From "Hope & Glory" to "Waterloo Road:" Mediating Discourses of "Crises" Surrounding Schools and Schooling in British Television Drama, 1999-2011

Autor/inn/en	Blake, Anthony; Edwards, Gail
Titel	From "Hope & Glory" to "Waterloo Road:" Mediating Discourses of "Crises" Surrounding Schools and Schooling in British Television Drama, 1999-2011
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 34 (2013) 5, S.784-798 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2013.728370
Schlagwörter	Foreign Countries; Television; Drama; Professional Identity; Educational Change; Public Opinion; Politics of Education; Popular Culture; Urban Schools; Films; Gender Issues; Masculinity; Femininity; Teacher Competencies; Leadership Qualities; Educational Environment; Academic Standards; Mental Health; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Fernsehen; Fernsehtechnik; Schauspiel; Bildungsreform; Öffentliche Meinung; Educational policy; Bildungspolitik; Popkultur; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Film; Geschlechterfrage; Männlichkeit; Femaleness; Weiblichkeit; Lehrkunst; Führungseigenschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Psychohygiene; Großbritannien
Abstract	Popular television drama is an important discursive site engaging the public with debates about schooling and professional identity. Between 1999 and 2011, external discourses of "crisis" (of academic achievement or students' mental and emotional health) were mediated as alternative discourses of "crisis, failure, and salvation" in which a Standards agenda predominated, or that of the school as a "caring community." "Genre" analysis reveals how "school" dramas exploited distinctive narrative types to privilege a particular discourse. Adapting Schatz's (1981) scheme of Hollywood "genre" types, these dramas are characterised by a narrative strategy of "restoration" of the "failing" secondary (high) school to its public function of raising achievement, or after 2007 of "integration" more concerned with assimilating "troubled" students into the school community. This shift in representation is consistent with, and contributes towards, the "rise of therapeutic education" where the Head Teacher and teacher are portrayed more as counsellor than educator. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10