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The Dual Role approach: encouraging access to community radio

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During the last two decades, community radio has achieved a legal status within the media system of many European countries. Although it is committed to giving a voice to the voiceless, one of its major weaknesses is a social and gender bias: many stations have difficulties in involving the target groups they aim to address, for example, women and so-called socially disadvantaged groups (people with a migrant background, with limited school education, elderly people, homeless etc.). Strategies to involve those target groups seem to be missing. Drawing on the experience and the evaluation of three EU-funded projects, this article describes a training approach, which aims to encourage the involvement of disadvantaged groups in community radio. This consists of a learner-centred design, which links learning with doing: the dual role of participants during the course, who are at the same time both trainees and also future trainers. The underlying theory of the approach action oriented media pedagogy is outlined and the role and importance of participatory evaluation (research) are discussed.

Keywords: access; action oriented media pedagogy (AOMP); community radio; empowerment; media competence; participatory evaluation research; participatory teaching and learning

Document Type: Research Article

DOI: http://dx.doi.org/10.1386/rajo.6.2-3.87/4

Affiliations: University of Education, Freiburg.

Publication date: December 1, 2008

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  • The Radio Journal is committed to high-quality, diverse research in the arena of sound broadcasting. The journal is published in association with the Radio Studies Network, the UK's association for researchers and teachers involved in radio studies. Articles examine all aspects of audio media from practice and production in the industry to approaches towards teaching radio studies in institutions. 
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