EDST 402 (110)
Education and media
Winter Session Term 1B
Mondays 1:00 pm – 4:20 pm
Scarfe 1004
Instructor:
Office:
Mailbox:
Office hours:
Cell:
E-mail:
Ee-Seul Yoon, PhD
Ponderosa G, Room 24
Ponderosa G
After class, by appointment, or any time over email
604-417-7811
eeseul@gmail.com
Course Description
This one-credit course examines the intersection of education and media, where media
encompass both transmission technologies and representational content. It builds from the
premise that media education is a reflexive process that starts with teachers examining their
understandings of what constitutes a good student, a good teacher, and a good education. This
course also explores how we come to understand race, gender, class, disability, sexuality, and the
intersection of identities through media.
Given the pervasiveness and influence of media in our daily lives, teachers need to
consider these media along with public schooling as sites of education and miseducation of
children and youth. How do news and entertainment media serve as informal public pedagogies
of citizenship, consumer culture, and so on? How do children and youth engage with popular
culture? How might teachers use popular culture as a pedagogical resource? How do film and
other media affect ideas about teachers and teaching? What models of media education are
needed given the current media system?
Course Objectives
EDST 402 is designed to provide learning opportunities that will assist participants in
1. Developing an understanding of the current media landscape and its implications for
teaching democratic citizenship,
2. Defining key concepts in media education and discussing the major approaches used to
study education and media,
3. Exploring how identities are constructed through engagement with media,
4. Examining why and how popular media might be used as a pedagogical resource, and
5. Examining principles of media education and the strengths and limitations of critical
media education.
Relationship to Standards for Educators in BC (Ministry of Education)
The readings, class discussions, and assignments in this course primarily contribute to
teacher candidates’ attainment of Standard 6: Educators have a broad knowledge base and
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understand the subject areas they teach. This standard indicates, “Educators teach students to
understand relevant curricula in a Canadian, Aboriginal, and global context. Educators convey
the values, beliefs, and knowledge of our democratic society.” This course helps teacher
candidates understand the current media landscape and its implications for teaching democratic
citizenship. This course helps teacher candidates explore how news and entertainment media
serve as informal public pedagogies of citizenship, consumer culture, and identity formation for
children and youth.
Course Structure
The course will involve a combination of mini-lectures, small group in-class activities,
and discussion of assigned readings.
Readings
Readings are listed on the dates by which they are to be read. Please be prepared to
discuss readings in small groups. Reading substitutions may be added by the instructor. The
readings are available at the Digital Course Reader (DCR) website:
https://go.library.ubc.ca/sqqFmT.
Assignments and Evaluation Criteria
This course is graded on a pass/fail basis. In a professional faculty, passing a course
entails both good academic performance as well as active participation in learning activities.
Students are expected to meet all criteria to receive a passing mark in the course. In cases where
students fail to meet expected standards, they will have the opportunity to revise and resubmit
written assignments.
Class Participation (50%)
Everyone should come to class prepared to discuss the assigned readings. It is
recommended that you bring a half-page written response to the readings (e.g., a new idea or an
example, discussion of a point of agreement or disagreement and the reasons for this stance,
relating an idea to lived experience, and discussion of the implications for inclusive and socially
just public space). Class members will learn as much from the exchange of views inside the
classroom as we will from analyzing the readings on our own. Also, you will be asked
occasionally to write exit slips reflecting on the content and format of each class.
Assessment Criteria:
Pass: Regularly (1) show active evidence of having done all the required readings, (2) show
evidence of active listening by responding to others’ contributions in a constructive manner, (3)
contribute meaningfully to class discussions and group activities, (4) treat others respectfully,
and (5) write thoughtful exit slips when asked.
Fail: Regularly (1) appear unprepared and ignorant of course readings, (2) dominate
discussions or treat others disrespectfully, (3) make little or no contribution to class discussions
or group activities, and (4) fail to submit exit slips.
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Attendance
Because class participation is an essential part of the educational experience, students
should note that regular attendance, including to special lectures, is expected. In accordance with
the Bachelor of Education Program Policy Handbook: 2012–2013, students who must miss a
class should notify the instructor as soon as possible. Any absence should be discussed with the
instructor. Regulations state, “Teacher candidates who miss a significant amount of class time
(i.e., more than 15% of course hours) are normally required to repeat the course. Teacher
candidates are not able to proceed to practicum or to graduation from the program until
all prior courses are successfully completed” (p. 14). If you are absent for an assignment or
unable to complete an assignment due to illness, you must obtain a statement from your
physician or from Student Health Services. The statement must be submitted to the Teacher
Education Office as soon as possible. Students requiring an academic concession due to illness
or extenuating circumstances should contact the instructor as soon as possible.
Assignment (50%)
There is one assignment for this course. You can choose from among the three options
described below.
Option #1: An op-ed opinion piece on an educational issue
Write a 600-word opinion piece or personal reported essay on an educational issue. A
workshop on how to write this effectively will be held for those who are interested in
pursuing this assignment. Your opinion piece will be posted on the course blog site. You
may submit it to an appropriate media venue.
Assessment criteria for the written assignment:
Pass: (1) readable (well organized, concise, and proofread for grammar, spelling, and
punctuation errors); (2) provides examples; (3) makes a clear argument (e.g., supports
claims, makes clear transitions); (4) highlights an important educational issue; and (5)
includes your insights and conclusions.
Fail: (1) contains recurring errors of grammar, spelling, and punctuation; (2) lacks examples; (3)
lacks transitions between thoughts or fails to make an argument; and (4) fails to address an
important educational issue.
Option #2: Presentation of a critical analysis of media about teachers and/or schools
Working in a group of five or six, you will present a critical analysis of media that
represent teachers and/or schools. You will choose a relevant reading from the course syllabus
assigned for December 2nd and join a group. Based on the reading for your group, you will be
asked to complete the following tasks:
(1) Write a summary of the article (to share with me and the class).
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(2) Based on the article, create a list of questions for your group to use to engage
critically with TV, movies, or videogame (to share with me and the class)
(3) Choose a media item to analyze. This might be a TV show, movie, or videogame. The
piece should have something to do with educators and schools, as well. You can do this
in a group of five or six and can include a discussion session with the class.
(4) Send me a short description of your presentation plan by midnight of Wednesday,
November 27th.
(5) Present on December 2nd. Allotted time: 30 minutes.
Option #3: Presentation of a lesson plan that teaches critical media literacy using a children’s
TV show, movie, or videogame
Your group will choose a relevant reading from the course syllabus assigned for
December 9th. Based on the reading for your group, you will be asked to complete the following
tasks:
(1) Write a summary of the article (to share with me and the class).
(2) Based on the reading, create a list of questions for your group to use to engage
children about a TV show, movie, or videogame (to share with me and the class).
(3) Your group will develop a lesson plan that teaches children critical media literacy.
Choose a media item to analyze using the questions your group has generated from the
reading.
(4) Send me your lesson plan by December 2nd.
(5) Present on December 9th. Allotted time: 30 minutes.
Assessment criteria for presentation:
Pass: (1) a concise summary of key points in the reading; (2) presentation is easy to follow
(well-organized and concise argument); (3) presentation actively engages teacher
candidates.
Fail: (1) a reading summary that does not capture key ideas; (2) presentation is disorganized
and hard to follow; (3) teacher candidates show little interest and engagement with the
presentation.
Detailed Schedule of Topics and Readings
Monday, November 18: Introduction to critical media literacy
Guiding questions:
What are media, media representations, and public pedagogies?
What approaches can be used to study education and media?
What principles of media education are needed given the current media system?
What is critical media education?
What are the strengths and limitations of this approach?
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Optional readings:
Stack, Michelle, & Kelly, Deirdre M. (2006). The popular media, education, and
resistance. Canadian Journal of Education, 29(1), 5–26. Available at
http://www.csse.ca/CJE/Articles/FullText/CJE29-1/CJE29-1-stackkelly.pdf.
Kellner, Douglas, & Share, Jeff. (2005). Toward critical media literacy: Core concepts,
debates, organizations, and policy. Discourse: Studies in the Cultural Politics of
Education, 26(3), 369–386. Available at
http://ezproxy.library.ubc.ca/login?url=http://www.tandfonline.com/doi/full/10.1080/015
96300500200169#tabModule.
Buckingham, D. (2003). “Defining the field.” In Media Education: Literacy Learning,
and Contemporary Culture (pp. 53–69). Cambridge: Polity Press.
Critical Media Analysis: Waiting for Superman
Optional readings:
Swalwell, K. & Apple, M. W. (2011). Reviewing policy: Starting the wrong
conversations: The public school crisis and “Waiting for Superman,” Educational Policy,
25(2), 368–382.
Ayers, R. (2010, September 27). What “Superman” got wrong, point by point: The
answer sheet. The Washington Post. Retrieved from http://www.nybooks.com/
articles/archives/2010/nov/11/myth-charter-schools/.
Miner, B. (2010, October 20). Ultimate $uperpower: Supersized dollars drive “Waiting
for Superman” agenda. Retrieved from http://www.notwaitingforsuperman
.org/Articles/20101020-MinerUltimateSuperpower.
Ravitch, D. (2010, November 11). The myth of charter schools. New York Review of
Books. Retrieved from http://www.nybooks.com/articles/archives/2010/nov/11/
myth-charter-schools/.
Galabuzi, G-E. (2008). “Making the case for an Africentric alternative school.” Our
School/Our Selves, 17(3), 27–32. Available at
http://ezproxy.library.ubc.ca/login?url=http://search.proquest.com/docview/204862920/fu
lltextPDF?accountid=14656.
Monday, November 25th: Group Work or Op-Ed Workshop
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Monday, December 2nd: Teachers’ Critical Media Literacy
a. Popular Images of Teachers
Guiding questions:
What value does society place on teachers?
What popular images of teachers exist? Why are such images constructed?
How do these representations influence teachers’ constructions of their identity and
expectations as teachers?
Reading #1:
Raimo, Angela, Devlin-Scherer, Roberta, & Zinicola, Debra. (2002). Learning about
teachers through film. Educational Forum, 66(4), 314–323.Available at
http://ezproxy.library.ubc.ca/login?url=http://search.ebscohost.com/login.aspx?direct=tru
e&db=eft&AN=507776020&site=ehost-live.
b. Media Ownership and Control
Guiding questions:
Who owns media? Who controls media?
Why does media ownership matter in a democracy?
Should teachers address popular forms of media in the classroom?
Reading #2:
Straw, W., Gabriele, S., & Wagman, I. (2011). “The political economy of media: An
overview.” In W. Straw, S. Gabriele, & I. Wagman (Eds.), Intersections of Media and
Communications: Concepts and Critical Frameworks (pp. 135–150). Toronto: Edmond
Montgomery.
c. Media Representation
Guiding questions:
What are some key concepts that help us analyze media languages and representations?
What does it mean to say that the representation process is non-transparent?
How do media producers try to capture the attention of different social groups?
What does the concept of the “preferred reading” mean?
How do people’s social investments and identities influence their interpretations of media
messages?
Reading #3:
Hall, Stuart. (2000). Heroes or villains?; and Stereotyping as a signifying practice. In J.
M. Iseke-Barnes & N. N. Wane (Eds.), Equity in schools and society (pp. 97–109).
Toronto: Canadian Scholars’ Press.
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Monday, December 9th : Teaching Critical Media Literacy
a. Popular Culture as a Pedagogical Resource
Guiding questions:
What are some cautionary considerations and strategies for using popular culture as a
pedagogical resource?
What difference might age, gender, sexuality, culture, class, religion, and immigrant
status make in terms of how young people negotiate meanings of media texts?
Reading #4:
Share, Jeff. (2009). The earlier the better: Expanding and deepening literacy with young
children. In Media literacy is elementary: Teaching youth to critically read and create
media (pp. 99–123). New York: Peter Lang.
b. Media and Consumerism
Guiding questions:
What popular culture resources do children and youth use to shape their identities?
How does media shape our values and children’s values?
Reading #5:
Christensen, Linda. (2007). Can’t buy me love: Teaching about clothes, class and
consumption. Rethinking Schools, 21(4). Available at
http://www.rethinkingschools.org/archive/21_04/love214.shtml.
Reading #6:
Kenway, Jane, & Bullen, Elizabeth. (2006). Pedagogies that bite/byte back. In H. Lauder,
P. Brown, J.-A. Dillabough & A. H. Halsey (Eds.), Education, globalization & social
change (pp. 524–536). Oxford: Oxford University Press.
Web Resources
Access to Media Education Society. Available at http://www.accesstomedia.org/.
American Literacy Corporation. Available at http://www.superreader.org/.
Appalachian Media Institute. Available at http://www.appalshop.org/ami/.
Columbia Journalism Review. Who owns what? Available at http://www.cjr.org/resources.
Educational Video Center. Available at http://www.evc.org/evc_home.html.
FreeChild Project, Youth Media Organizations. Available at
http://www.freechild.org/YouthMediaOrgs.htm.
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Global Action Project. Available at http://www.global-action.org/.
Gulf Islands Film and Television School. Available at http://www.giftsfilms.com/.
Just Think: Igniting Young Minds to Media Education. Available at
http://www.justthink.org/.
MediaSmarts. Available at http://mediasmarts.ca.
The Media Ownership Chart. Available at
http://www.mediachannel.org/ownership/front.shtml#chart.
Youth Media Channel. Available at http://www.youthChannel.org/index.html.
UNESCO, Magic briefing. Available at http://www.unicef.org/magic/briefing/index.html.
Course Expectations
Attendance, Participation, and Climate
As this is essential to the educational experience, students are expected to attend all classes and
participate in both group and class discussions and activities. As discussions may lead to
personal and sensitive issues, students must be mindful and respectful of people’s space and
place. As a class, we may not agree on all issues, but we should feel free to express views that
are not oppressive and degrading to others.
In accordance with the Faculty of Education’s attendance policies, students who must miss a
class should notify the instructor as soon as possible. Any absence should be discussed with the
instructor. Unexcused absences may result in a “Fail” or in a student being required to withdraw
from the course. In the event that two or more classes are missed, the Teacher Education Office
will be notified. If students are absent for an assignment or unable to complete an assignment
due to illness, they must obtain a statement from a physician or from Student Health Services to
be submitted to the Teacher Education Office as soon as possible. Students requiring an
academic concession due to illness or extenuating circumstances should contact the instructor as
soon as possible. Please refer to the “Attendance, Assignments and Performance” section of the
Bachelor of Education Program Policy Handbook for further details.
Late Assignments
If deadlines for assignments cannot be met, students are to notify the instructor in advance of the
deadline, when possible, and negotiate an appropriate due date.
Academic Integrity
Students will follow UBC’s policy on plagiarism and academic misconduct and should refer to
the “Academic Regulations” section of the Bachelor of Education Program Policy Handbook and
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UBC’s calendar online under “Academic Misconduct.” Of note are the following policies taken
from UBC’s website at http://www.students.ubc.ca/calendar/index.cfm?tree=3,54,111,959:
1. Cheating includes but is not limited to falsifying any material subject to academic evaluation
and the use of or participation in unauthorized collaborative work.
2. Plagiarism, which is intellectual theft, occurs where an individual submits or presents the
oral or written work of another person as his or her own. Authorship of excerpts used must be
acknowledged in the text, footnotes, endnotes, or another accepted form of academic citation.
Where direct quotations are made, they must be clearly delineated, and failure to provide proper
citation is plagiarism as it represents someone else’s work as one’s own. Students are
responsible for ensuring that any work submitted does not constitute plagiarism. Students who
are in any doubt as to what constitutes plagiarism should consult their instructor before
submitting any assignments.
3. Submitting the same, or substantially the same assignment, presentation, or essay more than
once (whether the earlier submission was at this or another institution) unless prior approval has
been obtained from the instructor(s) to whom the assignment is to be submitted.
Accommodations for Students with Disabilities
UBC has a commitment to accommodate students with special needs in its instructional
programs. Students are responsible for making their needs known to the Teacher Education
Office Program Coordinator and arranging to meet with an Access and Diversity Office advisor
to determine for what accommodations/services they are eligible. Students can find more
information in the Bachelor of Education Program Policy Handbook (2012–2013) at
http://www.students.ubc.ca/access/disability-services/. Students are to inform their instructors of
any specific accommodations needed for class.
Religious Observances
Students will not be penalized because of observances of their religious beliefs. Whenever
possible, students will be given reasonable time to reschedule any academic assignment that is
missed because of participation in a religious observance. Students are responsible for informing
the instructor of any intended absences for religious observances in advance.
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