By Chris Masters
How will we rank a guy who increases thousands for individuals in desire yet whose activities waste thousands in aid of unworthy pals and negative public coverage? How can we outline somebody who on his personal reveals jobs for the out of labor yet who many times trashes the careers of others? those are many of the many paradoxes of Alan Jones. Why is he cherished? Why is he reviled? Why does this speak radio host have the facility to dine with presidents, lecture major ministers and premiers, and effect executive ministers? and the way is it that he couldn't merely live to tell the tale a scandal resembling the 'cash for comment' affair, yet move directly to better gift? Chris Masters seeks the solutions to those questions and in doing so finds a posh person and the effective relationships he has with either fight highway and the large finish of city. Compelling and probing, Jonestown takes us to the dangerous intersection of populism and politics. It reaches deep right into a robust and exposes the parable and the magic of the most important man.
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Extra resources for Jonestown: The Power and the Myth of Alan Jones
39 BEAVIS, C. ) Taking Literacy into the Electronic Age, Sydney: Allen and Unwin. BUCKINGHAM, D. (1993) Changing Literacies: Media Education and Modern Culture, London: Tufnell Press. BUCKINGHAM, D. (1996) Moving Images: Understanding Children’s Emotional Responses to Television, Manchester: Manchester University Press. COLLINS, J. (1995) Architectures of Excess: Cultural Life in the Information Age, New York: Routledge. DIBDIN, M. (1995) Dark Spectre, London: Faber and Faber. DOWNES, T. and REDDACLIFF, C.
She continues thus: For adults and for children who play computer games, who use the computer for manipulating words, information, visual images, and especially for those who learn to program, computers enter into the development of personality, of identity, and even of sexuality. (Turkle 1984:15) What then might it mean to be teaching (in) media culture today and tomorrow, and to be living and learning, and growing up, in a social context increasingly characterized by profound technocultural transformations and a new social order significantly organized around information and the image?
Among other things, this requires collaborative and negotiated activity with young people as researchers and informants. Certainly, there is much more reassurance to be found in the transcript of the tape made by Jack and Louis than in any of the official interviews between researchers and children. These boys were able to use, and play with, the form of ‘the interview’ as they played with the Nintendo machine. In this way, the ‘Nintendo generation gap’ may well be bridged not by the power of adult research knowledge but by the powerful models that our research projects can provide of ways (outside the parameters of the game) of taking risks in the search for important understandings that cannot, any longer, be instantly replayed in order for us to get it right—safely, slowly—before we move on to the next level.