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47
school experiences and cultural knowledge is not a new practice in schools. In his
1915 lecture “Waste in Education,” John Dewey pointed out the faults of separating
school from children’s everyday experiences:
From the standpoint of the child, the great waste in the school comes from his
inability to utilize the experiences he gets outside the school in any complete
and free way within the school itself; while, on the other hand, he is unable to
apply in daily life what he is learning at school. That is the isolation of the
school--its isolation from life. When the child gets into the schoolroom he has
to put out of his mind a large part of the ideas, interests, and activities that
predominate in his home and neighborhood. So, the school, being unable to
utilize this everyday experience, sets painfully to work, on another tack and
by a variety of means, to arouse in the child an interest in school studies.36
Similar attention to the disconnect between children’s home and school
environments has been paid by educators and scholars committed to multicultural,
bi-lingual, and special education.37
These tensions between popular culture and schools lead to an interesting and
contradictory understanding of consumption in relationship to schooling. On one
hand, school is all about consumption—of rules, of materials such as textbooks,
lesson plans, and exams, and of a canon of information/knowledge that has been
vetted and legitimated within a particular hierarchy of taste and class. At the same
time, school frequently is positioned in opposition to consumption through its
exclusion of popular culture and its focus on cultural capital.38
Schools, popular culture, and discipline
In addition to the tensions between popular culture and schools based on
cultural capital, the role of schools in forming children into future citizens has played
Object Description
| Title | Kids as cultural producers: consumption, literacy, and participation |
| Author | Stephenson, Rebecca Herr |
| Author email | rherr@usc.edu; bhs@hri.uci.edu |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Communication |
| School | Annenberg School for Communication |
| Date defended/completed | 2008-08-25 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-10-17 |
| Advisor (committee chair) | Banet-Weiser, Sarah |
| Advisor (committee member) |
Gross, Larry Seiter, Ellen |
| Abstract | This dissertation looks closely at the practice of digital media production within a group of special education students and their teachers. Using ethnographic methods of extended participant observation and semi-structured interviews with students, teachers, and parents, along with textual analysis of students' media projects, this work examines the types of learning that emerge from making media at school and the ways in which that learning relates to media and technology use in everyday life. Over the course of one school year (2005-2006), the students who are the focus of this dissertation undertook eight different multimedia production projects, ranging from designing PowerPoint presentations to digital video production and stop-motion animation. Through media production, the students found opportunities to practice traditional and digital literacy skills as well as to explore issues of identity and self-expression.; This dissertation provides empirical support for recommendations made by several media literacy scholars to include media production as part of critical media literacy curricula and contributes a unique case study -- one situated in special education -- to a growing body of work on digital literacy. Three interdisciplinary themes--consumption, literacy, and participation -- are used to organize the description and analysis of the students' media production activities. These themes connect the specific production that took place in the classroom to larger discourses about youth, media, technology, education, and access, working to complicate existing constructions of young people as either helpless victims of manipulative media or naturally savvy media and technology users. Instead, this research emphasizes that the relationships kids have with media and technology are complex, dynamic, intrinsically linked to their identities as consumers and participants in society. Media literacy is thus theorized as a tool for understanding and controlling consumption, participation, and the construction of young people as both current and future citizens. |
| Keyword | media literacy; media production; special education; middle school; digital media |
| Geographic subject (city or populated place) | Los Angeles |
| Coverage date | 2005/2006 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1674 |
| Contributing entity | University of Southern California |
| Rights | Stephenson, Rebecca Herr |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Stephenson-2393 |
| Archival file | uscthesesreloadpub_Volume29/etd-Stephenson-2393.pdf |
Description
| Title | Page 52 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 47 school experiences and cultural knowledge is not a new practice in schools. In his 1915 lecture “Waste in Education,” John Dewey pointed out the faults of separating school from children’s everyday experiences: From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself; while, on the other hand, he is unable to apply in daily life what he is learning at school. That is the isolation of the school--its isolation from life. When the child gets into the schoolroom he has to put out of his mind a large part of the ideas, interests, and activities that predominate in his home and neighborhood. So, the school, being unable to utilize this everyday experience, sets painfully to work, on another tack and by a variety of means, to arouse in the child an interest in school studies.36 Similar attention to the disconnect between children’s home and school environments has been paid by educators and scholars committed to multicultural, bi-lingual, and special education.37 These tensions between popular culture and schools lead to an interesting and contradictory understanding of consumption in relationship to schooling. On one hand, school is all about consumption—of rules, of materials such as textbooks, lesson plans, and exams, and of a canon of information/knowledge that has been vetted and legitimated within a particular hierarchy of taste and class. At the same time, school frequently is positioned in opposition to consumption through its exclusion of popular culture and its focus on cultural capital.38 Schools, popular culture, and discipline In addition to the tensions between popular culture and schools based on cultural capital, the role of schools in forming children into future citizens has played |
