TV teacher: how adults learn through tv viewing

Adult educators have generally been interested in two aspects of the role of film and
television fiction. First, there is a growing literature on using these media within
conventional pedagogical situations (Thompson, 2007). This includes examining
their potential as tools that teachers use to raise awareness of social and political
issues and enable students to imagine a range of experiences and possibilities. It
also incorporates the development of critical media literacy, whereby students learn
to recognize the way ideas are constructed, reflected and reproduced. Guy, for
example, perceives the ‘corrosive and dehumanizing messages of popular culture’
(2007:19) and explores the importance of classroom practices that develop
frameworks for critique. Coming, in contrast, from a Jungian perspective, Dirkx
examines the significance of the emotions in transformative learning and notes how
this ‘may be fostered through the selective use of fiction, poetry and movies’
(2006:23).