Teachingmedialiteracy.com: A Web-Linked Guide to Resources and Activities

 Chapter 4: Critical approach to response to a media text

[4.1] Critical Approaches to Response to a Media Text

[4.2] Applying critical perspectives to an ad

[4.3] Rhetorical/Audience Analysis

[4.4] Semiotic/Narrative Analysis

[4.5] Poststructuralist Analysis: Interrogating Language Categories

[4.6] Critical Discourse Analysis

[4.7] Psychoanalytic Theories

[4.8] Feminist Criticism

[4.9] Postmodern Theory

[4.10] Postcolonial Theory

[4.11] Final Task

[4.12] References

Powerpoints

Chapter 4

[4.6] Critical Discourse Analysis

[4.6.1] In his analysis of a discourse of racism as evident in a parliamentary debate, Teun Van Dijk notes that it is important to examine how power relationships operate in institutions as constituted by discourses of race.

[4.6.2] Click here for a discussion by John Fiske on how discourses “hail” or position audiences.

[4.6.3] Brett Dellinger, Critical Discourse Analysis

[4.6.4] Sue McGregor: Critical Discourse Analysis: A Primer

[4.6.5] Blog: Critical Approaches to Discourse Analysis Across Disciplines (CADAAD): Discourses in the media: Analysis of uses of discourses in media reports

Research on racist discourses:

[4.6.6] Wikipedia: Critical Discourse Analysis

[4.6.7] Norman Fairclough: critical discourse analysis papers, particularly on the application of business discourses to education

[4.6.8] Foucault: theory.org site

[4.6.9] Allen Luke: discussion of critical discourse analysis

[4.6.10] Further Discussion of Media, Gender, and Identity

[4.6.11] Tracy Weeks, North Carolina State University, a critical discourse analysis of social studies webquests

[4.6.12] In the PBS documentary program, People Like Us, different theorists propose different models for class differences.

[4.6.13] The teacher’s resource guide for People Like Us contains a lot of activities related to defining the meaning of class.

[4.6.14] For further information on class and income see: Social Class and Poverty.

[4.6.15] Students could also example how certain artifacts — clothes, possessions (cars, houses, etc.), viewing/reading habits, food, etc. — serve as class markers, as discussed in the article on uniforms as class markers: “Pride, prejudice and the not-so-subtle politics of the working class” by Katherine Boo, published in The Washington Post.

[4.6.16] The Neiman Marcus catalogue markets to an up-scale, upper-middle class market.

[4.6.17] In contrast, the Walter Drake catalogue markets to more of a middle-class audience.

[4.6.18] An introduction to the application of discourses of class to media

[4.6.19] Discourses also shape the nature of media production — ideological orientations as to how television or film should be produced. For example, Brett Dellinger analyzed the ways in which American commercial television talk shows apply a discourse of concision.

[4.6.20] Werner Meier, Media Ownership – Does It Matter?

[4.6.21] Click here for interviews with Henry Giroux and others on the Disney monopoly of children’s cultural perceptions.

[4.6.22] An introduction to Marxism by Dino Felluga

[4.6.23] Greig Henderson and Christopher Brown: Glossary of Marxist criticism

[4.6.24] Click here for extensive material on Marx.

[4.6.25]

[4.6.26] Bright Lights Film Journal: film analysis from a neo-Marxist perspective

[4.6.27] Media Education Foundation: Class Dismissed: How TV Frames the Working Class

Research on racist discourses:

[4.6.28]

[4.6.29]

[4.6.33] Yosso, T. J.  (2002). Critical race media literacy: Challenging deficit discourse about Chicanas/os. Journal of Popular Film and Television.

Critical discourse analysis applied to film/media:

[4.6.34] Applying Critical Lenses to a New York Times article

Part 1: Read the attached article from the New York Times.

Texas Way Station Offers a First Serving of Hope (Sunday, September 5, 2005).  By Dan Barry. Section A, Page 9, Column 1

REPRINTED BY PERMISSION OF THE NEW YORK TIMES ©

ORANGE, Tex., Sept. 4 - One after another, the westward-bound buses pull off Interstate 10 and all but collapse at the Texas Travel Information Center here. Their doors sigh open to release the fetid smell of a devastated New Orleans: of urine and waste and mud; of days spent on rooftops, on bridge overpasses, in dark and dangerous concrete behemoths.

If despair carried an odor, it would be this.

The future for the dazed evacuees inside is so uncertain that they do not even know where their buses are headed, other than to a shelter somewhere, maybe Beaumont, maybe Dallas. So many have streamed into this state, more than 220,000, that Gov. Rick Perry - who delivered an Emma Lazarus-like vow last week to take in the huddled masses of Hurricane Katrina - now says the state's shelters are near capacity.

Still, the manifestation of the governor's offer continues here at this state-line tourist center, which the Red Cross and local volunteers have transformed into an off-ramp haven, where food is dispensed, hugs are shared and harrowing words are released into the muggy Texas air. The ground here is dry, and firm.

The tourist center, with its massive Lone Star sculpture that is set aglow at night, is the first stop in Texas for those leaving, or fleeing, Louisiana. Among the many destinations it promotes is this small city, population 19,000. Visit the Orleck, a destroyer built here in 1945. Stop at the old-fashioned Farmers' Mercantile general store. Don't forget the International Gumbo Cook-Off, always the first weekend in May.

All that has been set aside for a more immediate form of hospitality. Forty-one lavatories line the "Pet Rest Area." Boxes of donated clothes and a humming Emergency Medical Services truck take up several parking spots. Volunteers from the Red Cross and local churches stand ready to hand out snacks, fruit and drinks - often the first food that many evacuees have had in nearly a week.

Then the word goes out again: "Here comes another one."

A bus door opens, and New Orleans stumbles out, gasping, weeping.

Thursday blurred into Friday, and now Friday had become Saturday night. Scenes that could have been lifted from "The Grapes of Wrath," or maybe the Book of Exodus, continued to play out in a tourist-center theater, amid air permeated by bus exhaust.

Over here, a mud-spattered 1996 Ford pickup, fresh from New Orleans some 240 miles away, with three men in the cab and three on the flatbed, alongside plastic bags of salvaged belongings. They were headed for Houston because one had a distant relation there. After that, who knows, said the driver, Alvaro Fuentes, as he ate free chips.

Over there, sprawled across the front seat of a foul-smelling Buick station wagon, Bobby Glover, 71, diabetic, and crying. He had spent several days on a roof in Waveland, Miss. "Just beat him if he doesn't straighten up," joked his wife, Sarah, to lighten the heavy moment.

Out of yet another bus stepped a young woman who could not stop sobbing. Her two small boys, charged with late-night, pent-up exuberance, tugged at her arms, while her husband conveyed no sign of comprehension. They had just been told they were bound for a shelter in a place called Deweyville.

"It's awesome out there," Rose Thayer, a volunteer from the First Presbyterian Church, assured them. "It's a nice place. And the kids are going to do wonderful in the school."

As the woman wandered off, no doubt trying to conjure a place called Deweyville, Ms. Thayer and other volunteers said that the story was one of too many that they have heard at the tourist center in recent nights. "We were the first food, the first clothing, the first everything," she said.

The first to see the dehydrated babies, who were immediately given Pedialyte. The first to hear about the children and grandparents who were put on earlier buses, and now were somewhere unknown in this Lone Star State. The first to be shown photographs of what evacuees said were dogs tugging at corpses.

These stories and images will linger in Orange long after the buses have gone, long after the hundreds of evacuees have left the shelters in its churches and the pastors can take down the hand-scrawled signs about curfews and computers set aside for "help locating loved ones."

It was nearly midnight when another bus pulled into the tourist center. The driver, Greg Bruce, a volunteer from Tallahassee, Fla., accepted a cup of orange soda and explained the odyssey of his day.

Mr. Bruce said that he drove the streets of New Orleans before being directed by soldiers to a bridge where hundreds of people had spent days without help. The people filed on board, 57 in all, filling his bus with that smell. They rode in silence, he said, though they asked to listen to the news on the radio because they had been cut off from the rest of the world for so long.

Now, at this rest stop, Mr. Bruce watched his passengers shuffle along the food line, accepting plastic bags filled with food and drink. "This is the first food they've had," he said. "This is it."

Two of his passengers huddled a few feet away: Shirley Jones Williams, 50, and her husband, Michael, 53, a laborer who looked as if he could not lift a hammer. He said they had been stranded at the South Claiborne Overpass for four days, he in boots, she in just socks.

"That's why my feet are swollen," Mrs. Williams said, sobbing. "No clothes, no nothing. Everything floating in the water."

She asked the world to know that they were looking for their daughter, Takeba Crosby, and her husband and daughter - "my grandbaby," she said. The family had lived next door to them in the Ninth Ward, but fled days ago - maybe to Texas.

Mrs. Williams boarded the bus, still with no shoes, followed by her bent husband. Mr. Bruce, the bus driver, called out: "All right! Let's go, let's go, let's go!"

Where to?

"I'm taking them to Houston," he said. "From there they'll probably be transferred to someplace else."

The door closed with a hush. The bus pulled out of the tourist center and back onto Interstate 10 darkness.

Within a half-mile it passed a sign that flashed a disheartening message from Houston: "ASTRODOME SHELTER CLOSED - I-45 TO DALLAS."

Margaret Toal contributed reporting for this article.

Part 2: From a New Critical position, examine the writer’s use of language.  Choose 3 short passages you find particularly effective and underline them on your article.

Passage 1 (Write first 4 words here):

Reason:

Technique:

Passage 2 (Write first 4 words here):

Reason:

Technique:

Passage 3 (Write first 4 words here):

Reason:

Technique:

Example:  “So many have streamed into this state, more than 220,000, that Gov. Rick Perry—who delivered an Emma Lazarus-like vow last week to take in the huddled masses of Hurricane Katrina—now says the state’s shelters are near capacity.”

Reason: The effectiveness of the passage comes from the allusion to Emma Lazarus’s 1883 poem “The New Colossus” which gives the statue of liberty the following words:  “Give me your tired, your poor, / Your huddled masses, yearning to breathe free, / The wretched refuse of your teeming shore” (10-12).

This reference emphasizes the bleak irony that the statue of liberty symbolizes the nation’s willingness to welcome the “wretched refuse” of the world, but in fact, failed to assist the “wretched refuse” of its own people.

The vivid language “streamed into this state” (vivid verb, alliteration), “vow” which connoted a near holy promise, onomatopoeia of “streamed” “state” “state’s” “shelters” emphasizes the continual, serpentine, ……

Techniques:  allusion, vivid verbs, alliteration, connotation

Part 3: Looking at the lenses we have available, choose two you and your classmates believe will help you extend your understanding of this text. Choose from Archetypal, Feminist, Marxist, Psychoanalytic, Reader-response, Historical, Deconstruction or Structuralism.

Lens #1______________________________  Lens # 2__________________________

Summarize the definition of the lens (#1_______________) in your own words:

Choose two passages you believe are particularly helpful to examine from this critical perspective. Underline them in the text and indicate where they are below:

Discuss the reasons:

Looking at the article as a whole, write a statement synthesizing your understanding of the article from the perspective you have chosen.

Summarize the definition of the lens (#2_______________) in your own words:

Choose two passages you believe are particularly helpful to examine from this critical perspective. Underline them in the text and indicate where they are below:

Discuss the reasons:

Looking at the article as a whole, write a statement synthesizing your understanding of the article from the perspective you have chosen.

Part 4: Are there other perspectives you think would be helpful in understanding more about this article?  List them here and explain briefly why you considered them:

The New Colossus
Emma Lazarus, 1883

Not like the brazen giant of Greek fame,
With conquering limbs astride from land to land
Here at our sea-washed, sunset gates shall stand
A mighty woman with a torch, whose flame
Is the imprisoned lightening, and her name
Mother of Exiles.  From her beacon-hand
Glows world-wide welcome, her mild eyes command
The air-bridged harbor that twin-cities fame. “

Keep, ancient lands, your storied pomp!” cries she.

With silent lips.  “Give me your tired, your poor,
Your huddled masses, yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest tost, to me;

I lift my lamp beside the golden door!”

Copyright © 2006 by The New York Times Co. Reprinted with permission.

[4.6.35] Cary, L. J. (2000). Redemption, desire and discourse: The unapparent teacher in education. Proceedings of the Internationalization of Curriculum Studies, Baton Rouge, LA.

[4.6.36]

[4.6.37] Yosso, T. (2002). Critical race media literacy: Challenging deficit discourse about Chicanas/os. Journal of Popular Film and Television, Spring.

For further reading on discourses of gender:

Currie, D. (1999). Girl talk: Adolescent magazines and their readers. Toronto: University of Toronto Press.

Enciso, P. (1998). Good/bad girls read together: Pre-adolescent girls’ co-authorship of feminine subject positions during a shared reading event. English Education, 30, 44-62.

Finders, M. (1997). Just girls. New York: Teachers College Press.

McRobbie, A. (2000). Feminism and youth culture. New York: Routledge.

Newkirk, T. (2002). Misreading masculinity: Boys, literacy, and popular culture. Portsmouth, NH: Heinemann.

Nixon, S. (1996). Hard looks: Masculinities, spectatorship and contemporary consumption. London, UCL Press.


For further reading on discourses of class:

Christopher, R. (1999). Teaching working-class literature to mixed audiences. In S. L. Linkon (Ed.), Teaching working class (pp. 203–222). Amherst, MA: University of Massachusetts Press.

Easton, T., & Lutzenberger, J. (1999). Difficult dialogues: Working-class studies in a multicultural literature classroom. In S. L. Linkon (Ed.), Teaching working class (pp. 267–285). Amherst, MA: University of Massachusetts Press.

Gee, J. P., Allen, A., & Clinton, K. (2001). Language, class, and identity: Teenagers fashioning themselves through language. Linguistics and Education 12 (2) 175-194.

Gibson-Graham, J., Resnick, S., & Wolff, R., (Eds). (2000). Introduction. Class and its others. Minneapolis: University of Minnesota Press.

Hemphill, L. (1999). Narrative style, social class, and response to poetry. Research in the Teaching of English, 33 (3), 275–302.

Hull, G. & Rose, M. (1990). “This wooden shack place:” The logic of an unconventional reading. College Composition and Communication, 41, 287–298.


For further reading on discourses of race:

Barnett, T. (2000). Reading “whiteness” in English studies. College English, 63 (1), 9–37.

Beach, R. (1997). Students’ resistance to engagement with multicultural literature. In T. Rogers & A. O. Soter (Eds.), Reading across cultures: Teaching literature in a diverse society (pp. 69–94). New York: Teachers College Press.

Blake, B. E. (1998). “Critical” reader response in an urban classroom: Creating cultural texts to engage diverse readers. Theory Into Practice, 37 (3), 238–243.

Blum, L. (2002). “I’m not a racist, but . . . ”: The moral quandary of race. Ithaca, NY: Cornell University Press.

Cuomo, C., & Hall, K. (Eds.). (1999). Whiteness: Critical philosophical reflections. Latham, MD: Rowman and Littlefield.

Delgado, R., & Stefancic, J. (Eds.). (1997). Critical white studies: Looking beyond the mirror. Philadelphia: Temple University Press.

Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York: New York University Press.

Fecho, B. (1998). Crossing boundaries of race in a critical literacy classroom. In D. Alvermann, K. Hinchman, D. Moore, S. Phelps, & D. Waff (Eds.), Reconceptualizing the literacies in adolescents’ lives (pp. 75–101). Mahwah. NJ: Erlbaum.

Fine, M., Weis, L, Powell, L., & Wong, L. (Eds.). 1997. Off white: Readings in race, power, and society. New York: Routledge.

Lewis, C. (2000). Limits of identification: The personal, pleasurable, and the critical in reader response. Journal of Literacy Research, 32 (2), 253–266.

Roediger, D. R. (2002). Colored white: Transcending the racial past. Berkeley, CA: University of California Press.

Rogers, T., & Soter, A. (1997). Reading across cultures: Teaching literature in a diverse society. New York: Teachers College Press. vTrainor, J. (2002). Critical Pedagogy’s “Other”: Constructions of Whiteness in Education for Social Change. College Composition and Communication, 53(4), 631–650.

Yon, D.A. (2000). Elusive Culture: Schooling, race, and identity in global times. Albany, NY: State University of New York Press

 

For further reading on analysis of race in the media

Biagi, S., & Kern-Foxworth, M. (1997). Facing difference: Race, gender, and mass media. New York: Pine Forge Press.

Boyd, T. (1996). Am I Black enough for you? Popular culture from the hood and beyond. Berkeley: University of California Press.

Carson, D., & Friedman, L. (1995). Shared differences: Multicultural media and practical pedagogy. Urbana, IL: University of Illinois Press.

Cottle, S. (2000). Ethnic minorities and the media: Changing cultural boundaries. London: Open University Press.

Dine, G., & Humez, J. M. (Eds.). (1995). Gender, race and class in media: A text-reader. Thousand Oaks, CA: Sage.

Entman, R., & Rojecki, A. (2001). The Black image in the White mind: Media and race in America. Chicago: University of Chicago Press.

Ferguson, R. (1998). Representing race: Ideology, identity and the media. London: Arnold.

Fiske, J. (1996). Media matters: Race and gender in U.S. politics. Minneapolis: University of Minnesota Press.

Garcia Berumen, F. (1995). The Chicano/Hispanic image in American film. New York: Vantage.

Giroux, H. (1998). Channel surfing: Race talk and the destruction of today's youth. New York: Griffin Trade.

Gutierrez, F., & Wilson, C. (1995). Race, multiculturalism, and the media: From mass to class communication. Thousand Oaks, CA: Sage.

Holtzman, L. (2000). Media messages : What film, television, and popular music teach us about race, class, gender, and sexual orientation. New York: M.E. Sharpe.

Kamalipour, Y, & Carilli, T. (1998). Cultural diversity and the U.S. media. Albany, NY: SUNY Press.

Kellstedt, P. (2003). The mass media and the dynamics of American racial attitudes. New York: Cambridge University Press.

Lester, P. (1996). Images that injure. New York: Praeger.

Negra, C. (2001). Off-White Hollywood American culture and ethnic female stardom. New York: Routledge.


For further reading on critical discourses analysis of the media:

Bell, A., & Garrett, P., eds. (1998). Approaches to media discourse. London: Blackwell Publishers.

Fairclough, N. (1995). Media Discourse. London: Arnold.

Gee, J. (1996). Social linguistics and literacies: Ideology in discourses. Bristol, PA: Taylor& Francis.

Hall, S., ed. (1997). Representation: Cultural representation and signifying practices. Thousand Oaks, CA: Sage.

Lemke, J. (1995). Textual politics: Discourse and social dynamics. Bristol, PA: Taylor& Francis.

van Dijk T. A. (1993). Elite discourses and racism. Newbury Park, CA: Sage.

 

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