Studies in Media, Information Communication Technologies and Development
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- Term 1
This course provides an introduction to the history of debates around the relationship between media and development. The course challenges the assumptions behind the media and development industries, as well as development studies, and offers new ways of addressing and analyzing about these issues. The approach balances critical theoretical analysis of the hegemony implied by the ideas and practices of development with the practical issues surrounding the use of contemporary media, including notably digital technologies, for a range of developmental purposes.
The core course interrogates critically the presuppositions of ‘development’ itself as an articulation which legitimizes a particular, hierarchical vision of the world and disarticulates alternatives. ‘Development’ privileges an economistic world view and downplays the importance of social and cultural change, in which the media are not just instruments of furthering the agenda of modernization but articulate and constitute a vibrant public discussion and commentary, which is by no means confined to the public sphere or civil society.
Reference is made to a range of old media and new Information Communication Technologies including radio and mobile telephony that are utilised in a variety of ways to address specific kinds of development-oriented issues, including health, literacy and gender empowerment and sustainable livelihoods. The emerging practices of e-finance, e-government are introduced and the course explores the various participants and interests involved in creating development policies. This half course unit cannot be taken by students registered for the MA Media and Development Studies.
Objectives and learning outcomes of the course
At the end of the course, a student should be able to demonstrate…
- That they know how to assess data and evidence critically from texts, manuscripts, audio and video sources, both analog and digital; solve problems of conflicting sources and conflicting interpretations; develop skills in critical judgements of complex source materials; locate materials in print and on line, use research resources (particularly research library catalogues and websites) and other relevant traditional and electronic sources.
- That they have acquired knowledge and understanding of the dynamics and debates about the role of media and Information Communication Technologies in the development process. Specifically they should be able to critically examine the discourses of development, the roles of national and international organizations, NGOs, citizens in defining and producing development and the emergence of critical and alternative paradigms for sustainable societies; to be aware of the key theoretical issues surrounding the role of media and Information Communication Technologies in development processes; to be able to analytically disaggregate economic, political, social and cultural strands of development and the nature of mediated practices within each; develop awareness of emergent models of sustainable development in which contemporary media practices play a key role.
- That they can apply critical theoretical skills to different kinds of media materials and practices, including within specific development fields such as health, education and gender, deriving predominantly from Asia, Africa and the Middle East, enabling analytical understanding of situated practices.
- That they have learned to define their own independent research projects and the appropriate methodologies and tools to conduct these.