Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.797199
Title: Tutors' perceptions of the purpose and significance of film education in a lifelong learning programme at a British university
Author: Pierquin, Martine
ISNI:       0000 0004 8502 9709
Awarding Body: University of Glasgow
Current Institution: University of Glasgow
Date of Award: 2019
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
This research explores film tutors' perceptions of the purpose and significance of film education in a lifelong learning programme at a British university, and brings new insights into university tutors' understanding of film and film education in a lifelong learning context. The question of what tutors aim to transmit to their students and whether adult students in turn shaped their views is also examined. Narrative inquiry and interpretative methodology were used in the case study. In-depth interviews were conducted with eight film tutors and additional data obtained through biographical and critical incident inquiry. Transcripts were analysed using thematic analysis and the emerging themes discussed to unpack tutors' outlooks and assumptions. The research highlights how tutors' life stories influenced their developing interest in film and demonstrates how the role of television in bringing film culture to households also had a significant impact. One of the main findings is the concept of the passeur in tutors' understanding of their role as film educators, a term used by French critic Alain Bergala to refer to passionate cinephiles who make it their responsibility to transmit their love of cinema and film culture to others. It is a role they themselves inherited from others. Indeed, passing on their love of film to the tutors were a range of initiators and mentors, from family members, friends, film critics they read or followed on TV, professors, and film society members. Significantly, the research shows that, for the most part, tutors' film education took place outside rather than within the education system. Furthermore, none of the tutors involved in the case study chose to study film as a first degree on leaving school, but only later gained postgraduate or professional qualifications. Their personal experience and background, explain why film tutors enjoy teaching in informal settings and engage in dialogic pedagogy. Finally, implications for film education, lifelong learning and professional development are considered.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.797199  DOI:
Keywords: L Education (General)
Share: