The Representation Of Refugees Through A Political And...

Refugees are a prominent group of people in today’s society. ‘A refugee is someone who is outside his or her country of origin and is at risk of being persecuted if he or she returns’. The Convention Relating to the Status of Refugees ‘establishes the basic human rights to which refugees are entitled wherever they are’ (Dauvergne, 2012, p. 1445). Refugees are talked about and handled in certain ways within different discourses. Foucault’s defines discourse as the rules and practices that produce meaningful statements about a topic at a particular historical moment. He argues that it ‘constricts the topic’. (Hall, 1997, p.44). This essay will analyse the representation of refugees through a political and media discourse. A political discourse on refugees is explored in Rocco Fazzari and Denis Carnahan’s video ‘Stop the Boats (with cash) Tony’. The video highlights the political language for talking about refugees and the ways in which they are viewed by the Australian government. In comparison the media discourse will be examined through Nilufer Demir’s (2015) photograph of a drowned Syrian child refugee. The image stresses the pivotal role the media plays in constructing and circulating meanings (Hightower, 2014, p.336). By analysing refugees through these two texts, an understanding of the different representation and meanings produced by separate discourses on the same topic can be developed. A political discourse allows the government’s policies on refugees and theShow MoreRelatedSocial Media, Though Relatively New,Is A Growing Part Of1529 Words   |  7 Pages Social media, though relatively new, is a growing part of everyday life. The question one must ask is: what impact does this form of communication have on global politics?   Whereas social media is not always a reliable source, it serves to engage the global population in a casual manner, weaving politics into the fabric of everyday life. Social media influences not only the mundane, daily political ongoings from country to country but also political movements and revolutions. However, one must  remainRead MoreMass Media Today a Summary1563 Words   |  7 PagesTHE MASS MEDIA TODAY: DISCOURSES OF DOMINATION OR DIVERSITY? : SUMMARY The thesis written by Teun A. Van Dijk talks about how the western media takes a one sided view- portraying minorities, immigrants etc in a negative light while still trying to prove itself independent of any bias. He explains that although neo-liberal discourse may now be prevailing, but it also exhibits conflicts and contradictions. The optimistic rhetoric of a New World Order after the Cold War is replaced by deep-seatedRead MoreThe Hidden Power of Media Discourse and the Capacity of the Capitalist Class to Exercise this Power2081 Words   |  9 Pagespower of media discourse and the capacity of the capitalist class and other power-holders to exercise this power depend on systematic tendencies in news reporting and other media activities† (Page 25). Explain and exemplify. Zulfiqar Ahmad ID # 4025 Submitted to: Dr. M. Umer Farooq 1. Introduction Hidden power, according to Fairclough (1995a), is the â€Å"power behind discourse† and entails how and to what extent the holders of powers exercise their influence. Discourse being aRead MoreAnalysis Of Elie Wiesels Speech1199 Words   |  5 Pagesboy during the Holocaust. He warns, â€Å"indifference is always the friend of the enemy† 5.(Wiesel 221). Wiesel tries to convince the audience to show a higher level of moral awareness against indifference by stating, â€Å"the hungry children, the homeless refugees-not to respond to their plight, not to relieve their solitude by offering them a spark of hope, is to exile them from human memory† (Wiesel 223). 6.He is saying that the less hope they have the more they start to lose their trust in humanity. Wiesel’sRead MoreSocial Power of the News Media12127 Words   |  49 Pages1 Power and the News Media Teun A. van Dijk University of Amsterdam __________________ INTRODUCTION In the study of mass communication, there has been a continuous debate about the more or less powerful effects of the media on the public.1 Instead of reviewing these positions and their empirical claims, this chapter examines in more general terms some properties of the social power of the news media. This power is not restricted to the influence of the media on their audiences, but also involvesRead MoreExample Research: Critical Discourse Analysis9514 Words   |  39 Pages18 Critical Discourse Analysis TEUN A. VAN DIJK 0 Introduction: What Is Critical Discourse Analysis? Critical discourse analysis (CDA) is a type of discourse analytical research that primarily studies the way social power abuse, dominance, and inequality are enacted, reproduced, and resisted by text and talk in the social and political context. With such dissident research, critical discourse analysts take explicit position, and thus want to understand, expose, and ultimately resist social inequalityRead More The Perpetuation of Racism in Canada by the Mainstream News Media3990 Words   |  16 PagesThe Perpetuation of Racism in Canada by the Mainstream News Media Canada is internationally renowned for its commitment to multiculturalism. In fact, Canada was the first nation to officially adopt a multicultural policy. However, while the Canadian government has developed a broad-based multicultural mandate that includes a national human rights code and increased penalties for hate-motivated crimes, and most Canadians oppose overt forms of discrimination and hate, racism continues to exist inRead More Legitimation Crisis1241 Words   |  5 PagesIntroduction Through the analysis of Jurgen Habermass work, the following assertion intends to provide an understanding of his arguments surrounding crisis-tendency theories. Jurgen presents the traditional Marxist notion of crisis-tendencies as being outdated, and somewhat no longer relevant within a capitalist society (Heath, J, 2011). Jurgen Habermas examines the hindrance of development within contemporary Western societies, which he argues is caused by crisis-tendency tensions. Using conceptsRead More3. Counter-Terrorism Strategies Reveal the Limits of Human Rights as a Cosmopolitan Discourse in the Age of Global Terror. 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While many democracies do not live up to our expectations in regards to providing equality, there are explanations for this and methods

Literacy Debate Online, R U Really Reading - 826 Words

In response to Mitoko Rich, â€Å"Literacy Debate – Online, R U Really Reading?† In the 21st century, children are learning via many different sources, whether through textbooks, internet, blogs, etc. Therefore, it was not surprising to read what was mentioned in this article. Reading in the digital age is causing a debate, especially in regards to students. After reading the article, I began to wonder; is it possible that digital text can cause more harm than good? Can digital text take away the value of reading books? And what is happening psychologically to a child when they are using digital text? Literacy is being able to read and write; having said this it would be safe to say literacy means learning from books. However, think about the evolution of literacy and the different ways in which children and people learn and retrieve information; this definition could also include interaction with the digital text. There is a wide range as to what counts as literacy suc h as blogging, social networking, emailing, digital storytelling, online chatting and even shopping online just to name a few. Not everyone will agree with what is now counted as literacy, but if students are not enlightened on the many aspects of what could make them valuable assets in the future; that would be negligent. In Rich’s article digital literacy is being discussed which is the topic this response will focus on. Learning is not restricted only to the classroom. Digital literacy can be beneficial withShow MoreRelatedOnline R U Really Reading?1201 Words   |  5 Pagesresult in failure to correctly apply the basics of writing, such as grammar, spelling, and punctuation. The essay â€Å"Literacy Debate: Online R U Really Reading?† by Motoko Rich is about whether or not reading on the Internet is as effective for today’s youth as reading books. Rich employs specific word choice as well as misleading statistics and quotations to show her opinion on Intern et literacy without directly stating her thoughts. The article begins with an introduction to Nadia Konyk, who is depictedRead MoreIs Technology Dumbing Us Down or Wising Us Up? Essay2097 Words   |  9 Pagestree. It can really benefit students in school because it allows us to look up information for any type of paper that we may be writing. The Internet offers online demonstrations if written instructions are not sufficient. For example, I enjoy cutting hair for my family. I can go to the popular website YouTube and type in â€Å"how to cut hair† and videos come up that show steps for cutting hair. Therefore, I can learn and see all the tricks pertaining to a good, quality haircut. 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Professor Sonia Livingstone London School of Economics and Political Science Nothing in this paper may be cited, quoted or summarised or reproduced without permission of the author. Abstract In the E-Society project entitled UK Children Go Online (www.children-go-online.net), we are combining qualitative and quantitative methods to explore the involvement of 9-19 year olds in today’s heavily mediated consumerRead Morevietnam rice exports5184 Words   |  21 Pagesto the sense of being present focusing on paying attention, listening, and the emotional content of messages. In many discussions people are not really present to the other, they are simply waiting for their turn to respond rather than understanding and being responsive. A successful leader understands that most people have a fairly high need to be really heard and taken seriously. 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Favilukis FN3092, 2790092 2011 Undergraduate study in Economics, Management, Finance and the Social Sciences This subject guide is for a Level 3 course (also known as a ‘300 course’) offered as part of the University of London International Programmes in Economics, Management, Finance and the Social Sciences. This is equivalent to Level 6 within the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ). For moreRead MoreCelta Key15571 Words   |  63 PagesAims 12:00 -12:30 Feedback (FB) on TP (verbal) 13.45 – 14.30 Feedback on FLL + Language learning experiences 14.00-15.00 Giving Taking new Language/Eliciting 12:30-13:30 LP 14:45– 15:45 Classroom Management *Learning Teaching pp79-98 15:15-16:30 Reading Skills Language Related Skills Assignment 16:00-17:00 Demo Lesson (part of 6 hrs) 16:45-17:30 Lesson Planning (LP) 16:30-17:45 Presenting Vocabulary Word Stress Language Related Tasks DAY 3 June 26 15:15-16:15 Checking meaning understanding

Siddhartha 4 Essay Example For Students

Siddhartha 4 Essay Siddhartha is a young man on a long quest in search of the ultimate answer to the enigma of a man’s role on this earth. Through his travels, he finds love, friendship, pain, and identity. He finds the true meaning behind them the hard way, but that is the best way to learn them. He starts out by finding friendship with his buddy, Govinda. They have been friends ever since their childhood. There are really close, like each other’s shadow. They have traveled and lived most of their life together. Govinda was a very loyal friend. â€Å"Govinda, his friend, the Brahmin’s son, loved him more than anybody else. He loved Siddhartha’s eyes and clear voice. He loved the way he walked, his complete grace of movement; he loved everything that Siddhartha did and said, and above all he loved his intellect, his fine ardent thoughts, his strong will, his high vocation. Govinda knew that Siddhartha would not become an ordinary Brahmin, a lazy sacrificial official, an avaricious dealer in magic sayings, a conceited worthless orator, a wicked sly priest, or just a good stupid sheep amongst a large herd. No, and he, Govinda, did not want to become any of these, not a Brahmin like ten thousand others of their kind. He wanted to follow Siddhartha, the belov ed, the magnificent. And if he ever became a god, if he ever entered the All-Radiant, the Govinda wanted to follow him as a friend, his companion, his servant, his lance bearer, his shadow.† (2)He finds the sensuality of love from the beautiful Kamala. She teaches him everything that he knows about love. She is his first experience with a woman. â€Å"He learned many things from her wise red lips. Her smooth gentle hand taught him many things. He, who was still a boy as regards love and was inclined to plunge to the depths of it blindly and insatiably, was taught by her that love cannot have pleasure without giving it, and that every gesture, every caress, every touch, every glance, every single part of the body has its secret which can give pleasure to one who can understand.† (53-54) Once he has discovered love, he decides that it isn’t the right path for him then leaves. Later, he discovers that while playing the game if love, he had planted the seed for a son , before he left. The pains in life are taught through his son. He tries really hard to deal with his spoiled son, but cannot overcome this. â€Å"He had considered himself rich and happy when the boy had come to him, but as time passed and the boy remained unfriendly and sulky, when he proved arrogant and defiant, when he would do no work, when he showed no respect to the old people and robbed Vasudeva’s fruit trees, Siddhartha began to realize that no happiness and peace had come to him with his son, only sorrow and trouble.† (96) Even though Siddhartha doesn’t have much, his son deprives all his hopes and dreams of fatherhood. Siddhartha then begins to understand what it probably felt like to his father when he left. Siddhartha goes to the river to find his identity. The river speaks to him and he listens to what it has to say. He had come a long ways back to the river. â€Å"He looked lovingly into the flowing water, into the transparent green, into the crystal lines of its wonderful design. He saw bright pearls rise from the depths, bubbles swimming on the mirror, sky blue reflected in them. The river looked at him with a thousand eyes – green, white, crystal, sky blue. How he loved this river, how it enchanted him, how grateful he was to it! In his heart he heard the newly awakened voice speak, and it said to him: ‘Love this river, stay by it, learn from it.’† (82)He learns that you cannot learn from or teach to others, but have to learn from and teach yourself. â€Å"Knowledge can be communicated, but not wisdom. One can find it, live it, be fortified by it, do wonders through it, but one cannot communicate and teach it.† (115) The many symbols