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      UCL Press journals including Film Education Journal have now moved website.

      You will now find the journal, all publications and submission information, at https://journals.uclpress.co.uk/fej

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      Don’t teach: exploring the irreducibilities of film education through Japan’s Children Meet Cinema project in conversation with Etsuko Dohi

      case-study
      1 ,
      Film Education Journal
      UCL Press
      film education, Japan, Children Meet Cinema, Nobuhiro Suwa, Alicia Vega

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          Abstract

          This article presents a case study of the innovative Japanese film education project Children Meet Cinema, through aspects of an interview with its founder Etsuko Dohi, placed within a wider discussion of the project’s pedagogical approaches. In particular, the article details the innovative manner in which Children Meet Cinema has invited some of Japan’s leading film-makers – among them, Nobuhiro Suwa, Hirokazu Koreeda and Naomi Kawase – to engage with children making films for the first time.

          Most cited references21

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          Exploring co-creation in practical film education from primary school to postgraduate study: Theoretical and auto-ethnographic perspectives upon teaching film practice

          Considering the emergent discourses around film education, there has been little discussion to date of co-creation : that is, how student practical film work might be mediated by, collaborated upon, or even contributed to, by those teachers, instructors, lecturers and practitioners assisting them in the process. This study explores the thorny question of co-creation through a series of case studies, employing an auto-ethnographic approach to reflect upon first-hand experiences of film education at primary, secondary, undergraduate and postgraduate levels.
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            Digital Media in Education

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              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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                Author and article information

                Journal
                fej
                Film Education Journal
                UCL Press (UK )
                2515-7086
                12 December 2023
                : 6
                : 2
                : 101-115
                Affiliations
                [1 ]Senior Lecturer, Edinburgh College of Art, University of Edinburgh, Edinburgh, UK
                Author notes
                Author information
                https://orcid.org/0000-0003-1799-5510
                Article
                10.14324/FEJ.06.2.03
                9a6b3fbc-0d86-45e6-a8b0-c7e03241fc09
                Copyright 2023, Jamie Chambers

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                History
                : 13 April 2023
                : 23 May 2023
                Page count
                References: 18, Pages: 15
                Categories
                Case study

                Education,Educational research & Statistics,General education
                film education,Children Meet Cinema,Nobuhiro Suwa,Alicia Vega,Japan

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