Media literacy as a cross-sectoral phenomenon: Media education in Finnish ministerial-level policies

In international comparisons, Finland has often appeared as a frontrunner in promoting media literacy, especially from the perspective of national-level policies and structures. In this study, our aim is to broaden knowledge about the meaning of media education in the Finnish ministerial-level policy framework by examining in which administrative sectors policy documents concerning media education have been published and how the concepts of media education and media literacy have been framed. The results suggest that media education and media literacy are addressed widely across the different administrative sectors in Finland, but mostly by the Ministry of Education and Culture. There is also variance in the ways in which the concepts are presented in the policies. In the article, eight identified frames of media literacy are discussed, including protectionism, cultural participation, future working competences, inclusion, broad media education, democracy, national security, and cosmopolitanism. The article highlights the importance of nuanced understanding of the meanings and limits of media education and research-based policy development.

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Policy Discourse on Marginalised Youth in Albania: The Constraints of the ‘Normalisation’ and ‘Integration’ Policy Approaches for Inclusive Education

European Journal of Multidisciplinary Studies ◽

10.26417/ejms.v4i4.p85-87 ◽

2017 ◽

Vol 4 (4) ◽

pp. 85

Author(s):

Blerjana Bino

Keyword(s):

Discourse Analysis ◽

Critical Discourse Analysis ◽

Inclusive Education ◽

Policy Development ◽

Social Deprivation ◽

Critical Discourse ◽

Policy Discourse ◽

Policy Framework ◽

Integration Policy ◽

Policy Documents

The paper addresses the complex phenomenon of marginalised youth and particularly children in street situation in the Albanian contemporary society. Through a qualitative methodology of critical discourse analysis, the paper investigates the most relevant policy documents on inclusive education for marginalised youth in Albania. The paper is interested in exploring the conceptualisation of marginalised youth, specifically children in street situation, as embedded in policy documents, action plans and intervention programmes for inclusive education. The intention here is to discover the explicit and implicit themes of the policy discourse on marginalised youth in Albania and the how it impacts the approaches adopted by the government to address the phenomenon. The critical discourse analysis on policy framework shows that the discourse on marginalised youth in the public sphere (re)produces and reinforces already existing aspects of social deprivation, marginalization and discrimination. The research shows that there are limited efforts to elaborate the concepts of ‘marginalised youth’ and ‘children in street situation’ and that there is confusion in policy regarding the use of the terms. In addition, children in street situation are seen either as victims of socio-economic hardship and endangered by their presence in the spaces of the ‘street’ or as a possible threat to the rest of the society, i.e. the street criminalises children. The research shows two main policy approaches: (i) correctional or repressive-oriented policy approach that conceives ‘street children’ as a danger to public order whose features differentiate from mainstream childhood and as such invites intervention programmes that tend to ‘normalise’ children; (ii) protective or rehabilitative policy approaches, i.e. emphasising children needs and aiming at protecting and re-integrating them in family and mainstream society. The paper takes a critical stance on the current policy discourse and the consequent policy approaches of ‘normalisation’ and ‘integration’ and argues for a reconceptualization of children in street situation as social actors based on the notion of childhood as socially constructed. It is thus necessary to link research on the socialisation processes, identity construction and resilience of marginalised youth in the spaces of the street based on their dynamic lifestyles and perspectives with policy development.

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Populäre Medienkulturen. Programmatische Positionen : Popular media cultures. Programmatic positions

SPIEL ◽

10.3726/spiel.2019.01.08 ◽

2019 ◽

Vol 4 (1) ◽

pp. 147-185

Author(s):

Marcus S. Kleiner

Keyword(s):

Cultural Studies ◽

Everyday Life ◽

Media Literacy ◽

Focus Of Attention ◽

Popular Media ◽

Media Education ◽

Cultural Formations ◽

The Relationship

The article discusses the relationship between popular cultures, pop cultures and popular media cultures as transformative educational cultures. For this purpose, these three cultural formations are related to the themes of culture, everyday life, society, education, narration, experience and present. Apart from a few exceptions, such as in youth sociological works on cinema and education, in the context of media literacy discussions or in dealing with media education, educational dimensions of popular cultures and pop cultures have generally not been the focus of attention in media and cultural studies.

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Between entrepreneurs and workers: Cleavages and compromises in rationales and policy solutions regarding ‘dependent contractors’

Economic and Industrial Democracy ◽

10.1177/0143831x211030345 ◽

2021 ◽

pp. 0143831X2110303

Author(s):

Louis Florin ◽

François Pichault

Keyword(s):

Social Protection ◽

Policy Framework ◽

Policy Documents ◽

The Social ◽

Political Narratives ◽

Social Partners ◽

Narrative Policy Framework ◽

Policy Solutions ◽

The Eu ◽

Labour Regulation

The emergence of dependent contractors challenges the existing institutions regarding social protection and labour regulation. This article aims at identifying the political narratives that explain the emergence of New Forms of Employment (NFE) and dependent contracting along with the policy solutions proposed by the social partners at the EU and international level. By analysing policy documents from the social partners through the lens of a qualitative version of the Narrative Policy Framework (NPF), the authors indentify two distinct narratives – ‘devaluation of work’ and ‘entrepreneurship and flexibility’. The authors show how these rationales lead to various policy solutions and identify oppositions and possible compromise.

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Experience of Canada, The United Kingdom, Finland and Spain for formation of media literacy among the students

Pedagogical Almanac ◽

10.54664/mulf5018 ◽

2020 ◽

Vol 28 (2) ◽

Author(s):

Zlatina Dimitrova ◽

◽

Keyword(s):

United Kingdom ◽

Media Literacy ◽

Media Education ◽

Theoretical Research ◽

School Age Children ◽

Educational Models ◽

The United Kingdom ◽

The World ◽

The Media ◽

Media Habits

The theoretical research focuses on the educational experience for the formation of media literacy among school-age children in different countries around the world. The article presents various options for the formation of media literacy, based on three educational models. According to the first model, media education is represented in the form of a compulsory subject in schools, which is studied by students in different grades. According to the second educational model, media habits are acquired within the interdisciplinary (integrated) approach – the use of the media in traditional school subjects, including native and foreign languages, literature, social sciences. The third model offers practical and informal integration of media education as a supplement and replacement of specific subjects or the intersection between them. The article examines in detail the media training opportunities offered in Canada, the United Kingdom, Finland and Spain, as their experience in media education is applied in a number of other countries around the world. Special attention is paid to the first steps in the introduction of media literacy training among students in Bulgaria, which is carried out only in the last 5-6 years.

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Building inclusive health innovation systems: lessons from India

Cadernos de Saúde Pública ◽

10.1590/0102-311x00045215 ◽

2016 ◽

Vol 32 (suppl 2) ◽

Author(s):

Dinesh Abrol ◽

T. Sundararaman ◽

Harilal Madhavan ◽

K. J. Joseph

Keyword(s):

Policy Development ◽

National Level ◽

Innovation System ◽

Pharmaceutical Products ◽

Innovation Systems ◽

Public And Private ◽

Health Innovation ◽

Medical Institutions ◽

The Government ◽

Delivery Of Medical Care

Abstract: This article presents an overview of the changes that are taking place within the public and private health innovation systems in India including delivery of medical care, pharmaceutical products, medical devices, and Indian traditional medicine. The nature of the flaws that exist in the health innovation system is pinpointed. The response by the government, the health, technology and medical institutions, and the evolving industry is addressed on a national level. The article also discusses how the alignment of policies and institutions was developed within the scope of national health innovation systems, and how the government and the industry are dealing with the challenges to integrate health system, industry, and social policy development processes.

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Democracy and new ideas in Latin American social policy: the origins of conditional cash transfers in Brazil and Mexico

Journal of International and Comparative Social Policy ◽

10.1080/21699763.2018.1526697 ◽

2020 ◽

Vol 36 (2) ◽

pp. 125-141 ◽

Cited By ~ 3

Author(s):

Ricardo Velázquez Leyer

Keyword(s):

Social Policy ◽

Latin American ◽

Policy Development ◽

National Level ◽

Cash Transfers ◽

Conditional Cash Transfers ◽

Policy Paradigm ◽

Critical Junctures ◽

Democratic Regimes ◽

Main Instrument

ABSTRACTConditional cash transfers (CCTs) have become the main instrument to combat poverty in Latin America, they have been exported around the globe and are one of the most popular social policies of the twenty-first century. CCTs deliver cash transfers to poor families with conditionalities like attendance to school and health appointments. This article aims to explain the creation of CCTs. The research applies arguments from theories of social policy development to explain the formulation of the first two CCTs introduced in Brazil at the sub-national level and in Mexico at the national level during the mid-1990s. Findings show that the original formulation of CCTs can be explained by the emergence of a new policy paradigm based on a conceptualisation of the nature of poverty as lack of human capital among poor population, enabled by critical junctures created by the transitions to democratic regimes.

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Upstairs – Downstairs: Representation of Information and Media Literacy in Icelandic Educational Legislation, Policy Documents and Curricula of Upper Secondary Schools

Communications in Computer and Information Science - Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century ◽

10.1007/978-3-319-14136-7_21 ◽

2014 ◽

pp. 200-209

Author(s):

Thórdís T. Thórarinsdóttir ◽

Ágústa Pálsdóttir

Keyword(s):

Secondary Schools ◽

Media Literacy ◽

Educational Legislation ◽

Policy Documents ◽

Upper Secondary ◽

Upper Secondary Schools

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School Psychology and Cultural Competence: Room to Grow?

Educational Policy ◽

10.1177/0895904817741542 ◽

2017 ◽

Vol 33 (7) ◽

pp. 951-976 ◽

Cited By ~ 3

Author(s):

Jill L. Johnson ◽

Michael W. Bahr ◽

Virginia L. Navarro

Keyword(s):

Professional Development ◽

School Psychology ◽

Cultural Competence ◽

School Psychologists ◽

Policy Development ◽

Future Research ◽

Children And Families ◽

Policy Documents ◽

Policy Perspective ◽

School Psychology Training

This study investigated how the concept of cultural competence was represented in three 2010 policy documents on service delivery, ethics, and credentialing by the National Association of School Psychologists. Qualitative analysis identified substantial sections of discourse focusing on cultural competence and, to a lesser extent, social justice, but neither concept was clearly defined with examples from everyday practice. From a policy perspective, a stronger focus on the centrality of cultural competence in school psychology training and practice is needed to improve outcomes for increasingly diverse children and families. Implications for policy development, professional development, and future research are discussed.

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TEACHER EDUCATION FOR INCLUSION - THE PREMISES FOR IMPLEMENTING A NEW INITIAL TEACHER TRAINING PROGRAMME / PRIELAIDOS ĮGYVENDINTI NAUJĄ MOKYTOJŲ RENGIMO PROGRAMĄ: INKLIUZINIS UGDYMAS MOKYKLOJE

SPECIALUSIS UGDYMAS / SPECIAL EDUCATION ◽

10.21277/se.v1i35.267 ◽

2017 ◽

Vol 1 (35) ◽

pp. 9

Author(s):

Elena Marin

Keyword(s):

Teacher Training ◽

Inclusive Education ◽

School System ◽

Policy Development ◽

National Level ◽

Training System ◽

Font Size ◽

Initial Teacher Training ◽

Starting Point ◽

Training Programmes

This paper attempts to highlight and examine the Romanian perspective regarding inclusive education by presenting some statistical data and the steps that have been made in order to make the switch from a school system lead by the segregation principle to a school system based on inclusive principles. Moreover, the attention focuses on schools` key actors, the teacher, more specifically on the initial teachers training programmes available in Romania. The starting point when it come to the initial teacher training programmes is based on the assumption that there is an acute need for training when it comes to the implementation of an inclusive educational system in Romania. Using a qualitative approach, we aimed at presenting specialists’ opinion on priority issues in policy development regarding the teacher training in the field of inclusive education, focusing on the premises for implementing a training system that is mandatory for every teacher in the inclusive education and on the aspects that relate to the rethinking of the teacher’s training process at a national level. Straipsnyje bandoma analizuoti inkliuzinio ugdymo diegimą Rumunijoje: pateikiama statistinių duomenų ir aprašoma, kokių veiksmų buvo imtasi pereinant nuo segregacijos principu pagrįstos ugdymo sistemos mokykloje prie inkliuzijos principais grindžiamos sistemos. Dėmesys kreipiamas į mokytojus ir mokytojų pirminio rengimo programas. Mokytojų pirminis rengimas Rumunijoje remiasi prielaida, kad, siekiant įdiegti inkliuzinio ugdymo sistemą, tokių mokytojų rengimo poreikis yra labai didelis. Kokybiniu tyrimu buvo siekiama pateikti specialistų nuomonę dėl inkliuzinio ugdymo mokytojų rengimo politikos prioritetų, atkreipiamas dėmesys į tokių specialistų rengimo, privalomo kiekvienam inkliuzinį ugdymą taikančiam mokytojui, sistemos įdiegimo sąlygas ir aspektus, susijusius su mokytojų rengimo proceso reformavimu nacionaliniu lygmeniu.

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SOME OBSERVATIONS ABOUT TEACHING MEDIA LITERACY

World Science ◽

10.31435/rsglobal_ws/30042020/7030 ◽

2020 ◽

Vol 3 (4(56)) ◽

pp. 4-9

Author(s):

O. Vysotska ◽

S. Vysotska

Keyword(s):

Media Literacy ◽

Teaching And Learning ◽

Tertiary Education ◽

Literacy Education ◽

Media Education ◽

Successful Implementation ◽

The West ◽

Effective Media ◽

Development Approach

The article highlights the civic/ role of media education that should be taught at schools and universities as a tool for educating responsible and active citizens. It emphasizes that media literacy education should be addressed in primary-secondary-tertiary education level curricula and presents examples of successful teaching and learning practices in the West which are based on competence development approach and active critical engagement of students with media. The article offers for consideration some ways to address disinformation in the classroom, analyzes conditions that make successful implementation of effective media education as well as the challenges media education experiences in Ukraine.

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