A mismatch between employers’ diversity requirements and job candidates’ profiles, has in part led to a widening participation agenda directing higher education (HE) to close this gap between who is included in HE and who is not. This has perhaps begun to create a wider distance between the diverse characteristics of students and that of their educators (Leese 2010). Furthermore, media students have an instrumentalist individualised view of education, fuelled by post-92 universities’ employability modality, where the degree is an individual means to an end. With tertiary education increasingly prescriptive, centred around employability, and tailored around individual outcomes, graduates can still find the UK creative industries are not the meritocracy they anticipate. This research intends to map the field of the university television studio, and the positions students take up as they relate to other actors within the field. This is a pedagogical space currently underrepresented in academic literature. Undertaking a Bordieuan analysis is intended to challenge the reproduction of society and culture in this learning space. Generating an account of the relational aspects of fields and activity present in the studio space is intended to contribute to a break in the reproductive cycle of television crews. These new perspectives are proposed to identify opportunities for curriculum design and / or pedagogy to increase the extent that the university television studio is inclusive.

Authors:
Adrian Butterworth, Bournemouth University, United Kingdom

About the Presenter(s)
Adrian Butterworth is a lecturer in journalism at Bournemouth University undertaking a doctorate of education (EdD) asking the question, "to what extent is the university television studio an inclusive learning space?"

Connect on Linkedin
https://www.linkedin.com/in/adrian-butterworth-862337a

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