2013 Summit Programme - The Centre for Excellence in Media ...
2013 Summit Programme - The Centre for Excellence in Media ... 2013 Summit Programme - The Centre for Excellence in Media ...
PARALLEL SESSION 6: Friday 20th 14.00 - 14.45 MERJ CONVERSATIONS: Interviewing for a sensitive issue: easier said than done Ekmel Gecer Cantor 9131 Cantor 9131 It is not easy to predict what you will face while you are doing your fieldwork on a sensitive issue, especially in a country where democratic perception has not properly developed and where there is a significant issue with multicultiphobia. How does a research interview differ Conducting interviews about sensitive issues is all about talking to professionals Is it always easy Does it all finish once you have talked to the interviewee and gained the approval for the interview If you are researching about a very controversial issue you should be prepared to expect the inevitable. You may be questioned very carefully by security, discriminated and humiliated by the interviewee and may even be prevented from entering the building for the interview. Furthermore, the interviewees may have great doubts about who you are and your motives, although you have informed them beforehand. They may be very suspicious and attempt to force you to choose a side on the notorious issue. In this regard, while this paper will be specifically about the research experience of studying a sensitive issue in a democratically unstable country, on the other hand it focuses on the role of the media in structuring and framing this ideology that causes the discrimination to be common in the Turkish society. My project investigates how the Kurdish issue has been represented in mainstream Turkish Media over last 20 years in order to examine the approach of media towards ethnic and cultural minorities in Turkey under alleged political and military pressure. While doing this the research will also ask broader questions about media and democracy in Turkey, as well as assess the democratic performance of the country more generally. The analysis of the political and professional factors that have combined to shape this coverage will be based on semi-structured informant interviews with politicians, academics, NGOs and media professionals. These interviews will at the same time allow us to examine the issues related to the sociology of news such as agenda building factors of the mainstream Turkish media, media ownership in Turkey, media and government dealings, public/state broadcasting, governmental/self censorship, journalism experiences while covering the Kurdish Issue, news production and media and democracy relations more generally in Turkey. Keywords: researching for a sensitive issue, research experience, elite interviews, interviewing and difficulties, to do and not do in an interview. Ekmel Gecer is a journalist, columnist and academic who writes for both print and online publications in the UK and Turkey. He is currently completing his doctorate in Media & Communication Studies at Loughborough University. 38 Media Education Summit 2013
PARALLEL SESSION 6: Friday 20th 14.00- 14.45 PARTICIPATORY LEARNING: Intergenerational Media Education in Schools: teachers & pupils learning about, from & with each other Cantor 9128 abstracts Claudia Kuttner Today’s adolescents grow into the use of digital media in the same way that they learn their mother tongue, thereby implicitly acquiring numerous media-related skills. However, for achieving a higher order of media literacy, that is not limited to a few of the areas included in the definition of this term (e.g. Schorb, 2005), it still requires informed external stimulation. Regarding this, school is of special importance, but teachers, who should be helping adolescents overcome the challenges posed by mediatization (Krotz, 2007), can only do so due to their own limited knowledge and skills passed on through parenting and education. In order to complement media-related vocational trainings I developed, tested and evaluated intergenerational on-the-job trainings that are guided externally, include the pupils in their implementation and that are meant to forge a reciprocal relation in which all the participants exchange and complement their knowledge, skills and individual experiences (Kuttner, 2012). By the example of one concrete teacher-pupil-project, an overview will be given of the basic preconditions and potentials of intergenerational media-related learning processes. In addition, the presentation will demonstrate why this form of learning about, from and with each other is particularly successful to enhance pupils’ and teachers’ media literacy as well as the media education competence of teachers (Blömeke, 2000). Keywords: teacher-pupil-projects, active media work, intergenerational learning, media literacy, media education competence. Claudia Kuttner is a research fellow at Leipzig University of Applied Sciences (HTWK Leipzig) and is currently in her 2nd year of her PhD studies (Intergenerational Media Education in School) at the Universität Leipzig. Media Education Summit 2013 39
- Page 3 and 4: It is a pleasure to welcome you to
- Page 5 and 6: Internet Access There is compliment
- Page 7 and 8: THURSDAY 19TH SEPTEMBER 14.45 - 15.
- Page 9 and 10: FRIDAY 20TH SEPTEMBER 11.30 - 12.15
- Page 11 and 12: Professor David Buckingham The Succ
- Page 13 and 14: Professor Susan Orr Making Teaching
- Page 15 and 16: Professor Natalie Fenton Media Stud
- Page 17: PARALLEL SESSION 1: Thursday 19th 1
- Page 20 and 21: 20 Media Education Summit 2013
- Page 22 and 23: PARALLEL SESSION 2: Thursday 19th 1
- Page 24 and 25: PARALLEL SESSION 2: Thursday 19th 1
- Page 26 and 27: PARALLEL SESSION 3: Thursday 19th 1
- Page 28 and 29: PARALLEL SESSION 3: Thursday 19th 1
- Page 30 and 31: PARALLEL SESSION 4: Friday 20th 09.
- Page 32 and 33: PARALLEL SESSION 4: Friday 20th 09.
- Page 34 and 35: PARALLEL SESSION 5: Friday 20th 09.
- Page 36 and 37: PARALLEL SESSION 5: Friday 20th 09.
- Page 40 and 41: PARALLEL SESSION 6: Friday 20th 14.
- Page 42 and 43: Friday 20th 11.30 - 12.15. Cantor A
- Page 44 and 45: Friday 20th 11.30 - 12.15. Cantor A
- Page 46 and 47: Friday 20th 11.30 - 12.15. Cantor A
- Page 48 and 49: 9 MERJ Media Education Research Jou
- Page 50 and 51: Accurate as of 10/09 A Ross Adamson
- Page 52 and 53: M Rafael Marques de Albuquerque Uni
PARALLEL SESSION 6: Friday 20th 14.00- 14.45<br />
PARTICIPATORY LEARNING:<br />
Intergenerational <strong>Media</strong> Education <strong>in</strong> Schools:<br />
teachers & pupils learn<strong>in</strong>g about, from & with each other<br />
Cantor<br />
9128<br />
abstracts<br />
Claudia Kuttner<br />
Today’s adolescents grow <strong>in</strong>to the use of digital media <strong>in</strong> the same way that they<br />
learn their mother tongue, thereby implicitly acquir<strong>in</strong>g numerous media-related<br />
skills. However, <strong>for</strong> achiev<strong>in</strong>g a higher order of media literacy, that is not limited to<br />
a few of the areas <strong>in</strong>cluded <strong>in</strong> the def<strong>in</strong>ition of this term (e.g. Schorb, 2005), it still<br />
requires <strong>in</strong><strong>for</strong>med external stimulation.<br />
Regard<strong>in</strong>g this, school is of special importance, but teachers, who should be help<strong>in</strong>g<br />
adolescents overcome the challenges posed by mediatization (Krotz, 2007), can<br />
only do so due to their own limited knowledge and skills passed on through parent<strong>in</strong>g<br />
and education. In order to complement media-related vocational tra<strong>in</strong><strong>in</strong>gs<br />
I developed, tested and evaluated <strong>in</strong>tergenerational on-the-job tra<strong>in</strong><strong>in</strong>gs that are<br />
guided externally, <strong>in</strong>clude the pupils <strong>in</strong> their implementation and that are meant to<br />
<strong>for</strong>ge a reciprocal relation <strong>in</strong> which all the participants exchange and complement<br />
their knowledge, skills and <strong>in</strong>dividual experiences (Kuttner, 2012).<br />
By the example of one concrete teacher-pupil-project, an overview will be given of<br />
the basic preconditions and potentials of <strong>in</strong>tergenerational media-related learn<strong>in</strong>g<br />
processes. In addition, the presentation will demonstrate why this <strong>for</strong>m of learn<strong>in</strong>g<br />
about, from and with each other is particularly successful to enhance pupils’ and<br />
teachers’ media literacy as well as the media education competence of teachers<br />
(Blömeke, 2000).<br />
Keywords: teacher-pupil-projects, active media work, <strong>in</strong>tergenerational<br />
learn<strong>in</strong>g, media literacy, media education competence.<br />
Claudia Kuttner is a research fellow at Leipzig University of Applied Sciences<br />
(HTWK Leipzig) and is currently <strong>in</strong> her 2nd year of her PhD studies (Intergenerational<br />
<strong>Media</strong> Education <strong>in</strong> School) at the Universität Leipzig.<br />
<strong>Media</strong> Education <strong>Summit</strong> <strong>2013</strong> 39
Change language