Educational Broadcasting

1938 ◽  
Vol 13 (1) ◽  
pp. 56
Author(s):  
H. Clay Harshbarger
Keyword(s):  
Educational Broadcasting

The Political Economic Structure of Early Media Reform Before and After the Communications Act of 1934

Resonance ◽  
2020 ◽  
Vol 1 (3) ◽  
pp. 244-266
Author(s):  
Josh Sheppard
Keyword(s):  
Rocky Mountain ◽  
Advisory Council ◽  
National Committee ◽  
Media Activism ◽  
Educational Broadcasting ◽  
System Building ◽  
Before And After ◽  
National Advisory Council ◽  
Media Reform ◽  
Activist Groups

This paper examines how early media reform work evolved from political activism into a system-building advocacy campaign in support of Schools of the Air between 1930 and 1940. Calling upon archival work that focuses on 1935–1940 records, it examines how prominent activist groups the National Committee for Education by Radio (NCER) and the National Advisory Council for Radio in Education (NACRE) shifted their strategic approaches to adjust to the “public interest” mandate of the Communications Act of 1934. Though scholarship has chronicled disagreements between the NCER and NACRE over how to best support educational broadcasting, a dialectical interplay emerged after the act during the New Deal due to the influence of the Federal Radio Education Committee (FREC). FREC inspired A.G. Crane of the NCER to build the Rocky Mountain Radio Council (RMRC). The RMRC was the first sustainable educational media network, and the group coined the term public broadcasting. While the Communications Act signaled the end of the first wave of media activism, the policy also inspired reformers to develop a new system-building strategy that set the groundwork for NPR and PBS.

Educational Broadcasting 1936.

1939 ◽  
Vol 13 (3) ◽  
pp. 191
Author(s):  
C. S. Marsh
Keyword(s):  
Educational Broadcasting

scholarly journals The New TVOntario: Salvation or Suicide for Public Educational Broadcasting

2001 ◽  
Vol 26 (1) ◽  
Author(s):  
Kirsten Kozolanka
Keyword(s):  
New Technology ◽  
Market Model ◽  
Technology In Education ◽  
General Audience ◽  
The Public ◽  
Educational Broadcasting ◽  
Political Interference ◽  
Educational Broadcaster ◽  
The Face ◽  
The Government

Abstract: When faced with privatization by the Ontario government, the public educational broadcaster TVOntario took a pro-active stance in the face of the neo-liberal ideology of reduced public expenditure and institutional restructuring. TVO won short-term salvation by embracing market model methods, but in so doing it may have lost its niche as a public educational broadcaster. It now faces two major policy challenges. It must balance its general-audience broadcast arm with its newly refocused educational arm and it must negotiate possible political interference from the imperative to connect the government's newly revised school curricula to its new technology-in-education arm. This paper also situates the TVO example as a rejection of the privatization agenda of the Government of Ontario. Finally, this paper uses the TVO example to raise questions about hybrid models of broadcasting. Résumé: Pour éviter que le gouvernement de l'Ontario ne la privatise, la station éducative publique TVOntario a adopté une position qui prend les devants face à la volonté néolibérale de réduire les dépenses publiques et restructurer les institutions. À court terme, TVO s'est protégé en adoptant des méthodes axées sur le marché, mais celles-ci lui ont peut-être coûté son créneau particulier à titre de diffuseur éducatif public. En effet, TVO doit maintenant relever deux défis politiques imposants. La station doit équilibrer le besoin de s'adresser à un auditoire général avec celui remis au point d'offrir des émissions éducatives. En outre, elle doit parer à des interventions politiques possibles émanant de son obligation de relier le nouveau curriculum scolaire à sa nouvelle branche consacrée à la technologie dans l'éducation. Cet article discute de TVO comme manifestant un rejet des projets de privatisation du gouvernement ontarien. Finalement, l'article utilise l'exemple de TVO pour soulever des questions sur des modèles de radiodiffusion hybrides.

Educational Broadcasting in Greece

1996 ◽  
Vol 22 (3) ◽  
pp. 175-182 ◽  
Author(s):  
Nikos Metallinos ◽  
Michael Meimaris
Keyword(s):  
Educational Broadcasting

Theodor Adorno, Paul Lazarsfeld, and the Public Interest Mandate of Early Communications Research, 1935–1941

2021 ◽  
Author(s):  
Josh Shepperd
Keyword(s):  
Intellectual History ◽  
Public Interest ◽  
Communication Theory ◽  
Rockefeller Foundation ◽  
The Public ◽  
Educational Broadcasting ◽  
Theodor Adorno ◽  
History Of ◽  
The Media ◽  
Noncommercial Media

Abstract Through detailed archival analysis of personal letters, this article examines how the “public interest” mandate of the Communications Act of 1934 inspired the formation of the Princeton Radio Research Project (PRRP), and influenced Paul Lazarsfeld’s development of two-step flows and media effects research. Buried in federal records, a post-Act Federal Communications Commission (FCC) Pursuant that mandated analysis of educational broadcasting additionally turns out to be the causative reason that Theodor Adorno was brought to America by the Rockefeller Foundation. Crucial to the intellectual history of media and communication theory, Lazarsfeld invited Adorno not only to develop techniques to inform educational music study, but to strategically formulate advocacy language for the media reform movement to help noncommercial media obtain frequency licenses. The limits and pressures exerted by the FCC Pursuant influenced the trajectory of the PRRP research, and consequently, the methodological investments of Communication Studies.

scholarly journals The Audience “Talking Back”: Alan M. Thomas’ Educational Television Experiment in Democratic Decision Making

2017 ◽  
Vol 42 (1) ◽  
Author(s):  
Errol Salamon
Keyword(s):  
Decision Making ◽  
Adult Education ◽  
Social Action ◽  
Direct Democracy ◽  
Educational Television ◽  
Adult Educator ◽  
Prise De Décision ◽  
Educational Broadcasting ◽  
Canadian Association ◽  
Television Experiment

In 1959, adult educator Alan M. Thomas outlined a pioneering concept of the active broadcast audience in Canada. Thomas affirmed that the audience’s potential to be a force for two-way communication and direct democracy had been unfulfilled. Twenty years later, Thomas put this concept into practice. As president and chair of the Canadian Association for Adult Education, he developed a participatory television series with the Canadian Broadcasting Corporation called People Talking Back. The six-part series was an activist experiment in democratic decision-making to facilitate social action and learning outside of formal educational institutions. This Research in Brief brings together Thomas’ concept of the audience with his adult educational broadcasting scholarship and research on People Talking Back, all of which have remained relatively unrecognized by communication scholars.En 1959, l’éducateur d’adultes Alan M. Thomas a initié une approche pionnière envers le public des médias au Canada. Selon lui, on n’avait pas encore développé le potentiel de ce public d’être une force en communication bidirectionnelle et en démocratie directe. Vingt ans plus tard, Thomas a pu mettre son initiative en œuvre. En effet, en tant que président de la Canadian Association for Adult Education, il a créé avec la Société Radio-Canada une émission de télévision participative intitulée People Talking Back (« Les gens répondent »). Cette série activiste de six épisodes a expérimenté la prise de décision démocratique dans le but de faciliter l’apprentissage et l’action sociale de ses téléspectateurs hors du cadre d’un établissement d’enseignement formel. Cette Recherche en bref établit un lien entre la conception du public formulée par Thomas et l’étude de celui-ci relative à People Talking Back de la radiodiffusion appliquée à l’éducation des adultes. Les initiatives de Thomas ont reçu jusqu’à présent peu d’attention de la part des chercheurs en communication.

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