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Popular television formats, The student-as-consumer metaphor, acculturation and critical engagement in the teaching of accounting

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  • Natalie Buckmaster
  • Russell Craig

Abstract

This paper discusses six television programme formats which were self-selected by Australian university students to facilitate their group-based presentations of accounting subject matter to fellow students in seminar and tutorial classes. This paper is a reflection upon the experiences of these formats (news and current affairs, game shows, tabloid television, soap operas, children's programmes and situation comedies) using an evaluative framework comprising the student-as-consumer metaphor, notions of 'acculturation' and a model of 'critical engagement'. The television programme format appears to be beneficial in serving accounting students' psychological and emotional needs and in providing them with a shared cultural structure by which to address accounting issues. This shared structure facilitates students' critical and creative engagement with accounting.

Suggested Citation

  • Natalie Buckmaster & Russell Craig, 2000. "Popular television formats, The student-as-consumer metaphor, acculturation and critical engagement in the teaching of accounting," Accounting Education, Taylor & Francis Journals, vol. 9(4), pages 371-387.
    • Handle: RePEc:taf:accted:v:9:y:2000:i:4:p:371-387
    DOI: 10.1080/09639280010025582
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    References listed on IDEAS

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    1. Demski, Joel S., 1988. "Positive accounting theory: A review," Accounting, Organizations and Society, Elsevier, vol. 13(6), pages 623-629, October.
    2. Carol L. Colbeck & Susan E. Campbell & Stefani A. Bjorklund, 2000. "Grouping in the Dark," The Journal of Higher Education, Taylor & Francis Journals, vol. 71(1), pages 60-83, January.
    3. Jean Keddie & Eileen Trotter, 1998. "TEACHING NOTE Promoting participation-breathing new life into the old technology of a traditional tutorial: a teaching note," Accounting Education, Taylor & Francis Journals, vol. 7(2), pages 171-181.
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    Cited by:

    1. Chabrak, Nihel & Craig, Russell, 2013. "Student imaginings, cognitive dissonance and critical thinking," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 24(2), pages 91-104.
    2. Russell Craig, 2010. "Will Compelled Study of Literary Classics Engender Enrichment, Creativity, Curiosity, and Romance in Accounting Students? A Commentary on 'A Role for the Compulsory Study of Literature in Accounting E," Accounting Education, Taylor & Francis Journals, vol. 19(4), pages 347-350.
    3. M. R. Mathews, 2000. "Commentary on: 'Popular television formats, the student-as-consumer metaphor, acculturation and critical engagement in the teaching of accounting'," Accounting Education, Taylor & Francis Journals, vol. 9(4), pages 395-398.
    4. Dwight Owsen, 2000. "Commentary on: 'Popular television formats, the student-as-consumer metaphor, acculturation and critical engagement in the teaching of accounting'," Accounting Education, Taylor & Francis Journals, vol. 9(4), pages 389-393.
    5. Natalie Buckmaster & Russell Craig, 2000. "Rejoinder: Creative role play and television programme formats as an extreme pedagogical device in serving the 'new economy'?," Accounting Education, Taylor & Francis Journals, vol. 9(4), pages 403-406.

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