Listen and Learn: Examining the Role of Schools Radio Broadcasting in Scotland's Classrooms

该项目将审查苏格兰学校无线电广播在为年轻听众形成民族特性、公民身份、国际主义和环境主义思想方面所发挥的历史作用。 英国广播公司于1926年构思了苏格兰学校的专用广播节目，1928年首次播出，并继续成为20世纪90年代的常规节目。听广播节目是一项活动，稳步融入了几代苏格兰学童的学习经验，对许多人来说，这是他们教育中令人愉快和难忘的一部分。对学校教师来说，英国广播公司的广播，沿着辅助性的印刷小册子和预备说明，是一种宝贵的资源，他们逐渐依赖。在20世纪的大部分时间里，在一天或一周的固定时间，无线电接收器成为学校教室的标志性特征，发出声音，声音，语言和歌曲，将年轻的听众带到时空的另一端。 广播邀请孩子们“从地理角度思考”各种各样的问题：过去的风景、地方研究、发现和帝国时代、全球贸易、工业化、城市化、资源利用和自然保护。所有这些都是为了理解苏格兰在世界上的地位。本研究将以档案查询与口述历史相结合的方式，探讨以下几个问题：1。随着广播的普及，“寓教于乐”作为一种新的教育媒介和教学技术，是如何在广播室和学校教室中引入的？ 2.随着时间的推移，BBC学校广播和出版的内容是如何代表苏格兰的过去、现在、地方、政治和社会变革过程的？ 3.在当今以数字为媒介的世界中，英国广播公司学校广播的非物质遗产作为连接社区和世代的文化和教育资产，可以以何种方式分享？

The project will examine the historical role that schools radio broadcasting in Scotland played in the formulation of ideas of national identity, citizenship, internationalism and environmentalism for a young listening audience. Dedicated radio programming for Scottish schools was conceived by the BBC in 1926, first broadcast in 1928, and continued to be a regular scheduling feature into the 1990s. Listening to radio programmes was an activity steadily integrated into the learning experiences of generations of Scottish schoolchildren, and for many proved an enjoyable and memorable part of their education. For school-teachers, BBC radio broadcasts, along with supporting print pamphlets and preparatory notes, were a valued resource that came to be depended upon. For much of the twentieth-century, at set times of the day or week, the wireless radio receiver became the defining feature of the school classroom, emitting voices, sounds, language and songs that transported young listeners across space and time. Radio invited children to 'think geographically' about, variously: past landscapes, local studies, the ages of discovery and empire, global trade, industrialisation, urbanisation, resource use, and nature conservation. All as a means to make sense of Scotland's place in the world. Through a combination of archival inquiries and oral histories, this research will include the following questions: 1. With the popularisation of radio, how was "listening-as-learning" introduced as a new educational medium and teaching technique, both in the broadcasting studio and the school classroom? 2. Over time, how did the content of BBC schools radio broadcasting and publishing represent versions of Scotland's past, present, places, politics and processes of social change? 3. In what ways can the intangible heritage of BBC schools radio broadcasting be shared as a cultural and educational asset connecting communities and generations in today's digitally-mediated world?