Promoting Dialogue about Current Issues in the Media in Secondary English Classrooms: A View from Australia
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| Title: | Promoting Dialogue about Current Issues in the Media in Secondary English Classrooms: A View from Australia |
|---|---|
| Language: | English |
| Authors: | Kirk Weeden, Graham Parr, Fleur Diamond |
| Source: | Changing English: Studies in Culture and Education. 2026 33(1):31-45. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Students, English Instruction, Foreign Countries, English Teachers, Secondary School Teachers, Mass Media, Current Events, Dialogs (Language), Teacher Attitudes, English (Second Language), Second Language Instruction, Language Teachers, Private Schools, Public Schools, English Learners |
| Geographic Terms: | Australia |
| DOI: | 10.1080/1358684X.2025.2537642 |
| ISSN: | 1358-684X 1469-3585 |
| Abstract: | As young people engage with the media landscape around them, they encounter a deterioration in public discourse relating to contemporary social, political and cultural issues. To address this breakdown, and to help their students become critical and informed citizens, English teachers are utilising classroom dialogue. The aim of our study was to understand how secondary English teachers in Victoria, Australia, promote dialogue in their classrooms about current issues in the media in the course of their teaching. The study's findings suggest that English teachers who promote classroom dialogue about current issues in the media have a socially and democratically empowering vision of their work. The findings also point to the ways that teachers facilitate a dialogic space and navigate the challenges with conversations about difficult and controversial issues. The study demonstrates the unique and powerful democratic and ethical work teachers perform in spite of neoliberal attempts to narrow and de-politicise the scope and nature of their work. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500770 |
| Database: | ERIC |
| Abstract: | As young people engage with the media landscape around them, they encounter a deterioration in public discourse relating to contemporary social, political and cultural issues. To address this breakdown, and to help their students become critical and informed citizens, English teachers are utilising classroom dialogue. The aim of our study was to understand how secondary English teachers in Victoria, Australia, promote dialogue in their classrooms about current issues in the media in the course of their teaching. The study's findings suggest that English teachers who promote classroom dialogue about current issues in the media have a socially and democratically empowering vision of their work. The findings also point to the ways that teachers facilitate a dialogic space and navigate the challenges with conversations about difficult and controversial issues. The study demonstrates the unique and powerful democratic and ethical work teachers perform in spite of neoliberal attempts to narrow and de-politicise the scope and nature of their work. |
|---|---|
| ISSN: | 1358-684X 1469-3585 |
| DOI: | 10.1080/1358684X.2025.2537642 |
