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Reel education : Documentaries, biopics, and reality television
"Reel Education is the first single-authored book to bring together the theoretical and practical considerations of teaching cinematic texts about education that claim a degree of verisimilitude. Given the recent influx of documentaries, biopics, and reality television shows about education, ne...
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| Auteur principal : | |
|---|---|
| Format : | Livre |
| Langue : | anglais |
| Titre complet : | Reel education : Documentaries, biopics, and reality television / Jacqueline Bach |
| Publié : |
New York :
Peter Lang
, copyright 2016 |
| Description matérielle : | 1 vol. (XII-185 p.) |
| Collection : | Minding the media : critical issues for learning and teaching ; 17 |
| Sujets : |
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| 215 | |a 1 vol. (XII-185 p.) |c ill. |d 23 cm | ||
| 225 | 0 | |a Minding the media |i Critical issues for learning and teaching |v 17 | |
| 320 | |a Bibliogr. en fin de contributions | ||
| 330 | |a "Reel Education is the first single-authored book to bring together the theoretical and practical considerations of teaching cinematic texts about education that claim a degree of verisimilitude. Given the recent influx of documentaries, biopics, and reality television shows about education, new theoretical frameworks are required to understand how these productions shape public conversations about educational issues. Such texts, with their claims to represent real-life experiences, have a particular power to sway audiences who may uncritically accept these stories as offering "the truth" about what happens in schools. Since all texts, whatever their truth-claims may be, are grounded in specific ideologies, those in the fields of humanities, education, and media and communication studies must pay attention to how these films and television shows are constructed and for what purposes. This book provides an analysis of documentaries, biopics, and reality television, examining the construction of the genres, the explicit and latent ideologies they contain, and the ways in which students and faculty might critically engage with them in classrooms." | ||
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