The objective of this study was to review curriculum documents produced in the Australia and United States contexts to assess their capacity to provide teachers and schools with guidance on educating primary school aged children about media analysis and media influence.
This study used an inductive qualitative content analysis to review the content within the eight learning areas, the general capabilities document and the cross-curriculum priorities documents in the Australian Curriculum, the United States Common Core State Standards documents and Health and Arts curriculum documents.
Findings revealed that both the Australian and United States curriculum documents address media analysis. Education specific to media influence on personal development, however, is lacking. The lack of education about media influence leaves children vulnerable to adopting negative sexualised attitudes, beliefs and behaviours portrayed in the media. The paper discusses some of the limitations of not addressing media influence on personal development and can be used to strengthen education in this area. The results may also be useful in the design of whole-school programs, and external program facilitators implementing specific interventions in primary schools.
This is the peer reviewed author accepted manuscript (post print) version of a published work that appeared in final form in: Ey, Lesley-anne 2017 'Sexualised media and critical media literacy: a review of the Australian and the United States primary school curriculum frameworks' Curriculum perspectives, vol. 37, no. 2, pp. 109-119 This un-copyedited output may not exactly replicate the final published authoritative version for which the publisher owns copyright. It is not the copy of record. This output may be used for noncommercial purposes.