The need for media education in democractic education
The need for media education in democractic education
复制标题
民主教育中媒介教育的必要性
作者：
J. Stoddard
尽管媒体和技术有可能成为民主化的力量，尽管党派之争和政治媒体支出的爆炸性增长对民主构成了挑战，但媒体教育和在学校培养积极公民的工作几乎不存在。本文提出了振兴数字媒体时代的媒体教育作为民主教育的宗旨的情况下，并概述了教师教育，课程整合，学生参与和研究的议程。提交对这篇文章的回应在线提交在democracyeducationjournal.org/home阅读对这篇文章的回应在线http://democracyeducationjournal.org/home/vol22/iss1/4考虑到过去十年的事件，如果不考虑新媒体的作用，就很难想到全球公民参与和民粹主义政治行动的例子。尽管大多数应用程序和网站背后的商业意图很大程度上是通过网络和旨在产生用户内容和收入的社交媒体网站来传播数据，但活跃的公民已经找到了使用这些媒体实现公民参与和政治行动目标的方法。媒体在政治中的作用无处不在--在传统新闻媒体和社交媒体中。这种对新的或趋同的（詹金斯，2006年）公民行动形式的媒体使用反映在一切方面，从使用数字图像编辑和社交媒体来提高社会批评（例如，奥巴马总统在2012年竞选期间的模因是这样的：“抱歉，花了这么长时间才给你一份我的出生证明。. .我忙碌忙于杀死奥萨马·本·拉登”），以至于没有时间使用推特和其他社交媒体组织占领运动和阿拉伯之春运动。这些都是全球公民利用媒体参与的例子，反映了想象中的数字民主的理想。自由民主的互联网概念及其作为全球民主催化剂的潜力，是理想主义梦想的素材。许多人认为，从新媒体发展中获得最大利益的人不是普通公民或活动家，而是那些也聚集在一起使用新媒体来维持他们权力的精英（例如，Hindman，2008; Postman，1992）。新闻公司，“超级政治行动委员会”（政治行动委员会），政治组织和竞选活动在带宽上占据主导地位，而不是个人或团体挑战权威或试图提出全球重要性的问题（Hindman，2008）。很多时候，服务器和数百万英里的光纤电缆的连接是互联网的硬件和胆量被视为中立和自由的控制。这种中立性的假设忽略了许多人和软件（由人创建），这些人和软件是信息沿着这些光纤或最终通过卫星、WiFi或蜂窝网络的创建、翻译和路由的核心。世界各地的人们在他们的计算机或移动的设备上访问这个网络，不太可能反映为他们访问的信息做出贡献的人们的专业知识或观点。他们也没有考虑杰里米·斯托达德是如何在教育学院和威廉与玛丽学院电影与媒体研究项目的相关教师的教育斯皮尔斯杰出副教授。他的研究重点是媒体与民主和历史教育之间的关系。
Despite the potential for media and technology to act as a democratizing force and the challenges to democracy posed by partisanship and the explosion of political media spending, media education and the preparation of active citizens in schools is virtually nonexistent. This essay presents the case for revitalizing media education for the age of digital media as a tenet of democratic education and outlines an agenda for teacher education, curriculum integration, student engagement, and research. Submit a response to this article Submit online at democracyeducationjournal.org/home Read responses to this article online http://democracyeducationjournal.org/home/vol22/iss1/4 Given the events of the past decade, it would be difficult to think about examples of global civic participation and populist political action without thinking about the role of new media. Despite the largely commercial intent behind most of the applications and websites that flood data through networks and the social media sites designed to generate user content and revenue, active citizens have found ways to use these same media toward goals of civic engagement and political action. The role of media in politics is ubiquitous— in traditional news media and social media. This use of media toward new or convergent (Jenkins, 2006) forms of civic action is reflected in everything from the use of digital image editing and social media to raise social criticism (e.g., the meme of President Obama during the 2012 electoral campaign that read, “Sorry it took so long to get you a copy of my birth certificate . . . I was too busy killing Osama bin Laden”) to the use of Twitter and other social media to organize the Occupy and Arab Spring movements. These are examples of global civic engagement using media that reflect the ideals of an imagined digital democracy. The concept of a free and democratic Internet, and its potential as a catalyst for global democracy, is the stuff of idealistic dreams. Many argue that those who have received the greatest benefits from the development of new media are not common citizens or activists but those elites who have also converged to use new media to maintain their power (e.g., Hindman, 2008; Postman, 1992). News corporations, “super PACs” (political action committees), political organizations, and election campaigns have dominated the traffic on bandwidths more than have individuals or groups challenging authority or attempting to raise issues of global importance (Hindman, 2008). Too often, the connection of servers and millions of miles of fiberoptic cables that are the hardware and guts of the Internet are viewed as neutral and free of control. This assumption of neutrality overlooks the many people and software (created by people) that are central to the creation, translation, and routing of information along these fibers or eventually through the air on satellite, WiFi, or cellular networks. The people around the world accessing this network on their computers or mobile devices do not likely reflect on the expertise or viewpoints of people contributing to the information they are accessing. Nor do they consider how the Jeremy Stoddard is the Spears Distinguished Associate Professor of Education in the School of Education and associated faculty in the Film and Media Studies program at The College of William & Mary. His research focuses on the relationship between media and democratic and history education.
民主教学：公共生活中的统一与多样性（多元文化教育系列）
DOI：
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发表时间：
2002
期刊：
影响因子：
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作者：
W. Parker
通讯作者：
W. Parker