Conclusion: Paradigms Revisited
This concluding chapter summarizes and discusses the main findings of the project. A range of economic, cultural, social, and political variables are identified that encourage or repress the development of Media Education in different national contexts. Although we have found a rich variety of forms and practices within familiar basic paradigms, we have also found some surprising silences and some 'structured absences' in the teaching we observed. There was a recurrent lack of attention to: classroom interaction and dialogue about media; space for young people's own media experience and knowledge; opportunities for active involvement in the social production of texts; teaching in context through engagement with media processes and technologies; engagement with political issues; and learning about media institutions. School policies, support, and environment provide a local framework that mediates the power of larger sociocultural forces. We have found that the major factor in determining the teaching processes and strategies of English\Media teachers is autobiographical, and is therefore necessarily intimately related to their own developing experiences of media.