EQ322-15 Representations of Teaching and Learning in the Media
Introductory description
This module will enable students to evaluate how teachers, students and educational settings are represented within literature, film, television and social media. Students will consider teacher representations they have encountered within these media, alongside a range of examples from within the module. The aim will be to consider what these representations suggest about societal views of teachers, schools, teaching, and learning in national and international contexts, and how these representations may have shaped our own understandings of teaching and learning.
Module aims
- To evaluate representations of teachers, schools, teaching, and learning in literature, film, television and on social media both within the UK, and internationally.
- To consider the impact of these representations on expectations of teachers, including their own expectations of the career role and boundaries.
- To reflect on how individual experiences of seeing education through the lens of literature, film, television and/or social media has shaped student views of teacher/student roles and responsibilities.
Outline syllabus
This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.
Teachers in the movies – tropes and trends.
The most memorable teachers in books.
The teacher as saviour / inspiration: The case against 'Dead Poet’s Society'.
Radical teaching approaches: The case against 'School of Rock'.
Teachers as friends: The case against Dumbledore
Gender differences explored: how do representations of teachers vary by gender?
The school on television: the role of the documentary
Teachers on TikTok
Learning outcomes
By the end of the module, students should be able to:
- Demonstrate knowledge and systematic understanding of how teachers and schools are represented in literature, film, television and/or social media, identifying themes and patterns in relation to character development and role.
- Demonstrate a critical and conceptual understanding of the ways in which representations of teachers within popular culture can shape expectations of the teacher role.
- Reflect upon and critically evaluate how individual experiences of the representation of teachers and schools within popular culture have shaped personal understandings of the teacher role.
Indicative reading list
Dalton, M.M & Lindler, L.R. (2019) Teachers, Teaching and Media: Original Essays about Educators in popular culture
Weber, A. & Mitchell, C. (1995) ‘That’s Funny, you don’t look like a teacher’: Interrogating images and identity in popular culture
Shoffner, M (2016) Exploring teachers in fiction and film: saviors, scapegoats and schoolmarms
Belcher, E.C., Maich, K. and Hardy, M., 2019. Teachers as Zookeepers? How Picture Books Describe Classroom Management
Hartung, C., Ann Hendry, N., Albury, K., Johnston, S. and Welch, R. (2022)Teachers of TikTok: Glimpses and gestures in the performance of professional identity
Carpenter, J.P., Shelton, C.C., Curcio, R. and Schroeder, S., 2021, March. The education influencer: New possibilities and challenges for teachers in the social media world
Interdisciplinary
This module has relevant connections with literary, media and cultural studies.
Subject specific skills
A critical understanding of the complexity of the interaction between learning and local and global contexts, and the extent to which participants (including learners and teachers) can influence the learning process.
A critical understanding of the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process.
A critical examination and evaluation of the significance of the cultural, historical and contemporary features of various policies, institutions and agencies in regard to children and childhood.
A critical understanding of the interrelationships between political, economic, cultural and ideological contexts in the lives of children and their families and communities.
Transferable skills
Attitudes and aptitudes for work
Character/personality
Communication skills
International cultural awareness
Knowledge of chosen job/career
Personal development skills
Using IT effectively
Study time
| Type | Required |
|---|---|
| Lectures | 10 sessions of 2 hours (13%) |
| Seminars | 10 sessions of 1 hour (7%) |
| Private study | 85 hours (57%) |
| Assessment | 35 hours (23%) |
| Total | 150 hours |
Private study description
Independent study hours include background reading, completing reading/other tasks in preparation for timetabled teaching sessions, undertaking research using the library resources, follow-up reading work, working on individual and group projects, the completion of formative assignments, revision.
Costs
No further costs have been identified for this module.
You do not need to pass all assessment components to pass the module.
Assessment group A
| Weighting | Study time | |
|---|---|---|
| Poster presentation | 20% | 10 hours |
|
A critical analysis of the characteristics of a chosen teacher from either literature, film, television, or social media. Students will produce a poster and prepare to answer questions about it (but not deliver a formal presentation) during a conference-style seminar. |
||
| Reflective Essay | 80% | 25 hours |
|
A critical and academically-informed reflective essay about 2 or 3 teachers from literature, television, film or social media that have shaped your perspective on the teacher role or your expectations of teachers. |
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Feedback on assessment
Written feedback on submitted assignments
Courses
This module is Option list A for:
- Year 3 of UEQA-X35B Undergraduate Education Studies
- Year 4 of UPSA-C806 Undergraduate Psychology with Education Studies (with Intercalated Year)
This module is Option list B for:
- Year 3 of UPSA-C804 Undergraduate Psychology with Education Studies