[Commlist] cfp - Questioning public policies in media education

Extended deadline for proposals to the next international conference 
(14th & 15th May 2020 in Créteil, Paris, France) organized by the Center 
for Youth and Media Studies and the Canada Chair of Research for Media 
Education and Human Rights.

The theme will be "Questioning public policies in media education".

For all details and submissions (before January the 7th) : 
https://cejem2020.sciencesconf.org/

For further information, please contact the Center for Youth and Media 
Studies (Centre d’études sur les jeunes et les médias 
<https://jeunesetmedia.wixsite.com/jeunesetmedias>) : 
(jeunesetmedias /at/ gmai.com) or (marleneloicq /at/ gmail.com)

++++

International Conference

Organised by the Center for Youth and Media Studies (Centre d’études sur 
les jeunes et les médias)

and the *Canada Research Chair **in Media Education and Human Rights*

*May 14th -15th 2020*

Université Paris Est Créteil (UPEC), Créteil, France

*/Questioning public policies in media education /*


*/Keynote speakers: /**/David Buckingham /*/(//Loughborough University, 
Kings College London)///

/and**/*/Christine Trueltzsch-Wijnen /*/(Stefan Zweig University of 
Education, Salzburg)/*//*

/The Center for Youth and Media Studies (« centre d’études sur les 
jeunes et les médias ») gathers researchers from various disciplines 
around emerging issues in the field of media education. In order to 
reinforce this research network, each year, since 2013, its members 
organize an international event around themes of media education, youth 
media use, educational media, and critical pedagogy. In partnership with 
the Canada research chair for media education and human rights, this new 
edition will focus on public policies regarding media education. Relying 
on various levels of analysis (local, territorial, national and 
international level) as well as various disciplines and methods, the 
conference will confront theoretical, epistemological, axiological and 
socio-political positions that orient research on media education. The 
relations between public policies, training systems, stakeholders and 
publics (politicians, educators, scientists, students…) will 
particularly be investigated./

//

Media education is a rich and complex field that emerged through 
educational practices (not only at school and in the family, but also 
during extracurricular activities), research, and public policies. 
Indeed, since it exists, media education has been trying to not only be 
integrated into school curricula, but also in official phrasing 
regarding social issues that have long been addressed by the educational 
community.

While the media were developing, the movement for media education 
integrated these evolutions as new challenges for the school system. For 
example, since 2012, media education and information education have been 
put together to form EMI in France (“éducation aux médias et à 
l’information”), and MIL – Media and Information Literacy – on an 
international level. The current efforts towards data literacy also 
reflect the evolutionary nature of issues addressed by media education, 
skills that should be developed in the field, and public policies and 
supporting educational practices that are needed in order to deal with 
the complexity of the media landscape.

A general movement in favour of media education emerged in the eighties 
at the local, national and international level. In many countries, 
educational reforms enabled the creation of programs dedicated to media 
education. Depending on the context, they were more or less integrated 
or transversal, responding to different strategies, and unevenly 
deployed. More and more countries have progressively developed media 
education in their curricula. They are supported by institutional 
discourses and prescriptive programs of various quality, complexity and 
ambition. The discourses as well as the modalities of these programs are 
in close connection with socio-political contexts and the specificities 
of the educational systems that support them. In their own way, and 
together with actual educational practices and media education research, 
these policies are ‘saying’ what media education is today. Investigating 
public policies in media education thus means asking ourselves what this 
education is, how it is imagined, built and deployed, and how it is used 
in the field of practice according to specific local contexts, 
stakeholders’ representations, educational resources and available 
training, national requirements, international recommendations, and so 
on. Eventually, it means to question global socio-educative projects as 
well as political and economic interests that are involved since they 
may follow different, or even conflictual, goals.

Since the beginning of the century, the emergence of digital media and a 
diversification of formats have diversified the ways information is 
produced and spread, which in turn have changed media use and media 
culture. These changes mean that we need to broaden the field of 
intervention in media education and think constantly about discourses 
accompanying these transformations (prophetic speeches about general 
access to knowledge, to quote only this one). As part of this constant 
technological development, data, traces and algorithms (as well as 
artificial intelligence) are crucial. Let us emphasize that these 
technical phenomena play an essential role in ordinary communication 
practices and reveal that a real communicational engineering has been 
developed by the individuals.

The questions about changes in media use lead us, more broadly, to 
reflect on the imbrications between cultural and political aspects of 
media education, and investigate how these aspects are taken into 
account by public policies.

To investigate the relations between media education and public 
policies, international and comparative approaches are welcome since 
they can identify global phenomena and put light on local specificities. 
Propositions can be related to the following themes:

**

**

*1- Institutional discourses about media education*

**

The institutionalisation phase of media education is central in its 
acknowledgment and development. At different moments of its history, and 
in various places, it has been presented both as an educational 
opportunity - or necessity - and as a way to deal with crucial societal 
issues. Thus, the presence of media education in institutional 
discourses is both a proof of its role in social projects, whose 
modalities and ideologies depend a lot on the local context, and a way 
to orient its potential development on a given territory. It is 
therefore possible to question, among other things, the axiological 
dimensions of media education in institutional discourses and how they 
legitimize it. Also, how they take professional practices and research 
into account can also be investigated while tensions and debates raised 
by these pedagogical orientations (for instance, the role of informatics 
in digital education) can be addressed.

*2 - Territorial levels and stakeholders’ strategies*

**

Depending on the country and on the school system, media education is 
institutionalized on different territorial levels. Some nations may 
deploy educational policy strategies at the national level relying on a 
centralised political system, presupposing a homogeneous territory in 
terms of equipment, training and dedicated staff. Other nations develop 
these policies on more local levels, under various modes of governance 
due to specific administrative procedures, or even socio-political or 
cultural specificities of their territories (regions, states…). These 
variations allow networks to be developed, as well as institutional, 
political, educational and cultural stakeholders’ strategies dealing 
with specific educative and cultural realities. As part of this 
movement, supra-national organisations try to initiate a collective and 
global dynamic, aiming, among other things, at integrating curricula 
into national public policies. The strategies of stakeholders who set up 
media education projects, whether they be public (schools, public media 
institutions, but also the police, for instance), controlled by a 
Ministry, or private (insurance companies, commercial or media groups, 
and so on) can thus be investigated.

*3 **- Competency frameworks in public policy*

**

For about twenty years, following changes in the media landscape, 
discourses and frameworks about competencies and their qualification 
were developed: they refer, for instance, to informational, media or 
digital skills, e-skills, coding or programming skills… At an 
international or national level, public policies rely on competency 
frameworks that aim at accompanying individuals “their whole life”. 
These frameworks are produced to determine which skills should everyone 
possess. It is interesting to observe that they share both a political 
and an economic perspective. On the one hand, these skills are 
considered necessary for empowering individuals and developing a 
critical mind, which are both essential to act as a citizen in a 
democracy. On the other hand, their role in “employability” and career 
development, in a perspective of economic growth and competitiveness, is 
emphasized. Moreover, it is possible to question the norms that are 
visible in them; how do these frameworks present skills as a 
/pharmakon/, a form of intervention on men and women so that they can 
meet the needs and expectancies of society? Their process of creation 
and inscription in official education instances can be put into question.

**

**

**

*4- Questions surrounding certification and evaluation of public policies*

**

How media education is integrated into the curricula, and its level of 
integration, can be very different, depending on the school system. In 
this regard, the institutional construction of tools aiming at 
evaluating their “effects”, the indicators chosen, and the certification 
of the students involved can be analysed. ,

Media education meets educative and societal issues that can be 
addressed by school systems, popular education, or private 
organisations. How these various stakeholders are coordinated has an 
impact on the capacity of public policies to evaluate and build this 
education. The critical analysis of these certifications and evaluations 
may lead the researcher to investigate the underlying norms that 
determined their conception, as well as the knowledge and skills they do 
not cover. Building on this, it will be relevant to observe whether they 
take informal skills into account and integrate them, and on the other 
hand, to study how they divide skills using various qualification 
processes (certified, formal, school competencies).

A historical perspective would be useful to determine how these 
institutions rely on the results of these evaluations to make their 
educational strategies evolve.

*5- Resources and training facilities*

**

Questioning public policies also leads us to investigate training 
schemes, and pedagogical resources through which they become 
operational. Media education can be apprehended through discourses that 
define it, assign it to certain norms, accompany it; or through the 
social and educational intervention measures that give it shape. These 
measures include pedagogical resources that can take various forms 
(toolkits, dedicated websites, manuals, games, and so on). Depending on 
the stakeholders and on the public (at school or not, children, adults, 
seniors, and so on), they may or may not integrate the frame prescribed 
by public policies. The papers in that area can be about analysing forms 
and use of pedagogical resources regarding media education, and their 
links with public policies. They can also use comparative approaches 
between various training systems, in order to show to which extend they 
treat media and information education differently.

*Abstract submissions*

Abstracts must be submitted before December, 18^th 2019 in French or 
English (maximum of 7500 characters, including spaces and bibliography, 
Times New Roman, font size 12, simple line spacing, 5 keywords, and a 
title) *only* through the website cejem2020.sciencesconf.org 
<http://cejem2020.sciencesconf.org/>.

In the abstract, we ask you to remain *anonymous*, including when you 
refer to previous publications. They will be double-blind peer reviewed 
by the scientific committee. Abstracts, and communications, may be given 
in French or in English but there will be no translation nor 
interpretation during the event.

For further information, please contact /Le Centre d’études sur les 
jeunes et les médias/ : (jeunesetmedias /at/ gmail.com) 
<mailto:(jeunesetmedias /at/ gmail.com)>

Or visit https://www.facebook.com/jeunes.mediasor 
https://jeunesetmedia.wixsite.com/jeunesetmedias

After a new evaluation, a selection of papers will be gathered in a 
scientific publication, which terms will be specified later on.

*Important dates*

Abstract submission deadline: December 18^th , 2019 extended deadline, 
now January 7^th, 2020

Notification of acceptance or refusal: February 15^th , 2020

Conference: May 14^th and 15^th , 2020

Regarding the publication:

Paper submission for evaluation: November 1rst, 2020

Notification of evaluation: End of January, 2021

Final full-texts: March 2021

Planned publication: Fall 2021

*Organising committee*

Sabine Bosler (Université de Haute-Alsace, Cresat)

Florence Colin (UPEC, INSPE)

Isabelle Feroc Dumez (Université de Poitiers, Techne)

Sarah Labelle (Université Paris 13, LabSIC)

Marlène Loicq (UPEC, Céditec, Présidente du Centre d’études sur les 
jeunes et les médias)

Normand Landry (Téluq, Crisis, Canada Research Chair in Media Education 
and Human Rights)

Aude Seurrat (Université Paris 13, LabSIC)


*Scientific committee*

Éric Bruillard (ENS, IFé, EDA Descartes)

Jean-François Cerisier (U. de Poitiers, Techné)

Pascale Delormas (UPEC, Céditec)

Pierre Fastrez (UCLouvain, GReMS)

Bettina Henzler (Universität Bremen - ZeMKI / IRCAV)

Rudolf Kammerl (Friedrich-Alexander-Universität Erlangen-Nürnberg)

Anne Lehmans (U. de Bordeaux, IMS, Rudii)

Vincent Liquète (U. de Bordeaux, IMS, Rudii)

Pierre Moeglin (U. Paris 13, Labsic)

Claire Oger (UPEC, Céditec)

Sophie Pène (U. Paris Descartes, Fdva-Cri)

Laurent Petit (Sorbonne Université, Gripic)

Daniel Peraya (U. de Genève, Tecfa)

Alice Krieg-Planque (UPEC, Céditec)

Claudia Riesmeyer (Ludwig-Maximilians-Universität München / Institut für 
Kommunikationswissenschaft und Medienforschung)

Patrick Verniers (IHECS, IAME)

Carsten Wilhelm (U. de Haute-Alsace, Cresat)


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