Media and Education: Exploring the Intersection

This paper explores the relationship between media and education, discussing key concepts and ideas. It highlights the impact of media on education policies and society, as well as the role of media literacy.

Media and Education.
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Introduction.
The big question here is, “what does it all sum up when a person mentions media, and how
does education coincide with media?”. The check point of this paper is the gleanings from some
scholarly materials provided. Different concepts arising pinpoint the revolving matters in and
around media and education, capturing depth and critical chronological shifts that have been
experienced. Dating this from the precolonial rule to the stature of the now and a great need for
research in this field is therefore aroused. (Douglas and Jeff, 2015) try to imply aspects found in
the literacy that should be acquired in media. Researchers such as (Nambissan and Ball, 2010)
try to compare the different education policies majorly referencing the question of
“privatization.” Another school of thought bring out the aspect of neoliberalism (Ford et al,2015)
with respect to Marxism theories and the retrospective failures brought about by peoples’
disturbance and turbulence on the issue. In this paper, only the gleanings will be our basis and
the outcome of the learnings will be the core.
Definitions.
Definitely, we need to understand the terms in use. When a sample is asked in impromptu
about what they understand about media and education, astonishing responses can be gotten.
First, we will majorly define what mediatization mean in education. In a nut shell, this is
arguably the framework of the media processes and the partisans and intermediaries that are
involved, for instance political leaders, especially towards the educare and the policies at stake.
The basic outcome of this whole process is a shape up of institutions and society in the design of
the media.

Key Ideas.
First thing first, media has been seen in the recent times promoting the aspects of human
rights. For instance, in most LCDs, the media is seen portray an aspect of how poverty can be
eradicated by enhancing a better-quality education. The government as a policy maker therefore
undergoes a round of criticism from media and thus the “Advocacy networks” (Nambissan &
Ball, 2010) which can also be strengthened by some private business people. On the contrary, as
portrayed in Kate Manzo’s ideology, the aspect of colonial extension is brought out by the
images taken by the media. These are termed “pornographic” and “negative imagery” (Manzo,
2016). Kate depicts an emotional arouse when these mind compelling images are set at the key
themes of the news and made broadcast all over the world.s
In addition to those two aspects, looking at the work of Kellner and Share, these authors try to
configure ends. This is in view to achieving different strategies that focus on criticality of the
media in relation to literacy levels. Looking at the concepts of cultures, rule of the people by the
people and other advanced depths as social behaviors can be generally attributed to this.
Caressing this issue is indeed critical. At the expense of a techno-driven world, it calls for higher
standards of education, and a deeper training as depicted in the works of Share and Kellner.
Conclusion.
To finalize this matter, we can see that indeed the focus is on the framework of the media
while the effect is on the part of education. That is why “we” coin the term “media literacy”
(Kellner & Share, 2010) and phrase the keyword “mediatization of education” (Rawolle, 2011).
In a manner of appropriateness, I concur with these schools of thought discussed here and
definitely imply more research on this topic for the sake of a better world.

References:
Kellner, D., & Share, J. (2015). Toward critical media literacy: Core concepts, debates,
organizations, and policy. Discourse: studies in the cultural politics of education, 26(3),
369-386.
Nambissan, G. B., & Ball, S. J. (2010). Advocacy networks, choice and private schooling of the
poor in India. Global Networks, 10(3), 324-343
Ford, D. R., Porfilio, B. J., & Goldstein, R. A. (2015). The news media, education, and the
subversion of the neoliberal social imaginary: An introductory essay. Critical
Education, 6(7).
Manzo, K. (2016). An extension of colonialism? Development education, images and the
media. Development Education Journal, 12(2), 9.