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Soaps and Sitcoms As Socialization: the Role of Television in Citizenship Education

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Soaps and Sitcoms As Socialization: the Role of Television in Citizenship Education DOCUMENT RESUME ED 337 365 SO 021 075 AUTHOR Faichney, Gavin W. TITLE Soaps and Sitcoms as Socialization: The Role of Television in Citizenship Education. PUB DATE Nov 90 NOTE 19p.; Paper presented at the Annual Meeting of the National Council for the Social Studies (70th, Anaheim, CA, November 16-19, 1990). PUB TYPE Reports - Descriptive (141) -- Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Children; Childrens Television; *Citizenship Education; Elementary Education; *Elementary School Students; Foreign Countries; Foreign Culture; Mass Media Use; Social Development; Social Influences; *Socialization; *Television; Television Research IDENTIFIERS *Australia ABSTRACT The effect that television programs have on the socialization of children is examined. As traditional sources of socialization have declined, and children's viewing of television has dramatically increased, it is important to consider just what children are learning from television programs about the world and their place in it. A sudy of the programs most watched by Australian elementary school children was undertaken. The most-watchedprogram, "Neighbours," a soap opera, is discussed in comparison witha program very popular in the United States, "The Cosby Show," a situation comedy. A scene from each show is analyzed. Citizenship teachers need to help students negotiate the meanings of televisionprograms so students can develop the skills and knowledge necessary to participate effectively in the social world of which they area part. A 15-item bibliography is included, as well as appendices that contain transcripts of the dialogue from the televisionscenes analyzed. (DB) *****************************N***************************************** Reproductions suppliedy EDRS are the best that can be made from che original document. **************************************************0 ******************* SOAPSEta satircomses SOCIIALIIZATIION: The Roleof Television in Citizenship Education. Paper presented at the 70th NCSS Annua.' Meeting November 16-19, 1990. Anaheim, CA. "Opening Pathways to Citizenship: Teaching Social Studies in a Diverse and Changing Nation". U.I1 DEPARTMENT OF El UCATION Oft,ce Ot Educational Research al id Improvement EDUCATIONAL, RESOURCES INFORMATION CENTER (ERIC) his doCumenf has been reproducedOS litceivedfrom the person or organization originating it O Minor changes have been made to improve reproduction duality Points of view or opinions Staled in PIM docu ment do not necessarily represerit official OERI pOsition or POlicy "PERMISSION TO REPRODUCE THIS M TERIAL HAS BEEU GRANTED BY A k tA TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Gavin W. Faichney, Department of Social Sciences, VICTORIA COLLEGE-Burwood, Melbourne, AUSTRALIA. BEST COPY AVAILABLE 2 O'I S The Role of Television in Citizenship Education, "The real success of any TV show is best measurednot so much by how long it runs, but by how muchspace it takes in the psyche of its viewers." (Schembri, 1989, pl.) As Dunn remindsus, when writing of her research experiences as a member of the Suffolk Education Authority with Pre-schooland Junior Primary children: "For the first time inour history, almost all the children of this country, whatever the:r parentage, wealth, intelligence... may watch and hear thesume things said and shown to them by the same people."(Dunn, 1980, p47.) That asimilar situation existsinAustraliatold,possiblyinthis country, would be difficult to deny, at least for those living inthe major urbancentres.White,aformerlecturer and writer and producer for both radio and television, remindsus that in Australia's case: If. .of all the media, television is themost pervasive. In capital citiesitis available 24 hoursa day. It reaches over 95% of Australian homes. .. .Television is a dominant feature ofour national life." (White, 1990, pH.) Asthereviewconducted by Hepburn and reportedinSocial Educationearlier this year tells us: "As a source of news, inf3rmation and politicalimagery, the mass mediaheavilyinfluencepublicopinionandcitizen decisionsand,consequently, publicpolicy. Some consider television to be currently the most powerful citizeneducator." (Hepburn, 1990, p234.) Itis the contention of this paper however, that it isnot only in the fields of news and information that. television isinfluential, but also with regard to our participation in the social world ofwhich we area part. With the declineinsignificance of some of thetraditional sources of socialization,the question arises as to what extent the medium of television is now assistingour young people to develop theirsocialroles,patterns of interaction and values . White reminds us that: 'One of the most important effects of television is that it sets our 'socialagenda'. In other words,itinfluences quite profoundly what we think and talk about." (White, 1990, pH.) Luker and Johnston in their discussion of the role of television in adolescent social development point out that: "Healthyadolescentsocialdevelopmentdependson exposure to fulfilling social experiences. The best way to explore adultlifeisthrough personal experience and social interaction in the real world....In circumstances where access to social experience is blocked, watching television can be instrumental to social development..." (Luker and Johnston, 1988. p350.) My own enquiries have been carried out with elementary school-age children and their interest in, and involvement with television, ina recreationalsense, would tend to indicate the importance of this medium, with regard to the development of their understandings of the world around them. Inthe introduction to their book, CHILDREN AND TELEVISION, Hodge & Tripp tell us that: "Television sends outmessages, which are interpreted and acted on bysocialagents responsiblefortheir actions. Television communicates meaning. ... If televisionaffects behaviour,itcan only do so very indirectly via meanings, beliefs, values."(Hodye & Tripp, 1986, p2.) The question of how childreninterpretthesemessages,'making sense of whatever they watch', is of concern to us as educators and teachers. Meyrowitz reminds us that; "people, even young children, are not passive recipients of or reactors to media stimuli; rather theyare purposive and consciousselectorsof themessagesthatfulfil personal needs." (Meyrowitz, 1985, p14.) We need to know what needs are being filled by theprograms they watch? As wellasknowledge about the world around them maybeitisknowledge of how toactinthat world which they are obtaining from such shows. In particular, the 'Australian Soapies' are using teenage role models to resolve issues which they believe ordinary people face. Itis anticipated that these heroes and heroines may offer strategies and resolutionsto such difficulties and social relationships. 2 It is in this context then thatwe need to be cognisant of the challenge that Potter offers; "If televisionis another productive and relevantway to help students understand their world, the question &bola it seems not to be SHOULD WE USE IT? The question is WHICH ARE THE BEST WAYS?" (Potter, 1982, p209.)' It would appear that such television couldbe a useful resource in Social Education programs. Masterman, in his book TeachingAbout Television,tells us that; "Social Educationismost fundamentally an enabling processthroughwhichpupils may acquirean understanding of the social groupings and relationships of which theyare a part, and the social abilities through which they can act ..." (Masterman, 1980, p176.) Itis the extent to which televisionprograms contribute to the social education and entertainment ofyosing audiences, giving them skills and knowledge to participate in the social groupings andthe society of which they are a part, that will determinetheirpopularity. Itis our challenge and indeed in our interest, to realise the full potential of this medium anduse it as a resource in our teaching. InAustralia our television industryis regulated by the Australian Broadcasting Tribunal. This organisationisa statutaryauthority responsible to the Federal Parliament of Australiaand whose role it istograntlicencesforbroadcastingtocommercial network owners and toregulatefor broadcastingintheinterests of the public. One aspect of this concerns television programmingfor children. A Standing Committee of the Tribunal-the Children's Program Committee-hasdevelopedasetofcriteriaforclassifying programs for people younger than 14years of age. Each commercial network is required to show at least 390 hoursper year of approved children's programming. (See Appendix I). These programs however, as will be indicated later,do not appear to be among thefavourite shows of children, andtorestrictour consideration of the role of television inthe social education of children to C or P classifiedprograms only would be too limiting. If we are going to discuss the question ofchildren's televisionwe might do well to consider the definitionthat Hodge and Tripp have developed in their work, Children and Television:A Semiotic Approach; 3 *Children's television is not simply shows made for children. It is the sense children make of whatever they watch. Almost invariably children's showsare made by adults, and children's television equally invariably includes shows that were made for adults.*(Hodge & Tripp, 1986, p.7.) Australian televisionis broadcast nationally via; cable linking the capital city transmitting stations, a national satellite system a series of regional channels. Therearethreecommercial networks and two nationalpublic
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