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Montreal High School Teachers Talking "Media": The Elaboration of a "Communication Perspective"
| Type of resource | |
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| Author/collaborator |
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| Title |
Montreal High School Teachers Talking "Media": The Elaboration of a "Communication Perspective"
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| Abstract |
The author examines how a set of assumptions articulated by a group of Montreal area media educators who deal with secondary level education can coalesce into a “communication perspective.” She notes that the communication perspective is defined by an anti-foundationalist approach to reality. It is, in addition, usually called a “communication” perspective because such an anti-foundationalist approach can be seen to underscore many of the recent developments in theories of communication which consider the constructive of the “active audience.” Thus, the author notes, it is argued that the fields of communication and of education mutually define one another in the understanding of pedagogy, where four types of pedagogy are distinguished: “moralistic,” “pragmatic,” “radical,” and “holistic.” The author takes an ethno-methodological approach in this study based on a series if twelve interviews with Montreal high school media teachers that are then contextualized within the paralleled concerns of educational and communicational theories.
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| Type |
Master's Thesis
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| University |
Carleton University
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| Place |
Ottawa, ON
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| Date |
1999
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| # of Pages |
vii-274p.
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| Language |
en
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| URL | |
| Citation |
Frank, Natalie. “Montreal High School Teachers Talking ‘Media’: The Elaboration of a ‘Communication Perspective.’” Master’s Thesis, Carleton University, 1999. https://repository.library.carleton.ca/concern/etds/9593tv37z?locale=en.
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