When paradigm changes challenge applied research: the case of children, media and public governance. A personal journey

André H. Caron

doi:10.6092/issn.1970-2221/8593

When paradigm changes challenge applied research: the case of children, media and public governance. A personal journey

Autori

André H. Caron Université de Montréal
André H. Caron is Professor Emeritus at the Université de Montréal, Department of Communication. He is specialized in mass media and new and emerging technologies, and his research interests focuses on exploring how technologies and people co-evolve in vast hybrid networks. His research and publications deal with “mobile culture” in everyday life, the cascade effect and the interrelations between technologies and new communication rituals and interactions. His other research interests include formative and summative research for youth and media, broadcasting policies, and the political and cultural appropriation of media.

DOI:

https://doi.org/10.6092/issn.1970-2221/8593

Parole chiave:

policy makers, public governance, funding agencies, media effect paradigm, evidence based approach, active audience, reception studies, ethnographic turn, sense-making, cultural map, ecological validity

Abstract

Throughout my career as an academic and researcher in the area of children and technologies I have witnessed in this ever-evolving landscape the use of many scientific perspectives in the quest to better understand the cultural creative and educational implications of these technologies in the everyday lives of our children. After briefly describing some of these models I will address the challenges I encountered in trying to match my paradigmical approach with the expectations of public funding agencies and moreover with the expectancies of the decision makers.

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Pubblicato

2018-10-10

Come citare

Caron, A. H. (2018). When paradigm changes challenge applied research: the case of children, media and public governance. A personal journey. Ricerche Di Pedagogia E Didattica. Journal of Theories and Research in Education, 13(2), 35–47. https://doi.org/10.6092/issn.1970-2221/8593