mercredi 9 mai 2012

Notre réflexion : example d'éducation participative aux médias

Après avoir eu quelques expériences dans la mise en place de notre dispositif pédagogique au sein de la Communauté Urbaine de Bordeaux, nous avons voulu les confronter à nos réflexions de recherche en communication.
C'est dans le congrès International de 2009 sur les Droits Humains et la Communication de l’IAMCR (International Association for Media and Communication Research), que nous avons présenté cette proposition.
L'article, rédigé en anglais, nous a permis d'approfondir quelques aspects théoriques de notre démarche, mais surtout, ouvrir des nouvelles problématiques liés à nos démarches pédagogiques.
Vous pouvez lire le résumé ci-dessous et consulter l'article en entier sur :

 L’œil Critique : an example of Partipatory Education for Media
The objective of this communication is to present the evolution of our project called "L"oeil Critique" (critical eye) wich is a workshop of participatory education for media. The project has now been underway fo three years in the context of middle schools in France. We will first disccus the methodological basis of the workshop. This project fits into the sheme of participatory education and action research that we wil define. The basic principle of our methodology is to place a community of young people at the heart of audivisul creation. We will then explain the objectives of the workshop, wich are centered on two questions : 1) how to help young people develop a critical reaction to media? and 2) how to initiate them in the constratuction of discourse through image edition?
Our workshop addresses the first question by giving young people basic tools to analyze media, and the second by showing them, by practical examples, the way we can transmit emotional or narrative information. As support material for our discussions, we will rely on two case studies we performed in two different contexts: ZEP (Priority Education Zone) and a public school. We produced two participatory videos – a documentary and a fiction film – covering different genres but with similar objectives.
Furthermore, we will tackle the strains and limits of these experiences and how they shaped the evolution of the project. We will first explain the reasons why the research action took a place more and more important in our method. In addition to the aim of educating the media and to transmit knowledge about this professional environment, we are interested in the citizen’s media education, so as make possible a change in the way young people consider media. As PhD candidates in the sciences of information and communication, we decided to transform this field work into a research experience. Indeed, this workshop fits into the scheme of the empirical-inductive process: the hypothesis that a project’s potential for social change comes from practice.Finally, we will discuss why making young people aware of the question of intercultural communication is essential. In particular, we are interested in the helping young people of multicultural backgrounds explore the role of interculturality within and as portrait by images. This point is important to us, as we come from two different cultures (Bolivian and French), and this has influenced the way in which we built the workshop. The evolution of the project has led to the emergence of a further objective. Therefore, we aim to develop a method that could be adaptable to several cultural contexts.

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