1. TEACHING (AFTER THE) MEDIA or Media 2.0: A Retrospective

2. FALLING APART AND COMING TOGETHER 3. WHAT COUNTS? 4. New frameworks?). 5. COMMUNITY OF PRACTICE MANIFESTO 6. THE CULTURAL LAYER 7. REDISTRIBUTIONAL PUBLIC INTERVENTION 8. RE-APPRAISAL 9. WHAT IT IS TO BE HUMAN 10. THEORY / PRACTICE / PRAXIS 11. FLATTENED TEXTUALITY 12. POWER 13. THE POSTMODERN FATHER 14. What does your textual experience look and feel like? What different spaces and places are there for consuming and producingtextual meaning? What does it mean to be a producer and consumer in these spaces andplaces? What different kinds of textual associations and affiliations do you make, withwhom and for what? What is an author and what is being creative? How do you represent yourself in different spaces and places? What is reading, what is writing, what is speaking and what is listening andwhat is learning? 15. Only a flattened cultural hierarchy combined with a relativist pedagogycan facilitate emancipatory learning in textual fields, including mediaeducation.Imagine doing text after the subject. After the death of Media Studies.But also the death of English and all other text-conscious subjects.Wed be resurrected as just TEXT.Pure relativism. Indisciplined pedagogy. Not only removing the mediafrom our gaze, but also Literature and Art. Leaving only text andevent. And culture. A reflexive pedagogy of the texture of life apedagogy of the inexpert.A pedagogy of CURATION. 16. MethodologyAPPROACHSTYLETECHNIQUE PRINCIPLESQUANTITATIVEExperimentalMeasurement Validity StyleReliability Survey QuestionnaireGeneralisability Case StudySecondaryQUALITATIVESourcesEthnographicTriangulationStyle Observation Action Research InterviewEthical Issues 17. Reflexivity is a social scientific variety of self-consciousness.It means that the researcher recognizes and glories in theendless cycle of interactions and perceptions whichcharacterize relationships with other human beings.Research is a series of interactions, and good research ishighly attuned to the interrelationship of the investigatorwith the respondentsAs long as qualitative researchers are reflexive, making alltheir processes explicit, then issues of reliability and validityare served.(Delamont, 2002) 18. BracketingEpoch, or bracketing (Ashworth, 1999; Yegdich, 2000; Moran,2000)Predispositions, predilections, biases, prejudicesandprejudgements are set aside, and a review is undertaken withnew and receptive eyes (Moustakas, 1994).Not to doubt or eliminate everything, only the natural attitude,the biases of everyday knowledge as a basis for truth and reality(Husserl, 1931).Adopting the stance of a stranger (Pring, 2000) 19. 1: Social Documentary as a Pedagogic Tool 20. Social Documentary Shared social issue / theme Community of practice / lifeworld Strangers in own community (Heath)Combining: Managing a media production Working ethnographicallyOutcome = self-expression VOICE 21. Citizenship Digital media convivialtool (Illich) Participation in democracy Shaping own worldUK National Curriculum: Media representation Bias and public opinion Self-representation 22. (Digital) Ethnography Research is textual Documentary = text Documentary production =research Learners are agents in theresearch. Reflexive immersion in theSITUATION No objectivity 23. Data: films, interviews, community events, online dissemination, film festivals.Pedagogic Tool(comparative)Ethnography documentaryas researchLearners as researchersRole of technology 24. Wiring the Audience 25. Reading Games as (Authorless) LiteratureRichard Berger and Julian McDougall