Book contents
- Frontmatter
- Contents
- List of tables
- Acknowledgements
- Introduction
- Part I Broadcasting institutions and childhood
- Part II The social functions of broadcasting
- 5 The Reithian agenda: Setting good examples (with David Machin)
- 6 Censorship
- 7 Aspects of identity
- Part III The art of television
- Conclusion: children and television drama – narrative closure?
- Appendix 1
- Appendix 2
- References
- Index
6 - Censorship
Published online by Cambridge University Press: 12 October 2009
- Frontmatter
- Contents
- List of tables
- Acknowledgements
- Introduction
- Part I Broadcasting institutions and childhood
- Part II The social functions of broadcasting
- 5 The Reithian agenda: Setting good examples (with David Machin)
- 6 Censorship
- 7 Aspects of identity
- Part III The art of television
- Conclusion: children and television drama – narrative closure?
- Appendix 1
- Appendix 2
- References
- Index
Summary
If you ban it they'll be complaining it's not on.
Girl, 10, inner-city primary school, CardiffI do not like Grange Hill because it has swearing and children of my age are not meant to. The things that they do are not realistic and nobody would dare to do the things that they do.
Girl, 10, primary school, OxfordshireI think there should be more programmes for little children. Bad things should not be put on at 8 o'clock because I will see it.
Girl, 9, suburban primary school, Didcot, OxfordshireThat could, like, change the way they … look at things; when you see people playing football, [like] that song football coming home or something, you see like a mental foul in it, they [children] go outside and [they] go: ‘it was in a film; let's see if I can do it’ … and they probably go and hack someone.
Boy, 12, outer-London secondary schoolThe history of children's relationship with media is, in many respects, the history of much larger historical attempts to control the media generally. The desire to protect children from harmful effects from published material, whether in print or in other forms, is the great central battlefield (and one of the few such battlefields) in which children have a prominent place in the public sphere.
- Type
- Chapter
- Information
- 'Dear BBC'Children, Television Storytelling and the Public Sphere, pp. 146 - 170Publisher: Cambridge University PressPrint publication year: 2001