Session Information
SES B 01, Paper Session
Paper Session
Contribution
The Austrian research project MiVA (media education in primary school) aims to achieve an understanding how media culture of pupils and teachers meet in Viennese primary schools. The possibly divergent media culture caused by different media habits may result in communication problems between pupils and their teachers. Therefore it is necessary to investigate their media habits. Proceeding on the assumption that the “media habitus” is an appropriate concept for analysis, Bourdieu`s conception of the “habitus” (Bourdieu 1999, 2000, 2001, Krais/Gebauer 2002) is used as the theoretical framework in this study. For our purpose it is required to adapt and respectively develop the “habitus” to the topic media and media culture. As a result the media habitus in this study is defined as the combination of media access, media use, understanding of media as well as the valences and attitudes towards media. From this point of view the media habitus causes a gap between pupils, their parents and teachers (Biermann 2009, Kommer 2006). To survey “the media habitus” in an empirical way this study uses a mixed methods design (Creswell 2009). The first research phase investigated the media use and media access of pupils, their parents and teachers with a quantitative questionnaire (n = 1049) in six Viennese primary schools. The results show that pupils and teachers have different media habits in consequence of a social and a generation gap. This became obvious with two media types (Mutsch 2009, Mutsch 2010 in press). The second research phase is based on these results and examines the media habitus in a qualitative way.
Method
Expected Outcomes
References
Biermann, Ralf (2009): Der mediale Habitus von Lehramtsstudierenden. Eine quantitative Studie zum Medienhandeln angehender Lehrpersonen. Wiesebaden: VS Verlag für Sozialwissenschaften. Bourdieu, Pierre (2001): Wie die Kultur zum Bauern kommt. Über Bildung, Schule und Politik. Schriften zur Politik und Kultur 4. Hamburg: VSA-Verlag. Bourdieu, Pierre (2000): Die feinen Unterschiede: Kritik der gesellschaftlichen Urteilskraft. Frankfurt: Suhrkamp. Bourdieu, Pierre (1999): Sozialer Sinn: Kritik der theoretischen Vernunft. Frankfurt: Suhrkamp. Creswell, John W. (2009): Research Design. Qualitative, quantitative, and mixed methods approaches. Los Angeles et al.: Sage. Kelle, Udo; Kluge, Susann (1999): Vom Einzelfall zum Typus. Fallvergleich und Fallkontrastierung in der qualitativen Sozialforschung. Wiesbaden: Verlag für Sozialwissenschaften. Kommer, Sven (2006): Zum medialen Habitus von Lehramtsstudierenden. Oder: Warum der Medieneinsatz in der Schule eine so 'schwere Geburt' ist. In: Treibel, Annette; Maier, Maja S.; Kommer, Sven; Welzel, Manuela (Hrsg.): Gender medienkompetent. Medienbildung in einer heterogenen Gesellschaft. Wiesbaden: VS Verlag für Sozialwissenschaften. Krais, Beate; Gebauer, Gunter (2002): Habitus. Bielefeld: transcript Verlag. Mutsch, Ursula (2009): Die Relation von Medienkultur und sozialer Schicht. Ergebnisse einer empirisch-quantitativen Fragebogenstudie bei Volksschulkindern und deren Lehrerinnen und Lehrern. [http://www.medienimpulse.at/articles/view/127 (07.01.2010)] Mutsch, Ursula (2010 in press): Die Medienkultur von Volksschulkindern und deren Lehrer/innen als mediale Habitualisierung zweier Generationen. Eine empirisch-quantitative Fragebogenstudie.
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