Taking a stance: resistance, faking and Muddling Through.

Research output: Contribution to journalArticle

Abstract

This article focuses on project-based learning in media practice education, identifying three themes of interest. The first questions the recontextualisation of practice from the professional to a pedagogic environment. The second theme questions how much we know about what goes on inside a project and contrasts the ways in which students ‘do’ projects with the ways in which educators idealise project work as a mirror of professional practice. The final theme questions whether processes and procedures external to a project environment may result in a decoupling between professional practice and the everyday formulations of practice enacted by students. While educators may seek to encourage students to simultaneously adopt academic, professional and creative identities, as part of an active and purposeful approach to doing projects, this article questions whether tensions between these identities may actually encourage students to engage in decoupling behaviour. The article aims to encourage media practice educators to reflect on their own use of projects and question the ways in which the identities students claim as learners align with educator's beliefs and values. [ABSTRACT FROM AUTHOR]
Original languageEnglish
Pages (from-to)4-20
Number of pages17
JournalJournal of Media Practice
Volume17
Issue number1
DOIs
Publication statusPublished - Mar 2016

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title = "Taking a stance: resistance, faking and Muddling Through.",
abstract = "This article focuses on project-based learning in media practice education, identifying three themes of interest. The first questions the recontextualisation of practice from the professional to a pedagogic environment. The second theme questions how much we know about what goes on inside a project and contrasts the ways in which students ‘do’ projects with the ways in which educators idealise project work as a mirror of professional practice. The final theme questions whether processes and procedures external to a project environment may result in a decoupling between professional practice and the everyday formulations of practice enacted by students. While educators may seek to encourage students to simultaneously adopt academic, professional and creative identities, as part of an active and purposeful approach to doing projects, this article questions whether tensions between these identities may actually encourage students to engage in decoupling behaviour. The article aims to encourage media practice educators to reflect on their own use of projects and question the ways in which the identities students claim as learners align with educator's beliefs and values. [ABSTRACT FROM AUTHOR]",
author = "Roy Hanney",
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year = "2016",
month = "3",
doi = "10.1080/14682753.2016.1159437",
language = "English",
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pages = "4--20",
journal = "Journal of Media Practice",
issn = "1468-2753",
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Taking a stance: resistance, faking and Muddling Through. / Hanney, Roy.

In: Journal of Media Practice, Vol. 17, No. 1, 03.2016, p. 4-20.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Taking a stance: resistance, faking and Muddling Through.

AU - Hanney, Roy

N1 - Accession Number: 116270073; Hanney, Roy 1; Affiliations: 1: School of Media Arts & Technology, Southampton Solent University, Southampton, UK; Issue Info: Mar2016, Vol. 17 Issue 1, p4; Thesaurus Term: Classroom environment; Thesaurus Term: Motivation in education; Subject Term: Project method in teaching; Subject Term: Student projects; Subject Term: Education -- Great Britain; Author-Supplied Keyword: learning; Author-Supplied Keyword: media; Author-Supplied Keyword: pedagogy; Author-Supplied Keyword: practice; Author-Supplied Keyword: Project-based; Number of Pages: 17p; Document Type: Article

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AB - This article focuses on project-based learning in media practice education, identifying three themes of interest. The first questions the recontextualisation of practice from the professional to a pedagogic environment. The second theme questions how much we know about what goes on inside a project and contrasts the ways in which students ‘do’ projects with the ways in which educators idealise project work as a mirror of professional practice. The final theme questions whether processes and procedures external to a project environment may result in a decoupling between professional practice and the everyday formulations of practice enacted by students. While educators may seek to encourage students to simultaneously adopt academic, professional and creative identities, as part of an active and purposeful approach to doing projects, this article questions whether tensions between these identities may actually encourage students to engage in decoupling behaviour. The article aims to encourage media practice educators to reflect on their own use of projects and question the ways in which the identities students claim as learners align with educator's beliefs and values. [ABSTRACT FROM AUTHOR]

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