Theoretical Framework

Theoretical framework:

Chomsky has a very bleak view on our relationship with the media when he calls it “just one of a variety of measures to deprive democratic political structures of substantive context, while leaving them formally intact.”  (Noam Chomsky, Necessary Illusions, London 1989)

It is interesting to note that Noam Chomsky visited Bush Radio in South Africa many years after this comment.  He then wrote a letter to the radio station that says, “I have travelled to many countries and have participated in radio programmes everywhere.  Bush Radio is arguably the most important radio station I have ever visited.”  (Bosch, 2003:28)

Michel Foucault believes that “Power {of the media} is not simply repressive, it is also productive.  Power subjects bodies not to render them passive, but active.” (Sheridan, London 1980:217)  He invites the student to engage in discourse in an area of no absolutes, where “truth” can change as a result of the very discourse. 

David Buckingham’s theoretical framework also embraces Foucault’s view. In his chapter, “Defining Pedagogy” in his book, Media Education (2003:139) he elaborates on the kind of theory of learning we need in media education.

Buckingham’s student-centered approach with strong emphasis on students sharing their own knowledge and opinions and forming their own conclusions about the issues (2003:69) is valuable and relevant to this research project.  His approach assumes that the learners already know something about the subject and about the media and that their knowledge is valuable and useful for further reflection.  This turns passive knowledge into active knowledge.

Buckingham is also drawn to Vygotsky’s work, which offers a social theory of consciousness and of learning.  Dialogue between teacher and student and between students themselves is central to this process. (2003: 141)  His theory of learning proposes a dynamic (or dialogic) approach to teaching and learning.  There is a shifting back and forth between different forms of learning – “action and reflection, practice and theory, passionate engagement and distanced analysis.” (2003:154)

Buckingham’s theory (derived from Foucault and Vygotsky’s work) is valuable for classroom research, while keeping in mind what Burn and Parker said in Analysing Media Text as a warning when working with any theory: “It is important for researchers using a [multimodal approach] to keep in mind it is a new and evolving theory.  The researcher must extend the theory it must not become an orthodoxy.” (2003:84)