Listening to Youth? BBC Youth Broadcasts during the 1930s and the Second World War
Listening to Youth? BBC Youth Broadcasts during the 1930s and the Second World War
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听青春？
DOI：
10.1093/hwj/dbx042
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发表时间：
2017
影响因子：
1
通讯作者：
Tebbutt M
中科院分区：
文献类型：
--
作者：
Tebbutt M
本文探讨了在20世纪30年代和40年代，特别是从20世纪30年代中期，当一个广泛的青年运动吸引了许多志愿青年组织在人道主义和政治项目的BBC青年广播的历史很大程度上被忽视。一种新的青年意识拥抱了激进的年轻一代中产阶级文学知识分子和艺术家，他们对法西斯主义在欧洲的流行呼吁感到不安，想更多地了解“普通”工人阶级的日常生活和观点。在同一时期，英国广播公司的观众研究的引入刺激了对捕捉“不同”声音，包括青年声音的想法的更大接受，并鼓励进步的节目制作人在新的公共广播领域给予青年人发言权，这在儿童教育和工作场所被以成人为中心的方法和假设所主导的时期是不寻常的。这些方案尽管有其局限性，但承认青年人是发出有效声音的主角，并强调青年必须发展批判性理解，以便在社会中发挥积极和参与性作用。他们强调观众的参与和互动，努力倾听青年人的声音，营造一个公共空间，让青年人能够作为批判性和自主性的思想家表达自己的观点和激情，这些都是青年节目考古学的一部分。他们还与我们的全球化世界联系在一起，在这个世界中，批判性思维、辩论和参与的技能至关重要，而在这个世界中，询问青年人的想法、感受以及积极倾听他们的意见的重要性仍然常常被忽视。
This article explores the largely neglected history of BBC youth broadcasting in the 1930s and 1940s, particularly from the mid 1930s, when a broad youth movement drew together many voluntary youth organizations in humanitarian and political projects. A novel youth consciousness embraced a radical younger generation of middle-class literary intellectuals and artists who, disconcerted by the popular appeal of fascism in Europe, wanted to know more about the everyday lives and views of ‘ordinary’ working-class people. During the same period, the introduction of BBC audience research stimulated greater receptiveness to the idea of capturing ‘different’ voices, including those of youth and encouraged progressive programme producers to give young people a voice in the new public sphere of broadcasting, unusual in a period when children’s education and the workplace were dominated by adult-centred approaches and assumptions. These programmes, despite their limitations, recognized young people as protagonists with valid voices and stressed the importance of youth developing critical understanding in order to play an active and participatory role in society. Their emphases on audience participation and interactivity and their efforts to listen to young people and shape a public space in which they could express their own views and passions as critical and autonomous thinkers are part of the archaeology of youth programming. They also connect with our globalized world, in which the skills of critical thinking, debate and participation are so vital and where the importance of asking young people about what they think, what they feel, and actively listening to what they have to say is still so often ignored.