ABSTRACT
It has been suggested that whenever we teach about a text we also teach about the institution which produced it.3 To some extent this is true but the teaching is latent, and possibly counter-productive. Whenever I have asked groups of primary pupils who, for instance, funds the television programmes we have been analysing in school,
I have received replies that reflect the children’s seeming lack of knowledge and lack of interest in this aspect of the medium. Teacher: ‘Have you any idea why the BBC isn’t supposed to
advertise?’ Susan (11): ‘They haven’t got enough money.’ Teacher: ‘Where do the BBC get their money from?’ Tony (11): ‘From people watching telly, paying rent, tax.’ Teacher: ‘Have you paid any tax to the BBC?’
