Media Literacy Education in China
The Chinese government has long kept tight control on both traditional and new media to prevent potential challenges to its authority. But, for better or worse, China has now reached a stage where it is difficult to exercise political hegemony through law
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Media Literacy Education in China
Media Literacy Education in China
Chi-Kim Cheung
Media Literacy Education in China
Chi-Kim Cheung Faculty of Education University of Hong Kong Hong Kong, Hong Kong
ISBN 978-981-10-0043-0 ISBN 978-981-10-0045-4 DOI 10.1007/978-981-10-0045-4
(eBook)
Library of Congress Control Number: 2015959707 Springer Singapore Heidelberg New York Dordrecht London © Springer Science+Business Media Singapore 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer Science+Business Media Singapore Pte Ltd. is part of Springer Science+Business Media (www.springer.com)
Acknowledgements
When media education was first introduced into schools, it was regarded by some as a ‘Mickey Mouse’ subject (McCowan 2009; Clark 2012), and not many publications in this area appeared in first tier journals. When I first started my academic career in the field of media education as a young researcher, I was well aware of this but had a different view. As technology became more advanced, I was convinced that media would exert a tremendous influence on people and that media education would have a significant role to play in the future, so I have continued to teach and conduct research in this field in the last 15 years. In 2006, I was awarded the most prestigious research grant in Hong Kong to investigate the implementation of media education in Hong Kong’s secondary school curriculum. My efforts in the research and teaching of media education were recognized by my external assessors when I applied for tenure and promotion later in my academic career. Although I do not know who they are, I owe much to them for their recognition of my achievements. Please see below the extracts from their assessor reports: Assessor i Para 2: In short, his work continues to grow, and there has been notable growth in just this past year. Para 6: I would compare Dr. Cheung favourably with academic researchers in his field.... In short, he is very productive,
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