Film Education Journal

Aims & Scope

The Film Education Journal is the world’s only publication committed to exploring how teachers and other educators work with film, and to involve other participants – policymakers, academics, researchers, cultural agencies, and filmmakers themselves – in that conversation. By bringing together the diverse voices engaged in film education within this single open access journal, the Film Education Journal will explicitly encourage a greater degree of exchange between theory, practice, policy, and pedagogy. We distinguish film from wider media. Film is a distinct medium with a distinct history and, as such, it requires a distinct pedagogy. In consequence, pedagogical approaches inherited from other subjects, such as the textual study of literature, are not always appropriate for analysing film. In many parts of the world, the study of film is not yet recognized as a discrete subject and has not become a fully integrated part of the curriculum. FEJ aims to lead and shape the developing conversation about the place of film education in diverse educational contexts. We have identified four groups routinely involved in the practice of film education: theorists, educators, film practitioners and policymakers, each coming from a different background yet sharing a common interest. The FEJ exists to occupy the productive middle ground between these groups. We take particular inspiration in this respect from international film cultures that have developed a more holistic sense of how theory, practice, policy, and pedagogy speak to each other. The journal has two key aims: To further understandings of the diverse approaches to film education around the world by exploring how educators, practitioners and policymakers are responding to the questions of film education in different international contexts: in primary schools, secondary schools, universities and film schools, and in programmes of education taking place outside institutions such as community projects and clubs. To develop a critical discourse around these diverse approaches by considering how the work of relevant theorists casts light upon film education practice, and encouraging film practitioners and educators to reflect critically upon their practice. The journal’s editors will pursue a number of strategies to foster a sense of dialogue between articles written by academics and those written by educators, film-makers and policymakers outside the academy. We are particularly interested in pairs of articles looking at an issue or area of film education from academic and non-academic perspectives.

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Subject Classification