An Invisible Nation? The BBC and English-language Arts Television in Wales

2019 ◽  
Vol 16 (4) ◽  
pp. 409-428
Author(s):  
Amy Genders

The history of the BBC's regional programming is one of perennial tension between representing and reflecting the diversity of the UK's nations and regions and what is often perceived as an unrelenting ‘metropolitan centricity’. Through charting the mixed fortunes of English-language arts television for and about Wales, this article examines how the narrow range of cultural representation available on BBC television is situated within a public service broadcasting strategy that continues to regard regional arts as inherently ‘provincial’ and as such, inferior to that of London. The data and analysis presented derives from a broader study based on 21 qualitative interviews conducted with key figures directly involved in the production and commissioning of arts content across the BBC's television, radio and online services. The accounts provided by these interviewees are also contextualised by analysis of broadcasting policy and internal BBC documents, including annual yearbooks and reports. The article concludes by arguing that if the BBC is to reflect more adequately the true diversity of the UK's nations and regions and the distinct arts and cultures constituted within them, it must start by devolving its commissioning powers more equally. Rather than merely shifting centralisation from London to allocated ‘centres of excellence’ such as Scotland in the case of arts broadcasting, an effective public service arts proposition should strive to give greater autonomy and agency to the nations and regions so that they might build their arts strategies in their own image as opposed to that of the capital.

Author(s):  
Philomena S. Marinaccio ◽  
Kevin Leichtman ◽  
Rohan Hanslip

The English Language Arts (ELA) curriculum in United States (US) schools is failing students from ethnically and economically diverse communities. Standards for ELA have been accused of perpetuating inequality and causing a spiral of marginalization to continue for diverse learners. The current conceptualization of ELA and literacy does not reflect the complex set of diverse social, cultural, and linguistic dynamics inside and outside the classroom that influence the curriculum. Changes in the literacy curriculum need to be made that mirror changes in the world. The present chapter proposes an ELA curriculum that is flexible enough to respond to the socio-cultural synergy between language, identity, and power to combat diverse learner school resistance, misevaluation, and barriers to higher levels of literacy knowledge. There is an urgent need for a curriculum based on a universal and dynamic curriculum that acknowledges the identity and needs of each student. Our theoretical framework is based on the classic works of Piaget and Vygotsky and traces the history of ELA research from the deficit-based theories regarding the oral-literate continuum to the inclusive research design and pedagogy of “new literacies.” Being cognizant of myriad reading and cognitive development theories is needed to guide ELA educators in teaching reading and literacy. We need to go beyond blaming students to transforming and expanding the ELA curriculum through critique and reflection. The ELA curriculum must itself be potentially transformative in that it will embrace diverse learner discourses and identities by integrating rather than assimilating diverse learners into the classroom.


1999 ◽  
Vol 88 (4) ◽  
pp. 27
Author(s):  
René Matthews ◽  
Maria Conti Mingrone ◽  
Leah A. Zuidema ◽  
Elizabeth G. Mascia ◽  
Gracie Conway Panousis ◽  
...  

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