media & education

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how media shapes education

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media & education

  1. 1. Topic 3: Media Perception of (Local) Education EPA4192 Semester 2, 2008-09
  2. 2. Goal 1. To understand how mass media talks about the local education 2. To examine the possible impacts on the ways of reporting on various actors in the educational system  Mass media  Printed media (e.g., newspapers, magazines)  Electronic media (e.g., TV, radio)  Internet (e.g., YouTube, Xanga, Facebook)
  3. 3. What we need to know Develop an understanding of media 1. What interests media  Issues, crises, problems… 1. What influences media  Government, political parties, pressure/interest groups, business sector… 1. What is their knowledge level about education  Expertise/professional? Outsiders? 1. What are their sources of information  Information: documents, press release, consultation papers, research reports, seminars,…  government officers, professionals, front liners, parents, students,… 1. What is the local/global/regional presence/affiliations/networking of media. E.g.,  PTU = Democratic Party = pan-democratic media (e.g., Apple Daily) In order to manage perception
  4. 4. Media perception  Positive - students’ results (in the public exams) - excellent performance of stakeholders (in terms of learning capacity) - Reforms (strive for excellence)  Negative - Misconducts (teachers /students) - Poor performance/capacity (e.g., zero points of candidates in public exam, low level of “language teachers” in the Language Proficiency Assessment) - Deforms (regressive) - Strives/demonstrations (undermine the societal interests and social order)
  5. 5. 5 Observation [1] Politics of scapegoat  The introduction to, and the implementation of the new policy, is mainly attributed to the erratic and/or dubious practices of stakeholders. E.g.,  Language Benchmarking Assessment (Language Proficiency Assessment)  maintaining (questioning?) the language competence of teachers  School-based management  school democratization? Strengthening accountability (but accountable to whom?)
  6. 6. 6 Observation [2]  The nature of the politics of scapegoat:  (1) cover up the covert intentions of the government (manipulative and hegemonic approach);  (2) influence the public opinion that sides with the official stance;  (3) aim at the powerless/excluded group (being attacked and discriminated)  (4) avert the threat to the educational bureaucracy in case of blunder
  7. 7. Teacher’s stress [1]
  8. 8. Teacher’s stress [2]
  9. 9. Teacher’s stress [3]
  10. 10. Teacher’s stress [4]
  11. 11. Teacher’s stress [5]
  12. 12. Teacher’s stress [6]
  13. 13. 13 Teacher’s stress [7]
  14. 14. Teacher’s stress [8]  http://www.youtube.com/watch?v=suqRFlOOOeo [ 學生 粗口串 Miss 香港教育成功的例子 ( 字幕版 )]  http://www.youtube.com/watch?v=qiiI0P6bxBo [ 學生跟 老師鬥串 ]  http://www.youtube.com/watch?v=vXapuBiAq6c [ 課堂 唱粗口歌 如開狂野派對 中學生欺女教師網上熱 播 ]
  15. 15. Reminders for Critical Reading 15 1. Heading (Sub-heading): eye-catching and colorful remarks/wordings 2. Information  Homogenous or divergent  accurate and updated?  Official or non-official  Using figures or statistics, what purposes?  Using table or point form to summarize/simplify the content, be accurate or relevant? 1. View  Sole or multiple/different  Objective or subjective/exaggerated/biased  Any sound evidence to support?
  16. 16. Reminders for Critical Reading 16 4. Editorial  Affirmation or negativity 4. Commentaries/forums  Affirmation, negativity, or both 4. Illustrations (e.g., political cartoon) 5. If you were an ordinary reader, what do you feel about the reporting? Do you think such readers are being affected by the reporting?
  17. 17. Media perspective 1. Reflect or distort the public views? 2. The social / cultural reconstruction of reality 3. Serve as a mouthpiece of the public / the government? 4. Professional in reporting and commenting on the critical educational issues?  Knowledgeable  Objective (avoid misinformation, disinformation and misinterpretation)  Truth

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