Palgrave Studies in Educational Media

Fuchs, E. (Ed), Macgilchrist, F. (Ed)

There is no education without some form of media. Much contemporary writing on media and education examines best practices or individual learning processes, is fired by techno-optimism or techno-pessimism about young people’s use of technology, or focuses exclusively on digital media. Relatively few studies attend – empirically or conceptually – to the embeddedness of educational media in contemporary cultural, social and political processes. The Palgrave Studies in Educational Media series aims to explore textbooks and other educational media as sites of cultural contestation and socio-political forces. Drawing on local and global perspectives, and attending to the digital, non-digital and post-digital, the series explores how these media are entangled with broader continuities and changes in today’s society, with how media and media practices play a role in shaping identifications, subjectivations, inclusions and exclusions, economies and global political projects. Including single authored and edited volumes, it offers a dedicated space which brings together research from across the academic disciplines. The series provides a valuable and accessible resource for researchers, students, teachers, teacher trainers, textbook authors and educational media designers interested in critical and contextualising approaches to the media used in education. International Advisory Board: Michael Apple, University of Wisconsin-Madison, USA Tânia Maria F. Braga Garcia, Universidade Federal do Paraná, Brasil Eric Bruillard, ENS de Cachan, France Nigel Harwood, University of Sheffield, UK Heather Mendick, Independent Scholar, UK Eugenia Roldán Vera, CINVESTAV Mexico City Neil Selwyn, Monash University, Australia     Yasemin Soysal, University of Essex, UK

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