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  • Understanding media mentalities and logics: institutional and journalistic practices, and the reporting of teachers' work

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    Baroutsis64920.pdf (241.1Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Baroutsis, Aspa
    Griffith University Author(s)
    Baroutsis, Aspa
    Year published
    2018
    Metadata
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    Abstract
    This paper explores the ‘media mentalities’ about teachers and their work in the Australian print media. The notion of media mentalities draws on the theoretical concepts of discourse, mentalities, and mediatisation. This refers to the constructed realities and forms of thought in media coverage that circulate particular accounts. These are linked to institutional and journalistic practices in media that are governed by media logics. Drawing on newspaper text and interviews with journalists, the following practices are addressed: agendisation and accountabilisation which are both institutional practices; and the journalistic ...
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    This paper explores the ‘media mentalities’ about teachers and their work in the Australian print media. The notion of media mentalities draws on the theoretical concepts of discourse, mentalities, and mediatisation. This refers to the constructed realities and forms of thought in media coverage that circulate particular accounts. These are linked to institutional and journalistic practices in media that are governed by media logics. Drawing on newspaper text and interviews with journalists, the following practices are addressed: agendisation and accountabilisation which are both institutional practices; and the journalistic practices of factualisation, emphasisation, and sensationalisation – all of which operate globally, to some degree, across and within media institutions and media practitioners, and produce the news about teacher's work within the framework of these practices.
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    Journal Title
    Discourse: Studies in the Cultural Politics of Education
    Volume
    40
    Issue
    4
    DOI
    https://doi.org/10.1080/01596306.2017.1399861
    Copyright Statement
    © 2018 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Discourse on 08 Nov 2017, available online: https://doi.org/10.1080/01596306.2017.1399861
    Subject
    Education not elsewhere classified
    Education
    Studies in Human Society
    Publication URI
    http://hdl.handle.net/10072/386493
    Collection
    • Journal articles

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