Monday, 31 October 2011
(Not) Belonging in the Creative World: Challenging HE Exclusions
Centre for Educational Research in Equalities, Policy and Pedagogy and the London Paulo Freire Institute:, Roehampton University,'(Not) Belonging in the Creative World: Challenging HE Exclusions', Roehampton University, 17th November 2011
Social Class: Participation and Representation in the Creative Industries
Social Class: Participation and Representation in the Creative Industries at City University, 13th December 2011.
Friday, 26 August 2011
Media Education Summit
With Nic Jeune ‘Reflections on practice: work-based learning, identity and professionalism’, Media Education Summit 2011, Ravensbourne, 6-7.09.11
Keywords
Media practice; professionalism; work-based learning.
Abstract
This presentation explores how undergraduate students reflect on their work-based learning within a university-based media company, and how they make sense of their emerging ‘professional’ identities.
The presentation will draw on three years of findings from interviews and focus groups conducted as part of a longitudinal research study into Artswork Media (Bath Spa University), and accounts and reflections from student alumni in attendance. As a dialogue between the company’s Creative Director, student alumni, and the project researcher, the presentation will engage with a range of perspectives and debates on what, how and why students reflect as part of their work-based media practice education.
The presentation will specifically address: the contexts and practical means by which students come to relate to themselves as media professionals (Ashton, 2010); the significance of immersive work-based learning in contrast to a university/campus-based location; working with external clients and valuing work; and how the company context connects with future industry practices and challenges, such as portfolio working and job security (Hesmondhalgh and Baker, 2010; Ashton, 2011).
References
Ashton, D. (2010) ‘“You just end up feeling more professional”: Media production and industry-ready personhood' in Networks 10, pp.14-19
Ashton, D. (2011) 'Media education and media industries: Identity, anxiety, and aspirations', Media Education Research Journal, 1(2): 85-93.
Hesmondhalgh, D. and Baker, S. (2010) Creative Labour. London: Routledge.
Keywords
Media practice; professionalism; work-based learning.
Abstract
This presentation explores how undergraduate students reflect on their work-based learning within a university-based media company, and how they make sense of their emerging ‘professional’ identities.
The presentation will draw on three years of findings from interviews and focus groups conducted as part of a longitudinal research study into Artswork Media (Bath Spa University), and accounts and reflections from student alumni in attendance. As a dialogue between the company’s Creative Director, student alumni, and the project researcher, the presentation will engage with a range of perspectives and debates on what, how and why students reflect as part of their work-based media practice education.
The presentation will specifically address: the contexts and practical means by which students come to relate to themselves as media professionals (Ashton, 2010); the significance of immersive work-based learning in contrast to a university/campus-based location; working with external clients and valuing work; and how the company context connects with future industry practices and challenges, such as portfolio working and job security (Hesmondhalgh and Baker, 2010; Ashton, 2011).
References
Ashton, D. (2010) ‘“You just end up feeling more professional”: Media production and industry-ready personhood' in Networks 10, pp.14-19
Ashton, D. (2011) 'Media education and media industries: Identity, anxiety, and aspirations', Media Education Research Journal, 1(2): 85-93.
Hesmondhalgh, D. and Baker, S. (2010) Creative Labour. London: Routledge.
Wednesday, 15 June 2011
Moral Economies of Creative Labour programme announced
Programme for Moral Economies of Creative Labour announced.
My abstract:
Creative labour and higher education
Noting a range of government policy reports (e.g. Creative Britain, 2009), that identify higher education as a key site in the formation and development of labour for the ‘creative economy’, this paper explores the possibilities of how creative media practice students can relate to themselves as workers in-the-making. Specific analysis addresses how students are able to articulate their passions and career aspirations alongside a recognition and responsiveness to the unethical and amoral aspects of work in the creative and media industries.
Drawing on empirical research with creative media practice students, this paper argues that extending concepts of ‘employability’ and ‘industry learning’ present ways to locate ethical concerns as relevant for students. The aim is not to overlook or dismiss the investments and understandings that students hold, but to utilize the higher education experience to locate these alongside grounded accounts of the challenges of the their future creative work contexts.
My abstract:
Creative labour and higher education
Noting a range of government policy reports (e.g. Creative Britain, 2009), that identify higher education as a key site in the formation and development of labour for the ‘creative economy’, this paper explores the possibilities of how creative media practice students can relate to themselves as workers in-the-making. Specific analysis addresses how students are able to articulate their passions and career aspirations alongside a recognition and responsiveness to the unethical and amoral aspects of work in the creative and media industries.
Drawing on empirical research with creative media practice students, this paper argues that extending concepts of ‘employability’ and ‘industry learning’ present ways to locate ethical concerns as relevant for students. The aim is not to overlook or dismiss the investments and understandings that students hold, but to utilize the higher education experience to locate these alongside grounded accounts of the challenges of the their future creative work contexts.
A Manifesto for Media Education contribution
Ashton, D. (2011) ‘Media industries, education and employability’, A Manifesto for Media Education, see site.
Monday, 13 June 2011
Manifesto for Media Education symposium
This symposium is part of the wider Manifesto for Media Education project which is an attempt to develop a shared understanding, some shared reasons, for media education. See http://www.manifestoformediaeducation.co.uk/
Are we seeking to develop the media producers of tomorrow, or to nurture individuals capable of holding power to account? Are we seeking to hold a looking glass up to society in order for society itself to better understand itself, or perhaps we are hoping to develop a more media literate society capable of protecting itself from evil media conglomerates?
We hope that by the end of the project we will have a better, more sustaining understanding of the purpose of what we do and that we will be able to draw on this understanding to keep us on track in the classroom and in defending and advocating our subject in the future.
Speakers
Professor Natalie Fenton, Department of Media and Communications, Goldsmiths, University of London
Professor David Buckingham,The Centre for the Study of Youth and Media, Institute of Education, London University
Professor David Gauntlett, School of Media Arts and Design, University of Westminster
Dr Julian McDougall, Newman University College, Birmingham
Jenny Grahame, Editor Media Magazine, English and Media Centre
Dr Mark Readman, The Centre for Excellence in Media Practice, Bournemouth University
Nik Powell, National Film & Television School
Andrew Chitty, Managing Director, Illumina Digital
The symposium will be co-chaired by Jon Wardle and Pete Fraser, The Centre for Excellence in Media Practice, Bournemouth University.
Are we seeking to develop the media producers of tomorrow, or to nurture individuals capable of holding power to account? Are we seeking to hold a looking glass up to society in order for society itself to better understand itself, or perhaps we are hoping to develop a more media literate society capable of protecting itself from evil media conglomerates?
We hope that by the end of the project we will have a better, more sustaining understanding of the purpose of what we do and that we will be able to draw on this understanding to keep us on track in the classroom and in defending and advocating our subject in the future.
Speakers
Professor Natalie Fenton, Department of Media and Communications, Goldsmiths, University of London
Professor David Buckingham,The Centre for the Study of Youth and Media, Institute of Education, London University
Professor David Gauntlett, School of Media Arts and Design, University of Westminster
Dr Julian McDougall, Newman University College, Birmingham
Jenny Grahame, Editor Media Magazine, English and Media Centre
Dr Mark Readman, The Centre for Excellence in Media Practice, Bournemouth University
Nik Powell, National Film & Television School
Andrew Chitty, Managing Director, Illumina Digital
The symposium will be co-chaired by Jon Wardle and Pete Fraser, The Centre for Excellence in Media Practice, Bournemouth University.
Wednesday, 8 June 2011
Book Review of Identity Crisis
Ashton D. (2011) ‘Book review of Identity Crisis (2011) Marr, L. and Forsyth, R.’
For Art, Design, Media Subject Centre (The Higher Education Academy).
For Art, Design, Media Subject Centre (The Higher Education Academy).
Tuesday, 24 May 2011
Journal article in Journal of Cultural Economy
PATHWAYS TO CREATIVITY
Self-learning and customising in/for the creative economy
Journal of Cultural Economy
Volume 4, Issue 2, 2011, Pages 189 - 203
Focusing on the 'talent pathways' outlined in the 2008 Department of Culture, Media and Sport Creative Britain report, this article explores how different forms of creative agency are positioned to make a 'contribution' to the creative economy. Drawing on Paul du Gay's concept of personhood, case studies on digital gaming explore the formation of two forms of personhood - creative consumers and creative workers. Specifically, these forms of creative agency are analysed in terms of their connections on the 'talent pathway', and the transitions that see creativity and talent as inherent in all individuals and in need of channelling and directing. The creative-consumer case study unpacks the digital games industry strategy of enrolling fan-creators within their commercial operations. This case study reveals the increasing importance of co-production for the creative economy, and the extent to which diverse cultural practices are facilitated and positioned. Higher education Games Design courses will then provide the case study for examining how the creative-consumer can be positioned to make a productive contribution to the creative economy as a worker. Within this context, the formation of fans/students into a creative worker or industry-ready worker is evident. Through tracing different forms of creative agency and how they are connected to make a contribution to the creative economy, this article explores the governance of creative agency and economic subjects.
Self-learning and customising in/for the creative economy
Journal of Cultural Economy
Volume 4, Issue 2, 2011, Pages 189 - 203
Focusing on the 'talent pathways' outlined in the 2008 Department of Culture, Media and Sport Creative Britain report, this article explores how different forms of creative agency are positioned to make a 'contribution' to the creative economy. Drawing on Paul du Gay's concept of personhood, case studies on digital gaming explore the formation of two forms of personhood - creative consumers and creative workers. Specifically, these forms of creative agency are analysed in terms of their connections on the 'talent pathway', and the transitions that see creativity and talent as inherent in all individuals and in need of channelling and directing. The creative-consumer case study unpacks the digital games industry strategy of enrolling fan-creators within their commercial operations. This case study reveals the increasing importance of co-production for the creative economy, and the extent to which diverse cultural practices are facilitated and positioned. Higher education Games Design courses will then provide the case study for examining how the creative-consumer can be positioned to make a productive contribution to the creative economy as a worker. Within this context, the formation of fans/students into a creative worker or industry-ready worker is evident. Through tracing different forms of creative agency and how they are connected to make a contribution to the creative economy, this article explores the governance of creative agency and economic subjects.
Paper at Creative Enterprise
Creative Enterprise Conference
Curriculum development in enterprise and innovation for creative and media education
18th May 2010
Paper: ‘Enterprise, employability and identity: Researching Artswork Media’
Curriculum development in enterprise and innovation for creative and media education
18th May 2010
Paper: ‘Enterprise, employability and identity: Researching Artswork Media’
Tuesday, 17 May 2011
Session at ADM-HEA Annual Forum
ADM-HEA Annual Forum: Shaping Things to Come
Tuesday 17th May 2011; RIBA, London
Creative work and higher education: Industry, identity, passion, and precarity
Dr Daniel Ashton, Bath Spa University
This session considers the importance of ‘identity’ for exploring the ways in which students relate to themselves as future media and creative industries workers. Noting a range of government policy reports (e.g. Creative Britain, 2009) that identify higher education as a key site in the formation and development of labour for the ‘creative economy’, this session explores the possibilities of how higher education students can relate to themselves as creative workers in-the-making.
The session will introduce emerging research on identity and work, and pedagogic practices that extend concepts of ‘employability’ and ‘industry learning’ to locate ethical concerns around working practices as relevant for students. The discussion will seek to explore the following question: how are students able to articulate their passions and career aspirations alongside a recognition and responsiveness to the unethical and amoral aspects of work in the creative and media industries?
Tuesday 17th May 2011; RIBA, London
Creative work and higher education: Industry, identity, passion, and precarity
Dr Daniel Ashton, Bath Spa University
This session considers the importance of ‘identity’ for exploring the ways in which students relate to themselves as future media and creative industries workers. Noting a range of government policy reports (e.g. Creative Britain, 2009) that identify higher education as a key site in the formation and development of labour for the ‘creative economy’, this session explores the possibilities of how higher education students can relate to themselves as creative workers in-the-making.
The session will introduce emerging research on identity and work, and pedagogic practices that extend concepts of ‘employability’ and ‘industry learning’ to locate ethical concerns around working practices as relevant for students. The discussion will seek to explore the following question: how are students able to articulate their passions and career aspirations alongside a recognition and responsiveness to the unethical and amoral aspects of work in the creative and media industries?
Wednesday, 13 April 2011
Public understanding of health risks and celebrity
The Jade Effect, Affect, and Public Understandings of Risk and Celebrity, Risk, Policy and Decision Making, BSA Risk Study Group, City University, 12.04.11
Saturday, 5 March 2011
Paper on mediated death and celebrity
‘Mediated dying: Representations of Jade’s death in tabloid and magazine media’, Centre for Death and Society seminar, University of Bath, 04.03.11
Friday, 25 February 2011
Journal article publication on digital games work
'Playstations and workstations: identifying and negotiating digital games work' in Information Technology & People 24(1):10-25
This was a Special Issue - Digital culture: new forms of living and organising.
Please see here for info. Excerpts from the extended abstract:
The aim of this paper is to present qualitative research with higher education games design students to explore situated understandings of work and the negotiation of “work” and “non-work” boundaries.
This paper makes a case for research with students as a means to explore boundaries of “work” and “non-work”. It questions the blurring of “work” and “non-work”, and provides conceptual pointers, combined with empirical research, that indicate the continued purchase of fixed notions of “work” for workers-in-the-making. This is relevant for scholarly research into the sociology of work, higher education pedagogy, and industry-education relations.
This was a Special Issue - Digital culture: new forms of living and organising.
Please see here for info. Excerpts from the extended abstract:
The aim of this paper is to present qualitative research with higher education games design students to explore situated understandings of work and the negotiation of “work” and “non-work” boundaries.
This paper makes a case for research with students as a means to explore boundaries of “work” and “non-work”. It questions the blurring of “work” and “non-work”, and provides conceptual pointers, combined with empirical research, that indicate the continued purchase of fixed notions of “work” for workers-in-the-making. This is relevant for scholarly research into the sociology of work, higher education pedagogy, and industry-education relations.
Tuesday, 25 January 2011
Publication in MERJ
‘Media education and media industries: Identity, anxiety, and aspirations’, in Media Education Research Journal, 1(2): 85-93.
MeCCSA 2011
Presented "The Jade Effect: Illness, mediated celebrity disclosure, and audience", at MeCCSA 2011, University of Salford, 12-14.01.11
Tuesday, 4 January 2011
Publication in First Monday
New publication in First Monday.
Ashton, D. (2011) "Awarding the self in Wikipedia: Identity work and the disclosure of knowledge", First Monday 16(1)
The ‘behind-the-scenes’ discussion and edit pages of Wikipedia reveal a complex layering of debates and discussion between editors. Focusing on how Wikipedia ‘service awards’ can identify and distinguish editors, this paper explores the disclosure of knowledge as it is intimately bound up with identity work. Examining contributions/edits to Wikipedia as disclosures highlights processes of identity management and work.
Ashton, D. (2011) "Awarding the self in Wikipedia: Identity work and the disclosure of knowledge", First Monday 16(1)
The ‘behind-the-scenes’ discussion and edit pages of Wikipedia reveal a complex layering of debates and discussion between editors. Focusing on how Wikipedia ‘service awards’ can identify and distinguish editors, this paper explores the disclosure of knowledge as it is intimately bound up with identity work. Examining contributions/edits to Wikipedia as disclosures highlights processes of identity management and work.
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