scholarly journals Using a Headshot Assignment to Incorporate Critical Theory Into Photojournalism Classrooms

2021 ◽  
Vol 21 (4) ◽  
Author(s):  
Andrea Briscoe ◽  
Kyser Lough
Keyword(s):  
Population Data ◽  
Democratic Citizenship ◽  
Race And Gender ◽  
Predominately White ◽  
The People ◽  
Classroom Conversations ◽  
Journalism Students ◽  
And Gender ◽  
Selection Of

This case study uses a diversity and critical thinking exercise in a photojournalism class to show how journalism educators can incorporate race and gender conversations about ethics and judgment into traditionally skills-oriented courses. It is crucial that journalism students learn how to apply their skills properly in an era of social unrest, inequality, and dwindling media trust. Democratic citizenship and journalism are intertwined, but often the bigger ethical conversations are left out of skills-oriented courses. This can lead to a disconnect between the skills themselves and the responsibility of practicing the skills, especially when it comes to matters of power and representation. The field of photojournalism remains predominately White and male, which makes it all the more crucial for students to interrogate their own biases to ensure ethical coverage of their communities. The assignment asks students to make 36 portraits of strangers, and the subsequent classroom exercise has them confront their inherent biases by looking at the demographics of the people they photographed compared to the general population. Data for this case study consist of observations of the classroom conversations and a reflexive journalism exercise the students completed afterward. Findings indicate this exercise is a successful way to introduce racial and gender considerations as part of photojournalistic ethics and judgment. Students initially neglected to think about representation and diversity in their selection of people to photograph but afterward said they could effectively incorporate reflexivity into their work in an effort to provide more representative imagery and confront their own biases.

Who Should be Involved in the Selection Of Venous Access Devices?

2004 ◽  
Vol 9 (1) ◽  
pp. 41-43
Author(s):  
Cynthia Chernecky ◽  
Katherine Nugent ◽  
Jennifer L. Waller ◽  
Denise Macklin
Keyword(s):  
Decision Making ◽  
Decision Maker ◽  
Vascular Access ◽  
Venous Access ◽  
Decision Making Process ◽  
Convenience Sample ◽  
Vascular Access Devices ◽  
Race And Gender ◽  
And Gender ◽  
Selection Of

Abstract The purposes of this study were to describe who should be involved in the vascular access device (VAD) decision-making process, according to patients and caregivers, and to describe if there were differences associated with persons involved in the selection of VADs according to race and gender. Convenience sample included 32 oncology out-patients and 10 caregivers from the southern United States. There were differences by race and sex in decision-making priorities of patients with vascular access devices indwelling; however, these were not statistically significant. Patients, physicians, and oncology nurses were viewed by both patients and caregivers as significant to the decision-making process. In contrast, caregivers were ranked as the least significant by both patients and caregivers. Females chose the physician as the primary decision-maker while males chose the patient as the primary decision-maker.

Creating Spaces for Critical Literacy for Bilingual Learners

2018 ◽  
pp. 28-46
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Creating Spaces for Critical Literacy for Bilingual Learners

2019 ◽  
pp. 1303-1321
Author(s):  
So Jung Kim
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Literacy Practices ◽  
Korean Language ◽  
Race And Gender ◽  
Video Recordings ◽  
Field Notes ◽  
And Gender ◽  
Audio Video

With heightened emphasis on critical literacy pedagogies, attention to critical literacy for young children (CLYC) has rapidly increased. Yet, there is a paucity of studies examining CLYC in bilingual settings, particularly in Pre-K contexts. Utilizing a qualitative case study design, the current study examined how early critical literacy can be implemented as a medium to help young bilinguals critique texts and develop critical perspectives about race and gender. The study was conducted in a kindergarten classroom at the Korean Language School in a Midwestern city in the US. The data were collected over a semester using multiple collection sources including audio/video recordings, observational field notes, interviews, and children's artifacts. Findings suggest the potential of early critical literacy practices in bilingual contexts to open critical conversations about race and gender with young children. The study also provides teachers with tips on how to create supportive literary environments for young bilingual children.

Redesigning GE Language

2022 ◽  
pp. 22-40
Author(s):  
Paula Cronovich ◽  
Jacqueline Mitchell
Keyword(s):  
General Education ◽  
Teaching And Learning ◽  
The United States ◽  
People Of Color ◽  
Cultural Contexts ◽  
Race And Gender ◽  
Faith Based ◽  
And Gender ◽  
Diverse Groups

This case study delineates changes enacted in the cultural program for beginning-level Spanish language students at a private, faith-based university. Given the restrictions of the pandemic insofar as virtual teaching and learning, as well as the national and international context of racial strife and inequities, the instructors took the opportunity to utilize antiracist pedagogy in order to reach the goals of meaningful content and measurable student outcomes. One of the General Education learning outcomes demonstrates how well students understand the “complex issues faced by diverse groups in global and/or cross-cultural contexts.” Within the context of Latin America and the Latina/Latino experience in the United States, the assignments focus on the intersections of race and gender as they relate to cultural expressions, ensuring that the approach does not obfuscate contributions nor realities of people of color.

Dangerous Aliens, Crisis Constellations, and Information Gaps

2021 ◽  
pp. 96-131
Author(s):  
Nick Vaughan-Williams
Keyword(s):  
Media Representations ◽  
Race And Gender ◽  
The People ◽  
Different Types ◽  
And Gender ◽  
Crisis Narratives ◽  
National Governments ◽  
The Eu ◽  
Made In ◽  
Information Gaps

Chapter 4 shifts the analytical focus from elite claims made in the name of ‘the people’ to EU citizens’ vernacular knowledge of migration. Particular emphasis is given to the vernacular knowledge and categories used by citizens to discuss the issue of migration as it is perceived to impact and disrupt their everyday lives, the underpinning assumptions about hierarchies of race and gender used to position citizens in relation to perceptions about different ‘types’ of people on the move, and citizens’ awareness of/support for dominant governmental and media representations of the issue of migration in Europe. As well as offering a map of these contours, the discussion identifies three overriding themes. First, vernacular conversations problematize the notion of a linear transmission between elite crisis narratives and their reception among diverse publics. Second, the claim that elite narratives merely ventriloquize what ‘the people’ think about and want in regard to about migration is challenged by the complexity and nuance of vernacular narratives. Third, EU citizens repeatedly spoke of what they perceived to be a series of ‘information gaps’, which led to a widespread distrust of mainstream politicians and media sources, anxieties about their individual and collective futures, and demands for more detailed, higher quality, and accessible knowledge about migration from the EU, national governments, media sources, and academics. By taking vernacular views and experiences of migration seriously we can better understand how the propagation of misinformation, confusion, and uncertainty among EU citizens set the scene for populist notions of ‘taking back control’ to thrive.

scholarly journals Gender, Family, Race, and the Colonial State in Early Nineteenth-Century Jamaica

2021 ◽  
pp. 1-24
Author(s):  
Aaron Graham
Keyword(s):  
White Women ◽  
White Men ◽  
People Of Color ◽  
Colonial State ◽  
Race And Gender ◽  
Women And Children ◽  
The Caribbean ◽  
And Gender

Abstract Recent work has emphasized the role of colonial state structures in the construction and enforcement of race and gender in the British Empire from the seventeenth century onward, particularly among people of color. But work on the parallel phenomenon of “Whiteness” has focused on White men rather than White women and children, on elites rather than those below them, and on North America rather than the Caribbean. This article, using the records of a “Clergy Fund” established in Jamaica in 1797 as an insurance scheme for the (White) widows and orphans of clergymen, therefore addresses a gap in this literature by providing a case study of how a colonial state in the Caribbean tried—and failed—to construct and enforce race and gender among White women and children from outside the elite, during a period when White society in the region seemed under threat.

“Because Often It’s Both”

2018 ◽  
pp. 58-82
Author(s):  
Ralina L. Joseph
Keyword(s):  
African American ◽  
Strategic Ambiguity ◽  
Race And Gender ◽  
Magic Trick ◽  
Representational Space ◽  
Cultural Imaginary ◽  
The Press ◽  
The Status ◽  
And Gender

Chapter 2 analyzes a case study from Oprah Winfrey. Winfrey has always occupied a unique, exceptional, and almost superhuman position in the American cultural imaginary. Winfrey has long since abandoned the status of mere mortal in the eyes of fans and foes alike. In her ubiquity, Winfrey did much to not only shore up her own brand, but also configure the representational space of a particular brand of celebrity African American womanhood. That particular brand was strategic ambiguity. This chapter asks: what happened when the magic trick stopped working, or when Winfrey’s postracial, strategically ambiguous negotiations of race and gender weren’t successful? In this chapter, Joseph analyzes the limits of Winfrey’s so-called racial transcendence, considering a telling moment when she used strategic ambiguity but was still pilloried in the press as a race-baiting, uppity, Angry Black Woman.

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