Literacy Centre;213
16.6.8; Thai Media Policy Advocacy Centre;213
16.7; and Stops;214
16.7.1; Momentum;215
16.7.2;References;216
17;The Significance of Media Education: Current Realities and Future Possibilities;219
17.1; When Shall We Start;219
17.2; Globalization and the Implications of Branding;220
17.3; Media Education, Civic Education and Participatory Media;223
17.4; The Place of Media Literacy in 21st Century Literacies;225
17.5; Media Education and Career Training;227
17.6; Teacher Training and Educational Resources;228
17.7; Conclusion;231
17.8;References;232
18;Author Index;234
19;Subject Index;238