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MediaCulturalTheoryandEducation
Autumn2009
MICHELLECANNON
Whataretheimplicationsformediaeducationofdebates
aboutpopularcultureinthefieldofCulturalStudies?
FINAL
IconfirmthatIhavereadandunderstoodtheInstitutesCodeonCitingSourcesand
AvoidanceofPlagiarism.
IconfirmthatthisassignmentisallmyownworkandconformstothisCode.
Wordcount(numberofwords): 5324
Studentevaluationsubmitted: No
CopypostedonBlackboard: N/A
NameofTutor:DAVIDBUCKINGHAM
MA in Media, Culture & CommunicationInstitute of Education, University of London
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Whataretheimplicationsformediaeducationofdebatesaboutpopular
cultureinthefieldofCulturalStudies?
Itwouldntbetoofarfromthetruthtoclaimthatwithinamoderndemocraticsociety,
anyparticularhistoricalconjunctureistransitionalinnaturebutthatsomearemore
transitionalthanothers.Itismybeliefthatweareexperiencingonesuchextraordinary
transition:onethatmeritscloseanalysisofitsexistingsocial,historicconstructs,the
precedingtheoreticalassumptionsthatledtosuchconstructsandtheproposednew
directionstowhichsuchaparadigmshiftinvariablygivesrise.Ialludetothe
pervasivenessofdigitalmediaoverthepasttwodecades,withparticularreferenceto
thepasttenyears:theincreasingsophisticationandrapidityofcommunication,the
mutabilityofrepresentationandtheconfluenceoftechnologiesintheproductionand
disseminationofmeaning.
MyaimistoexamineourculturalconjuncturefromaCulturalStudiesperspectiveand
therolethatmediatedpopularculturemightplayintheeducationofyoungpeoplein
lightoftheabovechanges.Itishopedthatcreatinganeducationalenvironmentmore
favourabletothenurturingofinformedsocialactors,duringwhatmightbecalleda
processofprolongedsocietalchangemanagement,willleadtodeeperunderstandingbetweensocialgroupsandultimatelyafairer,moreevendistributionofempowered
individualsinsociety.Indeedameasureofbalancedjudgementiswhatisneededinthe
hereandnowtosteerasensiblecoursethroughthesomewhatturbulentandpolarised
discoursesofacademics,teachers,lobbyists,commentatorsandpolicymakersas
regardsmediaeducationthoseontheonehandwhoharkbacktoanunsulliedgolden
ageofculturalandeducationalpracticeandthosewithamoreevangelical,radical
agendasuchasthedispensabilityoftheteacher.
CulturalStudiesdistinguishesitselffromothersocialsciences,suchassociologyor
psychology,byfocussingonshiftingpowerstructuresandtherangeofsocialforcesat
workintheanalysisofthewaythingsareandbysteeringawayfrompositivist,over
determiningprinciples.Itwouldthereforebeausefulexercisetolookatthedecisive
passage(Gramsci)ofmediaeducationfromitsearlyarticulationtothatofthepresent
day:inotherwords,toexaminethehistoricalprocesseswherebycertaininterdependent
momentswithinJohnsonsCircuitofCulture(1985)orBuckinghamssimplified
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triangulartheoreticalmodeltext>audience>production-havebeenprivilegedover
others.
Thetextdominatedearlyculturaltheoryalongwiththesociologicalaspectsofaudience
consumption.Theelitist1930sLeavisiteapproachwasthatofachievinghuman
perfectionthroughthepreservationoftheculturalliterarycanon:thebestthathas
beenthoughtandsaidintheworldasordainedbythehighlyinstructedfew(Arnold).
Althoughnolongerthedominantideology,Storey1observesthatacertainstrandof
Leavisitetraditionnamelytheviewthatminorityhigh-browculturewasunderattack
fromthemasscultureofmasscommercialism-couldstillformakindofrepressed
commonsenseincertainareasofBritishandAmericanacademicandnon-academic
life.Thismightexplainacertainreluctancetoadjustthecentralityoftheliteraryand
printtraditionincontemporaryeducationalpedagogy.
Gramscielaboratesageologicalmetaphorinrelationtothecompositenatureofreality,
alludingtoitsstratifiedlayersandtherelevanceofresidualsedimentsofpastsocial
articulations;thisconceitmightbeusefullyemployedinStoreysaboveobservationto
explainaresidualwhiffofinoculativemediaeducationstillprevalentincertain
educationalsectors.Onesuchwhiffmightbesensedinthewaygamingculture,having
haditsgenesisinwhatmightberegardedbysomeasdownmarketvideoarcadesand
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maintainingitsprimaryfunctionasapopularpastime,isslowertobetakenupasavalid
medialiteracytoolinschools.
RaymondWilliamsandRichardHoggartsimpactonculturaltheorycannotbe
overestimatedandtheirdefinitionofculturesignalledadeparturefromtheenclosed,
hallowedwisdomofLeavisandThompson,byespousingamorecelebratoryand
inclusivenotionofculture:Culturalism,thenotionthatthenationscultureisinfactall
aroundusintheformofeverydaylivedexperience.Williamssoughtnottodenounce
theselectivetraditionaltogetherbutwidenedtheconcepttoembrace:theselective
tradition,documentaryaccountsofaparticularwayoflife3,andcrucially,ananalysis
ofthewaysocialformations,institutionsandmodesofproductionevolve.Thus,a
broader,moreroundedconceptofculturecanbearrivedat:
bystudying(socialformations)modesofchangetodiscovercertainlawsor
trends,bywhichsocialandculturaldevelopmentsasawholecanbebetter
understood.3
Thisinturncouldonlybeachieved,Williamsclaimed,throughastudyofthecomplex
interrelations,ratherthancomparisons,betweentheshiftingagendasofsocial
phenomena,their:elementsofpersistence,adjustment,unconsciousassimilation,
activeresistance,alternativeeffort3andthepatternsofactivitythatcanbetraced
therein.HedrawsonBenedictsanthropologicallyinspiredpatternofcultureto
elaboratewhathefinallyphrasedsocietysstructureoffeeling:atermthatembodies
boththerigidityofinstitutionalisedcodesandbehaviours,aswellasthemore
indefinable,delicateandintangible3socialnormsinwhichoneisalmost
imperceptiblyimmersed.Thisseismicshiftwastopresentaproblemtoeducationalists
andkeepersoftheculturalflame.
Forallhispioneeringcelebrationoftheordinaryandhisrejectionofsurrendertothe
mysticismofthegreatvaluer,Time3,Williamscontinuedtovaluethecanonofhigh
artwithabeliefinitsenhancedenrichingcapacity,therebyimplyingthattherewas
indeedascaleofculturalvalue.Hall&WhannelinThePopularArtspositedan
alternativeviewpredicatedonadifferentandcontroversialsetofvalues.What
interestedthemwasthecontentandformsofmasscommunicationandthepopular
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artsratherthanthesociologyofaudiences4.Theyexaminedthepostwarboomin
mediaandtheconcurrentriseandnurturingofteensubculture.Marketeershad
isolatedtheteensasaseparateandhighlymarketablesocialgroup,who,bybecominga
separateobjectofstudy,wereinturntoberegardedalmostasaseparatesocialclass
(HallcitingPaulGoodman).HallandWhannelhadunleashedatwo-hornedbeast:by
proposingthatpopularrepresentationswereworthyofscholarlystudy,whatwas
regardedbysomeasademocratisinginfluenceovertheconstitutionofculture,
representedforothersanopportunitytounveilwhattheyunderstoodtobedeeply
divisivepoliticalprocesses.Althoughheisassociatedwiththeinnovativechampioningof
youthsubcultureguidedbyMarxistprinciples,Hallsteeredclearofglamorizingtheone
andsetaboutrenovatingtheother;likeWilliamshesawbinary,exclusivelyover-
determiningapproachesasunhelpfulinananalysisofsocialarticulations.Thiseven-
handedperspectiveduringHallstenureasDirectoroftheCentreforContemporary
CulturalStudieswasatemperinginfluenceamidwhatwasbecomingsomethingofa
turbulent,side-takingepochwithinCulturalStudies.
TheFrankfurtSchoolsworldview,forexample,wasunderpinnedbyanprofounddistrust
ofmassmediamotives,suggestingthatwe,asconsumersofmassculturalproducts,weresubjectsinaprogrammetoachievehomogeneous,passivesocialconformity.The
FrankfurtSchoolsrolewastoexposethepoliticalandideologicalchicaneryattheheart
oftheculturalindustry(AdornoandHorkheimer):thecynicaldrivetoguarantee
capitalismssafepassageandprosperousonwardjourney.Theybemoanedwhatthey
sawasthedeliberatede-politicizationoftheworkingclassesandindoingsodevalued
theirleisurepracticesandpopularrepresentations.Thishadtheeffectofshoringupthe
cultureandcivilisationtraditionofpreviousdecadessuchthatonlyauthenticculture
wasinoculatedagainstthescleroticadvanceofmassmedia,anunstoppablemalignant
forcethatmaintained:obediencetotherhythmoftheironsystemtheabsolutepower
ofcapitalism1(Storeyp.56quotes
AdornoandHorkheimer1979).
Itseemsuntenablethatcapitalismeverberegardedasabsolute,relyingasitdoesonits
elasticandshape-shiftingcapacitytosustainitself:massmediahasallthepermanence
ofsocialblue-tackratherthansocialcement.Inshort,itseemsthatthe
promulgationofoverarchingprinciplesisastuntedintellectualexercise,onethat
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encouragespolariseddebateandpartisanfactions.Ontheotherhand,suddensurgesor
radicallurchesinacademicthoughtonthenatureofsocialformationarepartofthe
democraticprocess;allthatisnecessarytosteeranevenkeelistheoccasionalappliance
ofabrake,amomentofreflection,theactionofpullingback,inordertofullyassessthe
historicalmomentbeforemakinganyhastypolicydecisionsbasedoneitherpotentially
spuriousfashionablecommentaryormoralpanics.
Contingencywastoplayasignificantroleinthedevelopmentofpopularculture:
burgeoningmarketforcescombinedwithadvancesincommunicationtechnologywasto
feedculturalproductionandconsumptionandlikesometruculentbutbeguilingchild,
popularculturecamecrashingintoeverylivingroomintheformofTV,filmand
advertising.Theleisuretimeoftheemergingmiddleclasseswaslushgrazingfor
commercialorganisationskeenonsoakinguptheirsparecash.However,itdoesseemto
beoneoftheimmutabletruthsthattheforcespropellingpopularcultureareinvariably
atoddswithprevailingacademicandeducationalvaluesandprinciples,principlesthat
were,andarguablystillare,inherentlytop-downinnature.
ItwasStuartHallwhooncemorewastoexertalevellinginfluenceonthistendency,
reshapingMediaStudiesandthedirectionitwastotakewithinthedisciplineofBritish
CulturalStudies.Hewasparticularlymilitantinhiscondemnationoftheinherentelitism
oftheculturalgate-keepers,advancingthetheorythatpopularculturalrepresentations
werelargelymediatedmanifestationsorsymbolsofexistingpowerstructures;inother
words,thepolitical,economic,socialandculturalvaluesofthedominantgroupwere
offeredtoaudienceswithanencodedorpreferredmeaning.Thisbeingthecase,
culturaltextsnotonlymeritedscholarlyresearchbutdemandedpublicscrutiny.Media
Studies,asinformedbyMarxistideology,finallyearneditsplaceasadiscreetsubjectof
studyatuniversitylevelinthe80s,initsmorerounded,contextualisedform.Having
saidallthat,itmustbenotedthatevenHallwasntimmunetotheseductivecharmof
elitism:itwaslessDirtyDancingandRickAstley,andmorethemeritsofKrzysztof
KieslowskiandJanGarbarekthathewaskeentopromote.Itisalsoworthnotingthat
althoughcinemawaselevatedinthestilldiscernablescaleofculturalvalue,TVremained
thelowestcommondenominator.
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Sowheredidthisleaveteachingaboutmedia?Howtoteachthethornyissueofcultural
representationwithinthesesingularlyunpristineandaccumulatingmediatedrealities?
Onethingremainstrue,if,asSilverstoneconteststhemediaarenowatthecoreof
experience,attheheartofourcapacityorincapacitytomakesenseoftheworldin
whichwelive5,wehavearesponsibilitytoencouragemorepracticaldiscernmentin
themindsofouryoungpeopleasregardstheanatomyofthemoment.Itmaybe
somethingofanunderstatementtoapplyWalterBenjamins1936observationtothe
internet:Everyfundamentallynew,pioneeringcreationofdemands,willcarrybeyond
itsgoals8,butthisstatementstillhascurrencyintermsoftheresponsibilitythathasto
betakentonavigatethosewatersbeyond.Benjaminsinfluentialpieceonthedemise
oftheauthenticworkofartwiththeadventofmechanicalreproductionleadshimto
reflectmoregenerallyonaudienceperception:Theadjustmentofrealitytothemasses
andofthemassestorealityisaprocessofunlimitedscope,asmuchforthinkingasfor
perception8.Inotherwords,heisinferringthatwehaveacollectiveresponsibilityto
studyandlearnfromthearticulationanddisarticulationofaspectsofrealityand
nowhereisthistruerthaninthesphereofyoungpeopleseducation.
InCulture&Environment(1933)LeavisandThompsonsuggestwaysofteachingthemediathatnowseemcomicallyprescriptiveandarchaic;considerthedefensivemanner
inwhichitwassuggestedthatteachersmightanalyseanadvert:
theconstantrepetitionofanamehasabrain-wearyingeffect-almosthypnosis
Distinguishbrieflybetweentheoperationofadvertisingasdescribedhereandthatof
greatliteratureandart6
Alongthesamelines,LenMastermansreadingofTopofthePopsinTeachingabout
Television(1980)isanunapologeticallyone-sidedinterpretation,concentratingonthe
pernicious,mind-bendingeffectsofthemedia.Notethedidactictoneadoptedinhis
examinationofwhatitmeanstobeyounginthe80s:
Here-and-nowcelebratedbecauseitis,becomesemptiedofmeaningtheattitude
lockswonderfullywellintotheinterestsofcapitalismTopofthePopsholdsoutthe
promiseofeternalyouththroughthepromiseofeternalconsumption.7
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Bothmethodologiesarecomplicitintheessentialistandprotectionistviewthathidden
meaningsbehindthetextmustberevealedtotheunknowingaudience.Infact
throughoutmyaccountthusfarofthedevelopmentofmediaeducation,theaudience
havebeenviewedasemptyvessels,aspassiverecipientsofinformation,liberatedfrom
theirignoranceonlybytheirculturallysuperiororpoliticallyenlightenedmentors.
Mastermansassertionsmayhavearingoftruthbutwhatisquestionableintermsof
teachingthemediaisideologicalpositioning;onceagain,wearewitnesstotheexclusive
overarchingprincipleoftheconspiratorialcapitalistagendatodupethemassesinto
falseconsciousness.
Inconsiderationofwhatistoconstitutecontemporarymediaeducation,itwouldbe
beneficialformediaeducatorstoberemindedofthemessy,almostintractable,in
solution3natureoftheirobjectofstudyasidentifiedbyWilliams,thebettertoavoid
essentialist,allencompassingexplanationsanddeterministicpointsofdeparture.These
arereductioniststandpoints,therepercussionsofwhichruntheriskofcharting
progressthroughaskewedlens,lendingunduesignificancetocertainmomentsofor
mechanismswithintheculturalcycleasmightbeevidencedintheprevailinginvigorated
agencyofthemaninthestreetortalismanicqualitiesofnewtechnologies.
PerhapsthemostthatwecancurrentlyexpectofaMediaStudiesteacherwithlimited
resourcesandwhosetaskis,forexample,todeconstructarealityTVshow,isa
perspectiveimbuedwithanalreadyreceived,resigned,subversivecynicismassociated
withthemechanicsofexploitation,stereotyping,moreTVeffect-ologyandthemedias
panderingtocelebrity.Teachingcynicismcantbeaneasytaskandissomethingofa
self-defeatingdead-endstreetintermsofdebateandthedevelopmentofcritical
acumen.IfoneweretoassessTopofthePopsfromaCulturalStudiesperspective
now,itcouldbesaidtoofferarichseamofretroculturaltreasurewiththeexploration
ofthemessuchas:celebrity,fashion,taste,pleasure,identity,gender,race,politics,
commercialismandaudienceinterpretation.However,theseanalysesoftenremainat
thelevelofdiscussion,whichalthoughvalidinandofitselfmayfallshortofprovidinga
coherentframeworkforfuturesocialengagement.Popularculturehasalwaysbeena
sitewhereyoungpeoplefeelatlibertytorehearsetheiridentities;allthemorereason
toequipthemwiththeskillsandawarenesstobeabletointerrogateandnavigatethis
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complexsocialnexusinordertoactivelyparticipateinsociety.Howmuchbetterfor
themtobeabletocriticallydeconstructatext,extrapolatewhatintereststhemand
engagereflexivelywiththeirowndigitalcreationratherthanexaminingapre-digested
programmefromwithinapre-digestedcriticalframework?
Thesophisticationofayoung,middleclasspersonsmediatoolkitathome,alongwith
increasingtechnologicalconvergencehasprecipitatedarapidturnoverofnewcontexts
inwhichdigitaltextscanbecreated,usedanddisseminated.Newmediatechnologies
offernewmeansofself-expressionwhileatthesametimewhatiscommonlyreferredto
asthedigitaldivideappearstobewideninginavarietyofdifferentcontexts.Thereis
urgencyformediaeducationtoevolveinschoolsandadulteducation,tomovebeyond
teachingthroughandaboutmediaforitsownsakeandtoestablishacriticalframework
onwhichstudentscanbuildandengagewiththeirowndigitalrepresentations.Itisnot
inconceivablethatnewsocialstratawillemerge,independentofsocialclass,raceor
gender,characterisedbyabinaryoppositionbetweenthetechnologically,creativelyand
criticallyequippeddigitaleliteand,asBuckinghamhaspredicted:aneducational
underclassthatiseffectivelyexcludedfromaccess,notmerelytoeconomiccapitalbut
tosocialandculturalcapitalaswell.
5
Therearesomeinstitutionsmoreresistanttochangethanothers,somewhoinmore
extremecases,mightevenfeelatlibertytocomparethecommentsofBloggers,
TwitterersandFacebooksubscribers,tothemannerinwhichMatthewArnold1(9)s
seething,unrulyworkingclass:longlainhalfhiddenisnowissuingfromitshiding-
placetoassertanEnglishmansheaven-bornprivilegeofdoingashelikesbawlingwhat
itlikes(CultureandAnarchy)-withoutanyformoftop-downregulationorcontrolfrom
ahigherauthority.Sowheredoschoolsfitintothisdebate?Itisundeniablethatschool
cultureremainsdominatedbylevelsofhierarchy,control,targetsandassessmentand
perhapsatbestoffersatwo-lanehighwaywithrespecttocommunication.Someargue
thatitisaone-size-fits-all,homogenisingculturethatjarswiththeperceivedfluid,
autonomousandexploratoryaffordancesofdigitalculturethatyoungpeopleexperience
moreinformallyoutsidetheschoolcontext.
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ThusitwaswithnothingshortofanticipatoryzealthatinsomequartersJenkinsWhite
Paper9wasreceived.Inithelaysoutthefuturecontoursoftheeducationallandscape;
thedirectioninwhichweshouldbeheadingnowthatweliveinasocietyofnetworked
publics(danahboyd):
EducatorsmustworktogethertoensurethateveryAmericanyoungpersonhasaccess
totheskillsandexperiencesneededtobecomeafullparticipant,canarticulatetheir
understandingofhowmediashapesperceptions,andhasbeensocialisedintothe
emergingethicalstandardsthatshouldshapetheirpracticesasmediamakersand
participantsinonlinecommunities.9
Thereismuchinthereportthatislaudable.Heiskeentocapitaliseon:whatyoung
peoplearelearninginmoreinformalcontexts;thepositive,participatoryculture
engenderedbyinternetpractices;awholearsenalofnewtechnicalandsocialskills;the
democraticdimensionsofindividualandcollaborativecontentcreation;andthe
relativelyunfetteredandvariednatureofcontentdissemination.FurthermoreJenkins
identifiesthreehurdlestotheadvancementofhisvision:
TheParticipationGapraisingissuesof(in)equalityofaccesstotechnological
skillsandnecessaryculturalrepertoires
TheTransparencyProblemtheneedforadequatemedialiteracyprogramming
TheEthicsChallengeproblemsassociatedwithchangestocurrentethical
standardsandsocialhierarchies
Notwithstandinghisrecognitionofthesepitfallsandhissupportfortraditionalliteracy
skills,headvocateswholesale,revolutionaryinterventionatalllevelsofeducationin
ordertoaccommodateaparadigmshiftinpedagogy.Somemightsaythatthemoment
hascomefortrailblazingthepathofdigitalrighteousness,however,otherssuggesta
moremeasuredresponsepreciselytochecktheassumptionsmadebysuchanadvance
andthetendencytohomogenisethesocialactorstherein.OneisremindedofGramscis
critiqueofaspectsofMarxismandhowHallreclaimsitandputsittoworkinthearena
ofculturaltheory.Gramscioutlinesbenefitsofawarofpositioni.e.onewhichbrings
allsectorsofsocietyintoplaywithnoclaimtovictory,justacontinualstrivingfor
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changeforthebetter,asopposedtotheinadequaciesofawarofmanoeuvrei.e.one
unifiedmomentofstruggletoobtainoveralldominationandreplaceoldthought
patternswithnewandpoliticallycorrectones.Jenkins,forexample,makesthefollowing
dubiousgeneralisation:
Thestepfromwatchingtelevisionnewsandactingpoliticallyseemsgreaterthanthe
transitionfrombeingapoliticalactorinagameworldtoactingpoliticallyinthereal
world9
Isntthisanexampleofhowideologicalenthusiasmcanmuddythewatersofrational
thinking?Althoughitssuperficiallyrewardingtoacknowledgethevirtualpolitical
engagementofthegamer,itisdifficulttoimaginehowmuchclosertopoliticalagency
thelordofthesimulationgameactuallyisafteragamingsession,regardlessofhis
masteryofthegenre.Similarly,claimsaremadetotheoriginalityandenergyof
individual,digitalcontentcreation,thoughitsextentandthequalityassignedtothe
machinima,themixingandthemash-upsmaywellbespurious.
Furthermore,Buckingham10
pointsoutthatalthoughmostoftheseyoungpeopleare
awareofthefunctionalityofvarioustechnologiesattheirdisposal,thosemotivated
enoughtocreateandpublishareinrealityfewandfarbetween.Themajoritysimply
consumeashasalwaysbeenthecase.Furthermore,theyarewhatBuckinghamcalls
theusualsuspects10
(middleclasschildren)producingbanalandrelatively
inconsequentialcontent.EvenJenkinsseemstoconcedeasmuchinhistelling
parenthesisintheintroductiontotheExecutiveSummary:
members(oftheparticipatoryculture)believetheircontributionsmatterandfeel
somedegreeofsocialconnectionwithoneanother(attheleasttheycarewhatother
peoplethinkaboutwhattheyhavecreated)9
(myitalics)
WhatIwouldaskis:whenwasthereatimewhenteenagersdidnotcarewhatother
peoplethoughtoftheircreativeoutput,theirfrontstageself?(Goffman).Albeitthat
JenkinstakesmanyoftheinterestsofCulturalStudiesintoaccount,onecanthelpbutto
diagnoseacaseoftechnologicaldeterminism,onethatfailstogettogripswithgritty
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socialrealitiesinfavourofabstractgoodintention.Indeed,Buckinghamgoesasfarasto
saythat:
Ifonlineparticipationisassocially,culturallyandpoliticallyimportantasthe
enthusiastssuggest,itseemslikelythatfarfromliquidatingsocialinequality,itmight
actuallyaccentuateit10
PassingrecognitionofthisisgiveninthefinalsectionofJenkinsreportinthewordsof
BillIveyandStephenTepper:
thosecitizenswhohavefewerresourceslesstime,lessmoneyandlessknowledge
abouthowtonavigatetheculturalsystemwillincreasinglyrelyontheculturalfare
offeredbyconsolidatedmediaandentertainmentconglomeratestrappedonthe
wrongsideoftheculturaldivide9
Thesocialconsequencesofunevenlevelsofmedialiteracyandaccesstothecultural
capitalwithwhichitisassociated,bothwithinandbetweenthesocialclassesandinter-
generationally,mayleadtoafurtherfracturingofoursociety.Itisunfortunatethat
thereisnorealthoughtgiventohowtheparticipationgapcanbeminimisedinJenkins
report,thenetresultbeinganindicationofhowthegapwillinevitablywiden.Afurther
shortcomingofthereportisthechoicetoshowcasescleverandstimulatingusesof
technologyintheclassroom-simplybecauseitspossible.
Somethingwecanremainsureofinanageincreasinglyinfusedwithobsessivewrangling
overpostmodernuncertaintyandtheinfinitelyinterpretableistheneutralityand
inertnessoftechnology.Withquasi-religiousovertonesthepopular,ifalarmist,flippant
andtotallyunsubstantiatedYouTubevideo:DidyouKnow?3.0establishesatimeframe
B.G.(i.e.BeforeGoogleandbyinferenceAfterGoogle),sodistinguishingtheB.G.
generationwhoreify11
technologyfromtheA.G.digitalnativesforwhomthehypeis
irrelevant.ThosewithalargelyB.G.appreciationoftechnologytendtowardsa
celebrationofitsexoticotherness,theymightwanderthehallsofBETTwithreverential
awe.Conversely,whilststillretainingahealthyscepticismofyoungpeoplesso-called
innateconnectionwithallthingstechnical,theA.G.sdojustseemtogetonwithit-
autonomouslyexploringitsusesandpossibilitieswithoutemotion.Thedangerhereisfor
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theB.Gstooverloadaperceivedmasteryoftechnologywithmeaningorworse,to
assumethattheA.Gsneednofurtherinstruction.
BuckinghamhastakenparticularexceptiontoTapscottslineofargumentinGrowing
UpDigital:theRiseoftheNetGeneration(1998)andsimilarlytoDavidGauntlettand
WilliamMerrinsoutspokenviews;hesuggeststhattheiressentialistarguments
impoverishtheCulturalStudiesproject.MerrinsblogportendsableakfutureforMedia
Studiesteachersandseemstohaveanexaggeratedvisionofinward-looking,individual
agency:
Itmayalreadybetoolate:manyofourstudentsareoutstrippingtheirlecturersintheir
knowledgeandnavigationofthedigitalecologyandthedisciplineitselfhasn'teven
noticedhowmuchishappening,devotingitselftoendlesssemioticanalysesofthelatest
filmorfashionableTVseriesandgivingquestionnairesoutto'audiences',unawarethat
the'audience'isalreadyacategoryofthepast.13
(accessed25Feb2010)
Surelywherethereisrepresentationandtherebypartiality-therewillbeanaudience
andtherebyinterpretation?Althoughonecouldarguethatachangeinterminologyis
overdue;insomecirclesaudiencemightwellbereplacedwithparticipant.Gauntlett
similarlyfliesinthefaceofthecentraltenetsofCulturalStudies,speciouslyarguingthat:
mediaaudiencesingeneralarealreadyextremelycapableinterpretersofmedia
content,withacriticaleyeandanunderstandingofcontemporarymediatechniques,
thanksinlargeparttothelargeamountofcoverageofthisinpopularmediaitself14
(accessed25Feb2010)
Isthisnotanexampleofcontradictoryself-damnation?Withwhatevidencedoes
Gauntlettblesstheaverageconsumerofpopularculturewithheightenedcritical
acumen?Andsincewhenhasthemediaitselfbeenheldupasthebarometerbywhich
itscontentshouldbejudged?Healsoaccusesthecurrentmediaeducationtrajectoryof
arroganceinitsattemptstoteachdecodingmethods.Sowhatroledoesheultimately
perceivefortheteacher?presumablythesamefateasthatenvisagedbyMerrina
redundantone.Neitherarethereanyprizesforguessingwhichsocialforceswouldrush
intothevacuumleftbyourunworthyteachers.Heseemstodonrose-tintedspectacles
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forviewingthecreative,proactive,all-sapientagencyoftheindividualconsumerand
blinkersinconsiderationoftheexcluded,inactive,de-skilledmajority.
BothupholdwhathasbeencalledtheCalifornianideologyorcyber-utopianism10
,
theevangelicalbeliefthattechnologyshouldbethecatalystfordramaticchangeinthe
socialandpoliticallandscape.BuckinghamarguesthatfromTapscottsperspective:
technologyisseenasanautonomousforcethatissomehowindependentofhuman
societyandwhichactsuponitfromoutside.Healsonotesthat:thediscourseofthe
digitalgenerationispreciselyanattempttoconstructtheobjectofwhichitpurportsto
speakwhichissignificantfromthepointofviewofthewide-rangingrepercussionsof
suchacademicpolemics.AswithJenkins,therearespuriousassumptionsthatschools
willseamlesslyincorporatenewtechnologiesandenjoyimmediatebenefitswhereas
personalexperienceininnerLondonprimaryschoolssuggeststhisisemphaticallynot
thecase,unlessprofessionalsareconsistentlyonhandtoresearch,install,train,inspire
theuseof,support,maintain,evaluateandmeasurethesuccessofsaidsoftwareand
associatedtechnologies.Mostschoolresourcesandinfrastructuresaresimplynotthose
ofsuccessfulbusinessesandcorporations,theycannotbefixedwithaninjectionof
cuttingedgecomputercash.
Moreimportantly,nomatterwhatresourcesareavailable,studentsneeda)solid
traditionalliteracyskillstofullyengagewithnewmediapotentialandb)theinsightful
inputofinspiredteacherstosteeracriticalcoursethroughthedynamicpanoplyof
symbolstowhichstudentsareexposed.Triteasitmightsound,letsnotbeseducedinto
thinkingthattechnicalwizardry(theveryexpressionofwhichencapsulatestheB.G
outlook)andsavvy(ditto)newmediaskillsareanyreplacementforbasicliteracyskills
andlifeexperience.
ThemethodologicalanalysisofmediaeducationinBurn&DurransMediaLiteracyin
Schools(2007)understandsthisandexperimentswithnewwaystointerrogatetexts,
poachingelementsfromthestructuralistschoolofsocialanalysisandemployingamore
semiologicalapproach.Itisananalysisthatisfreefromoverdeterminingdogmasor
polariseddebatebutwhichencouragescriticalthinkinganddoing.Theiraim,asJenkins
alsoproposes,istocapitaliseonwidelyavailabledigitalauthoringtechnologies
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researchpractices,thenperhapsasimilarlyholisticapproachmightbeappliedtothe
conditionsinwhichchildrenlearnaboutthemedia.
CultureisneverstaticandMediaStudiesisnodifferentfromanyotherdisciplineinthe
struggletoarticulateitselfbutMerrinandGauntlettsadherencetotheMediaStudies
2.0articlesoffaith,forexample,isaconsiderablesetbackintermsoftheneedto
createacoherentsetoffuturepracticesformediaeducationespeciallyinlightofBISs
DigitalBritain.The2009milestonereport,whosepurposeistoensureahealthy
pipelineoftalent13
,makesnosecretofitsaimtoguaranteeaneffective,digitallyskilled
workforceratherthantopromoteengaged,informedcitizensequippedwithacritical
senseofhowtheirworldisconstructed.Lipservicehasbeenpaidtoe-inclusioninthe
formofHomeAccess;itishowever,inherentlyunsustainableandshort-sightedinits
ambitionsandmayultimatelyfertilisesocialimmobility.Furthermore,thedevelopment
ofDigitalparticipationisamuchmorevisibleandmeasurablepursuitthanthemore
discursiveandqualitativenatureofmedialiteracy,whichforthelattermeansless
politicaltraction,lessfundingandadiminishedprofile.
Ourhistoricalconfigurationisbuoyantwithopportunityandinnovativecultural
endeavour,butitisalsoonewherethetyrannyofmarket-driventechno-fetishism10
threatenstodetermineratherthanframe(Livingstone)oureducationaltrajectory.
CulturalStudies,asadiscipline,needstomonitorourhypedmomentwithevenmore
scrutinylestitfallvictimtothevagariesoffashionablethought,lestitbecomejust
anotherobsoletemodeofthinkinginanenvironmentwhereConventionalconcerns
withpowerandpoliticsarereworked14
Inmattersofmonopoliesonmeaningand
regimesoftruth(Foucault),historyandhumannaturedictatethatwedispensewith
constantsandmomentsofreflectionatourperil.
_____________________________________________________________________
1Storey:CulturalTheoryandPopularCulture:AReader(4
thedition2009)
2Burn&Durran:MediaLiteracyinSchools(2007)
3Williams:TheLongRevolution(1961)
4Hall&Whannel:ThePopularArts(1964)
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5Buckingham:MediaEducation(2003)
6Leavis&Thompson:Culture&Environment(1933)
7Masterman:TeachingTelevision(1980)
8WalterBenjamin:TheWorkofArtintheageofMechanicalReproduction(1936)
9Jenkins:ConfrontingtheChallengeofParticipatoryCulture:MediaEducationforthe21
st
Century(2006)
10
Buckingham:DoWeReallyNeedMediaEducation2.0?:TeachingintheAgeof
ParticipatoryCulture(2010)
11
Buckingham:BeyondTechnology(2007)
12
Gray:ResearchPracticeinCulturalStudies(2003)13
http://mediastudies2point0.blogspot.com/#Merrin:%20Media%20Studies%202.0
14
http://www.theory.org.uk/mediastudies2.htm
15
DepartmentforBusiness,Innovation&Skills:DigitalBritain(2009)