The primary purpose of this chapter is to provide an account of how the media gained a position within the educational curriculum and in particular the secondary school. Like all histories, ours displays its own set of emphases and exclusions. We do not discuss the growth of audio-visual educational technology in schools as it is precisely this form of using the media as a neutral educational aide that we aim to contest. Any such history is virtually dependent on the existence of books, journals and official reports. Certainly, uncovering the history of teaching and learning about the media is considerably harder to trace than the history of the media themselves. Doubtless there have been innovative teachers discussing with their students the development of new media such as photography and newspapers. Unfortunately the variety and vitality of the media education that has been taking place in classrooms over the last sixty years cannot be recreated. Moreover, we felt that such an account could not be secured by a simple chronology but instead had to recognise an intricate patterning of constantly shifting relations between the economic and the political, the social and the cultural, the aesthetic and the technological at any given moment.
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- 1.See Television Research Committee (1966) Problems of Television Research: A Progress Report of the Television Research Committee, Leicester University Press.Google Scholar
- 6.The British Film Institute, in conjunction with Secker and Warburg, published twenty-eight titles, including such influential volumes as Peter Wollen’s Signs and Meaning in the Cinema (1969). Movie magazine published twenty-three titles in the Studio Vista series, and Tantivy’s series with Zwemmers continues.Google Scholar