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JMcD Wolves SEF conference 2013
 

JMcD Wolves SEF conference 2013

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Summary of research projects 2011-13.

Summary of research projects 2011-13.

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  • A more reflexive education for textual agents, then. We might well ask these questions. They can be adapted. My next project will be asking the great and the good to develop schemes of work for relativist textual education, linking together high culture, pop culture, online exchange, aspects of every day and DIY creativity, with these questions as the curriculum framework. The simplest way of expressing the problem is this – We’ve pontificated and debated and navel gazed about the greater or lesser erosion of boundaries between media and audience, producer and consumer, without seeing what is staring us in the face – it’s the boundaries between home and school and between teaching and learning, the shifting nature of EXPERTISE that we need to think about.
  • Article p9-10.
  • ----- Meeting Notes (07/03/2012 11:07) -----Describe new project - play vid
  • And that’s me. Thanks for listening. And whilst I was gutted that I couldn’t accept the invitation to fly out to be there with the entire Fraser family, as the reason is that I’m going to New York tomorrow with my own, I can’t really feel too sorry for myself.

JMcD Wolves SEF conference 2013 JMcD Wolves SEF conference 2013 Presentation Transcript

  • Towards the Trans-Expert Crazy Forays and Collaborations
  • FALLING APART AND COMING TOGETHER
  • WHAT COUNTS?
  • New frameworks? ).
  • RE-APPRAISAL
  • • What does your textual experience look and feel like? • What different spaces and places are there for consuming and producing textual meaning? • What does it mean to be a producer and consumer in these spaces and places? • What different kinds of textual associations and affiliations do you make, with whom 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 and what is learning?
  • THEORY / PRACTICE / PRAXIS
  • FLATTENED TEXTUALITY
  • 1: Social Documentary as a Pedagogic Tool
  • Social Documentary • Shared ‘social’ issue / theme • Community of practice / lifeworld • ‘Strangers in own community’ (Heath) Combining: • Managing a media production • Working ethnographically Outcome = self-expression – VOICE
  • Citizenship • Digital media – ‘convivial tool’ (Illich) • Participation in democracy • Shaping own world UK National Curriculum: • Media representation • Bias and public opinion • Self-representation
  • (Digital) Ethnography • Research is textual • Documentary = text • Documentary production = research • Learners are agents in the research. • Reflexive immersion in the SITUATION • No objectivity
  • Data: films, interviews, community events, online dissemination, film festivals. Pedagogic Tool (comparative) Ethnography – documentary as research Learners as researchers Role of technology Developed further into PHD studentships
  • Reading Games as (Authorless) Literature Richard Berger and Julian McDougall
  • Barthes allows students the realisation that they can look at the world from different angles - that meaning rarely lies on the surface and that culture is a complex web of interconnections. (Culture and Communications teacher, wikispace strand).
  • Part I: Fables of Reconstructions 1. Fables of Reconstructions Julian McDougall Part II: Mythologies 2.: The Face of Assange Oscar Gomez 3. The X Factor Tim Wall 4. Tastes of Paradise: The ‘Fair’ Trade Myth Jenni Ramone 5. Batgirl Will Brooker 6. Education as Mythology Nick Peim 7. Sherlocks for the Twenty-First Century Matt Hills 8. Myths of the Digital Age Gabriel Menotti and Antonio Fernandez-Vicente Chapter 9: The Zombie Walk Julia Round 10. The Mythologised Accretions of Press Freedom Julian Petley 11. In Search of Higg’s Boson Angia Voela 12. The Cultural Politics of Being a Knob Ben Pitcher 13. Kylie Écriture Sunil Manghani 14. Signs and Symptoms of the Mad Genius Simon Cross 15. The Museum of Champions, Hyde Park, May 2011 Eileen Kennedy 16. Femininity and the Body: Spectacle and Signification Richard Berger and Mark ReadmanChapter 17: Reflections on a Passport Liesbet Van Zoonen 18. Lobottonised Media - Mythological Thought for the Day Paul A. Taylor 19. Ripper Dan Laughey 20. The Face of Noomi Rapace Roy Stafford 21. Time and the Pips Gary Seal 22. The National Team John Poulter 23. The Citroën Xsara Picasso Ben Taylor and Steve Jones 24. The Peculiar Pose of Jessica Lynch Andrew Panay 25. The 7/7 Bus Ruth Deller 26. Resisting the Myths: Dodging the Bullets Jayne Sheridan 27.Vilnius: Discredited Capital of Culture Evelina Kazakevičiūtė and Kęstas Kirtiklis 28. The Shahida's Claim: Ayat Muhammed Lutfi Al Akhras Norma Musih 29. The Myth of ‘Toxic Childhood’ Jane O’Connor Part III: Barthes’ Myth Today 30. Barthes’ Myth Today: Barthes after Barthes Pete Bennett
  • Only a flattened cultural hierarchy combined with a relativist pedagogy can facilitate emancipatory learning in textual fields, including media education. Imagine ‘doing text’ after the subject. After the death of Media Studies. But also the death of English and all other text-conscious ‘subjects’. We’d be resurrected as just TEXT. Pure relativism. Indisciplined pedagogy. Not only removing ‘the media’ from our gaze, but also ‘Literature’ and ‘Art’. Leaving only text and event. And culture. A reflexive pedagogy of the texture of life – a pedagogy of the inexpert. A pedagogy of CURATION.
  • The ‘Big Idea’: Transmedia – reflected in ‘transexpert’ pedagogy ‘Fused’ narrative emerging from: • Funded research projects + PHD studentships • Emergent collaborations • REF obligations • Discipline themes