‘All over the world, the school has an anti-educational effect on society.’ Fifty years ago, Ivan Illich’s book Deschooling Society offered a radical challenge to the very institution of the school. How far might it be relevant to the world after lockdown?
What are the problems with theories of ‘powerful knowledge’, and how might they apply to teaching about (and with) media and technology?
Companies are increasingly interested in selling technologies that will create ‘smart homes’. But what are the implications for children and their parents?
Three decades on from the UN Convention, what does it mean to talk about children’s rights in relation to media?
Policy-makers are showing growing interest in ‘digital literacy’. But what does digital literacy mean, and how and where might we teach it?
What does the new UK government report on fake news and disinformation have to say about ‘digital literacy’?
How can we – and should we – regulate the digital media landscape? And what role might education have to play? Some current issues for media students and their teachers.
New software can be used to falsify moving images and create a new kind of ‘fake news’ on video. What are the implications for media literacy?
How can we make better progress in developing media literacy in Europe? And what should the European Commission itself be doing?
Developing a critical media education approach to teaching social media: some concluding reflections.