Lived experiences of curriculum reform: a netnographic study of Media teachers’ perspectives

This paper explores the lived experiences of Media teachers in England amidst the A-level Media Studies curriculum reforms, through a netnographic study of interactions on an online professional community of practice on Facebook. The research is a pilot study conducted as part of a broader piece of doctoral research by the author, a teacher–researcher embedded in the teaching community under research. Media Studies underwent radical curriculum changes following the education reforms, and the study unveils teachers’ predominantly negative sentiments, stemming from perceived incompatibilities between the reformed curriculum and the epistemological ‘spirit’ of the subject. Surprisingly, these constraints spurred innovative pedagogical approaches and revealed creative and dedicated teachers. The paper also explores the contentious reform process and raises questions about subject identity, professional autonomy and the impact of knowledge hierarchies on curriculum development. These findings resonate beyond the context of media studies, offering insights into curriculum reform, education policy, online communities, and the interplay of subject and professional identity in education.