Towards an open cinema: Revisiting Alain Bergala's The Cinema Hypothesis within a global field of film education
This paper reconsiders The Cinema Hypothesis and the propensity of Alain Bergala's cine-pedagogy to serve as an agent of interconnectivity within a slowly emergent global field of film education. Drawing upon some of the debates surrounding de-Westernizing film studies (Bâ and Higbee, 2012), this study explores notions of the global before situating a re-evaluation of The Cinema Hypothesis within that frame. Analysis focuses in particular on Bergala's: (1) particularized approach to cinema; (2) insistence upon a proximity between theory and practice; (3) asystematized approaches to analysis; (4) problematic relationship with canons; and (5) theory of disruption.
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Document Type: Research Article
Publication date: June 1, 2018
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- The Film Education Journal is the world's only publication committed to exploring how teachers and other educators work with film, and to involving other participants - policymakers, academics, researchers, cultural agencies and film-makers themselves - in that conversation. It is a bi-annual, open-access, peer-reviewed journal sponsored by the UCL Institute of Education in partnership with the British Film Institute, the Centre for the Moving Image and Creative Scotland.
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