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| Autor/in | Wallace, Mike |
|---|---|
| Titel | The Contribution of the Mass Media to the Education Policy Process. |
| Quelle | (1994), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Critical Theory; Educational Policy; Elementary Secondary Education; Foreign Countries; Mass Media; Mass Media Effects; Mass Media Role; Persuasive Discourse; Policy Formation; Politics of Education; Power Structure; Propaganda; United Kingdom (England) |
| Abstract | This paper presents findings of a study that conceptualized how the mass media in England are involved in the education policy process, and identified major influences on media production and its link with education policy. The project is being conducted by the National Development Centre for Educational Management and Policy from October 1993 to May 1995. Methodology involves interviews with media professionals and representatives of other groups; content analysis of national media coverage of educational issues; and case studies of progressive education in British schools. It is argued that political debate, especially the antagonistic discourse over progressive versus traditional teaching methods, is a dialectical process of myth making and myth bashing. Media and political myths vary across several dimensions--the degree of simplification, the extent to which certain aspects are omitted, and the level of generalization. In a context of multiple education reform, the policy formation process may be viewed as a continuous dialectic between interest groups who are situated in four mutually influential contexts: the context of influence; the context of text production; the context of practice; and the media context. This paper discounts the theory of relative autonomy and asserts that the media and state are closely linked, and serve to legitimate capitalism. Some key areas for further inquiry are highlighted. One figure is included. Contains 21 references. (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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