ABSTRACT
This chapter explores what significance Hall and Whannel's case might have for media education in the early twenty-first century, and applies the possible answers to two examples of classroom practice drawn from recent research projects. It explains the theory of cultural value beyond the proposals of Hall and Whannel, in the wider context of cultural studies and their early history in the UK. The chapter shows how value is negotiated by teachers and students through the development of particular aesthetic strategies, suggests the need for media educators to interweave the cultural dispositions of their students with an expanding exploration of new cultural territory, in the context of playful, imaginative, creative production work. It emphasizes the poetics of the media, and does so in the context of a media arts approach to media education and media literacy.
