Why U.S. Media Education Lags Behind the Rest of the English-Speaking World

Abstract

The article considers historical, political, and sociological explanations for why the United States lags behind the rest of the English-speaking world in the formal delivery of media education. Developments in media education are examined with respect to how media, leisure, and the popular arts are conceptualized in the United States and in contrast with other nations. Among the issues addressed are problems of parochialism and the politics of local schools; the sheer physical geographic size of the United States; and obstacles to teacher organization, teacher empowerment, and limited or nonexistent preservice or in-service training. Attention is given to the limits of federal education and broadcasting policy making. The ongoing conflicts between protectionist and cultural studies approaches are discussed. The research relies on formal documents and newsletters, interviews with leading media education researchers and teachers from numerous nations, and visits to schools and training sites in various countries.