In this ‘dialogue’ article, the three editors of the special issue debate three key themes arising from the articles that follow. We discuss the dilemmas posed by the institutionalisation or ‘authorisation’ of media education within the formal education system; persistent questions about the role of media education as an intervention in the processes of students' identity formation; and the vexed debate about judgments of cultural value and their relevance to the field. The discussion suggests some shared themes and some clear differences between Australasian and British perspectives, which emerge from their overlapping but distinctive histories.
Get full access to this article
View all access options for this article.
References
1.
BallS.1981, Beachside Comprehensive: A Case-study of Secondary Schooling, Cambridge University Press, Cambridge.
2.
BallS.2003, ‘The Teacher's Soul and the Terrors of Performativity’, Journal of Education Policy, vol. 18, no. 2, pp. 215–28.
3.
BérubéMichael (ed.) 2005, The Aesthetics of Cultural Studies, Blackwell, Oxford.
4.
BraggS.2000, Media Violence and Education: A Study of Youth Audiences and the Horror Genre, unpublished PhD thesis, Institute of Education, University of London.
