Session Information
Contribution
1. Context - In the world , in Europe and in our countries Media have invaded the daily live of all generations of the society(Baudelot, 2000) and pushed childhood into “the Age of Electronic Media “ (Buckingham, D. 2000). But in the field of Media education very few is done, variously, here and there to provide for programs, pedagogical supports and professional training for teachers and learners. In the French Community of Belgium, the decree of June 05th, 2008 has created the upper Council of Media Education (CSEM) to insure the development of initiatives and average private individual actions in several fields and also in the school. Our research started with the idea to give a comprehensive description of what happen in the schools in terms of Media education and therefore we elaborated a strategy to know what teachers think and expect from Media education.
2. Objectives- It seemed to us interesting to bend over the social representations (Moscovisci, S., 1961) of the professionals of learning in matter to the Media education because the social representations allow to reach three domains directly in connection with practices developed, at the school aiming, at the improvement of skills, and in particular in the area of the communication, the reconstruction of the reality, and the control of the environment.
3. Main questions-: By means of questionnaires and of conversations (maintenances) we tried to bring to the foreground recurring questions to enlight the register of the expectations of the teachers with regard to the media education. In the course of our works, three major questions appeared as guides for our reflexions and investigations, in link with the three areas announced before.
a) Which codes of exchange does the media introduce or allow to develop in the construction of new school know ledges based on “contemporary culture” (Buckingham, D. (2003)?
b) How does the education in the media favors the interpretation of the events (Abric, J.C., 1996) and the understanding of the reality ( Piaget, J. 1926) et (Jodelet, D., 1992)?
c) In what does the education in the media establish a control lever in favour of the better control of the environment( both material and human) respecting the rights of privacity, freedom, emotion ( Capacchi, F. , 2010) and developing citizen qualities (Canivet, P., 1990) and critical meaning( Reboul, O., 1984, 1999)?.
4. Priority - In this contribution we study the representations of the teachers of the primary school, about media education with a comprehensive approach, looking at what happens in the classroom and in other places around, were media are presents, in order to enhance the importance of an harmonious development of the future citizens.
Method
Expected Outcomes
References
Abric, J.C., Pratiques sociales et représentations , Ed Puf, 1994 Arendt, H., 1972, « La crise de l'éducation », in La Crise de la culture, Folio (Essais), 1972. Baudelot, C. et Establet, R.,2000, Avoir 30 ans, en 1968 et en 1998, Paris, Seuil. Buckingham, D. (1993) Children Talking Television: The Making of Television Literacy. London: Falmer Press. Buckingham, D. (2003) Media Education: Literacy, Learning and Contemporary Culture. Cambridge: Polity Press. Buckingham, D. (2007) Beyond Technology: Children's Learning in the Age of Digital Media. Cambridge: Polity Press. Capacchi., F., 2010 : Représentations des professionnels par rapport à l’éducation aux médias, CSEM EU Conférence, “ L’éducation aux médias pour tous », IHECS et Parlement européen, Bruxelles, 2 et 3 décembre. Foucault, M., 1966,. Les Mots et les Choses, une archéologie des sciences humaines. Paris. Gallimard Leleux, C., Éducation à la citoyenneté, 1994, - Tome 1, Les valeurs et les normes de 5 à 14 ans, Collection : Outils pour enseigner, Bruxelles, De Boeck. Lochard, G., et Boyer, H., 1998, La communication médiatique, Paris, Seuil. Moscovici, S., 1961. La psychanalyse, son image et son public. Paris, PUF. Moscovici, S 1984. Le domaine de la psychologie sociale. Introduction à S. Moscovici (Ed). La psychologie sociale. Paris, PUF. Piaget. J.,1926. La représentation du monde chez l’enfant. Paris, PUF Jodelet, D., 1984. Représentations sociales : phénomènes, concepts et théorie. In : Moscovici (S) ; Psycologie sociale. Paris, PUF, p. 357-378. Fisher, G.N., 1987. Les concepts fondamentaux de la psychologie sociale. Presses de l'université de Montréal. Dunod. p 115-118. Reboul,O., Le Langage de l'éducation - Paris : PUF, 1984 - coll. L'éducateur. Reboul,O., Qu'est-ce qu'apprendre ? - 8e éd. - Paris : PUF, 1999 - coll. L'éducateur. Ripoll, T., Tricot, A., Mai-Juin 1996, Penser, ce n'est pas seulement "raisonner logiquement", Cahiers pédagogiques, n° 344-345, Paris, pp. 37-40.
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