J652 Topics in Politics and Communication

GENERAL INFORMATION

In the 1990 New Directions in Political Communication, the prestigious resource book for the interdisciplinary study of Political Communication, the study of power and language was presented as one of two foundational areas for the study of political communication. This is not surprising given that the intersection of language and power is rapidly becoming a theoretical issue of central importance to a wide range of disciplines from sociology to linguistics. Language has come to be seen as the basic process by which individuals and cultures create their defining sense of identity and social reality. Recognizing the linguistic turn in social theory and in political communication this seminar examines language as a paradigm of political action providing a useful theoretical vantage point for exploring political life.

Over a decade later we have seen the intensification of the so-called “culture wars” or “language wars” in domestic and international policy as well as in the growing crisis of personal identity formation.

Bringing theories of power and language to the study of mediated communication is particularly important because: 1) communication technologies provide the primary tools for the amplification of power relationships created in language, 2) access to these complex, capital intensive technologies is restricted by numerous social, political and economic factors, 3) new modes of amplification and reproduction of language have substantially altered the process and outcome of linguistic production, 4) commercialization of communication and communication processes have created important tensions between the social goals of language and the privatizing goals of the free market, 5) symbolic actions based on linguistic constructions have come to play an increasingly central role in public and international policy and 5) it provides a necessary corrective to an historical overemphasis on mass communication viewed as a process of information transmittal rather than as a meaning producing activity.

Drawing on certain "classic" texts as well as contemporary perspectives on language, this course will explore the meanings of language, the meanings of power, their interrelationship and their implications for the study of communication technology in society, public policy making and identity formation.
This is an introductory seminar for students of media studies and is open to all interested graduate students from other disciplines. The first half of the seminar will be devote to laying out a historical and contemporary map of the language/power synthesis and its development from the perspective of a range of disciplines. The second half of the seminar will be devoted to students choosing and exploring more contemporary language/power issues as they apply to individual research interests.

Format

This class will meet once a week in seminar style. This means that the emphasis in our approach to the assigned readings will be on dialog. Discussion will be important, not only to understanding the readings, but in setting the agenda for what aspects of the readings we will emphasize. To make this happen it is expected that all assigned readings are completed in preparation for class. At the end of each class, readings will be assigned for the next class, although students can typically assume that the course will follow the schedule detailed below.

Readings

See the University of Oregon Bookstore, Powells Bookstore at [http://www.powells.com/] and Amazon.com at [http://www.amazon.com/]:

Brock, David, The Republican Noise Machine, New York: Crown Publishers, 2004. Downloadable electronic version from Powells $14.36. Used hardcover from Amazon from $12.97.

Bruner, Jerome, Acts of Meaning, Cambridge, MA: Harvard University Press, 1990. On reserve and used from Amazon from $8.

Edelman, Murray, Constructing the Political Spectacle, Chicago: University of Chicago, 1988. On reserve at Knight and used from Amazon from $4.50.

Fairclough, Norman, Language and Power, New York: Longman, 2001. (recommended)

Fairclough, Norman, Analyzing Discourse, New York: Routledge, 2003. (recommended).

Fowler, R., Language in the News, New York: Routledge, Chapman and Hall, 1991. On reserve at Knight.

Frank, Thomas, What’s the Matter With Kansas? How Conservatives Won the Heart of America, New York: Metropolitan Books, 2004. On reserve at Knight, used at Amazon from $14.

Gergen, Kenneth, The Saturated Self: Dilemmas of Identity in Contemporary Life, New York: Basic Books, 1991. On reserve at Knight and used from Amazon from $6.97. Currently out of print.

Giddens, Anthony, Modernity and Self-Identity: Self and Society in the Late Modern Age, Stanford, CA: Stanford University Press, 1991. On reserve at Knight and used from Amazon from $14.00.

Hodge, Robert And Gunther Kress, Language As Ideology, New York: Routledge, 1993. (recommended).

Kellner, Douglas, “9/11, Spectacles of Terror and Media Manipulation,” web published at [www.gseis.ucla.edu/faculty/ kellner/essays/911terrorspectaclemedia.pdf] accessed 12/23/04.

Lakoff, George, Don't Think of an Elephant: Know Your Values and Frame the Debate--The Essential Guide for Progressives, New York: Chelsea Green Publishing Company, 2004. New from Powells at $10, used from Amazon starting at $6.

Lukes, Steven (ed.), Power, New York: New York University Press, 1986. On reserve at Knight and used from Amazon from $11.50.

Seidman, Steven, Contested Knowledge: Social Theory Today, New York: Blackwell Publishers, 2003. On reserve at Knight (1998 edition).

Seidman, Steven, Jurgen Habermas on Society and Politics: A Reader, Boston: Beacon Press, 1989. On reserve at Knight.

Shapiro, M., Language and Politics, New York: New York University Press, 1984. (on reserve at Knight Library and in Journalism Reading Room).

Volosiniov, V.N., Marxism and the Philosophy of Language, Cambridge, MA: Harvard University Press, 1986 translation of 1929 manuscript. Used from Amazon from $18.95.

Williams, Raymond, “Introduction” and “Basic Concepts,” in Marxism and Literature, Oxford: Oxford University Press, 1977. On reserve at Knight, available from Amazon from $7.50

Various e-reserve and Internet readings.

Selected Web Resources

Contemporary Philosophy, Critical Theory and Postmodern Thought, Martin Ryder, University of Colorado at Denver, School of Education. Also see related pages: Semiotics; Critical Pedagogy; Qualitative; Constructivism; Theory of Technology; and Corollary Sites--- [http://carbon.cudenver.edu/~mryder/itc_data/postmodern.html]

Also see at Denver Celebrities in Cognitive Science (including Bruner and Lakoff, Sherry Turkey, John Dewey and V. Volosinov.): [http://carbon.cudenver.edu/~mryder/itc_data/cogsci.html]

Illuminations: The Critical Theory Web Site featuring classic figures such as Adorno, Fromm, Habermas, Benjamin, Horkheimer and Marcuse as well as “the next generation” Agger, Bronner, Best, Kellner, Critical Links and essays: [http://www.uta.edu/huma/illuminations/]

Theory.org, Site by David Gauntlett at Bournemouth Media School [http://www.theory.org.uk/]

Black Cultural Studies: [http://www.blackculturalstudies.org/]

K.i.s.s. of the panopticon: Brief biographies and resources for key figures and glossary [http://www.geneseo.edu/~bicket/panop/compindex.htm]

Voice of the Shuttle, humanities based resource, University of California at Santa Barbara. [http://vos.ucsb.edu/index.asp]

Rage and Hope: Critical Theory and Its Impact on Education, University of Texas at Austin [http://www.perfectfit.org/CT/info.html]

The John Hopkins Guide to Literary Theory and Criticism. [http://www.press.jhu.edu/books/hopkins_guide_to_literary_theory/g-index.html] Access through Knight Library.

WWW Virtual Library: Sociology, Sociological Theory and Theorists: [http://socserv2.mcmaster.ca/w3virtsoclib/theories.htm]

Internet Encyclopoedia of Philosophy [http://www.iep.utm.edu/]

Selected Journals

Postmodern Culture, John Hopkins University Press [http://jefferson.village.virginia.edu/pmc/contents.all.html]

SIMILE: Studies in Media and Information Literacy Education, University of Toronto [http://www.utpjournals.com/jour.ihtml?lp=simile/simile.html]

Ctheory is an international peer-reviewed journal of theory, technology, and culture, publishing articles, interviews, event-scenes and reviews of key books. Editorial board members include Baudrillard. University of Victoria. [http://www.ctheory.net/home.aspx]

Journal of Language and Politics, John Benjamins Publishing Co. [http://www.benjamins.com/cgi-bin/t_seriesview.cgi?series=JLP]

Media, Culture and Society, Sage. [http://www.sagepub.com/journal.aspx?pid=208]

Discourse: Journal for Theoretical Studies in Media and Culture. University of Illiniois. [http://www.sip.uiuc.edu/discourse/]

Discourse and Society. Sage. [http://das.sagepub.com/]

Cultural Studies/Critical Methodologies. Sage. [http://csc.sagepub.com/]

Feminist Theory, Sage. [http://fty.sagepub.com/]

International Journal of Cultural Studies. Sage. [http://www.sagepub.com/journal.aspx?pid=196]

European Journal of Cultural Studies. Sage. http://www.sagepub.com/journal.aspx?pid=150

Canadian Journal of Cultural Studies. York University. [http://www.yorku.ca/topia/]

Journal of Cultural Studies. Routledge. [http://www.unc.edu/depts/cultstud/journal/]

Public Culture. Project Muse. University of Chicago. [http://www.uchicago.edu/research/jnl-pub-cult/]

Critical Studies in Mass Communication. National Communication Association. [http://www.natcom.org/pubs/CSMC/critical_studies.htm]

Journalism Studies. Routledge. [http://www.tandf.co.uk/journals/titles/1461670X.asp]

Students will be expected to present assigned readings, develop questions for discussion, participate in class discussions, make one formal presentation, turn in one 20-25 page paper in two parts (the first part being due at the end of the fifth week of classes, the second part at the end of the tenth week of classes), prepare one book report and serve as a critic and discussant for one other paper.

Course Outline

1. First Introductions
2. Origin Stories: Theories of Language and Theories of Power
3. The Meanings of Power
4. Language: Structure and Identity
5. Historical Perspectives on Theories of Language in Communication
6. Language, Power and the News
7. Gender, Language and Politics
8. Analyzing Politics and Language: More Tools
9. More Applications

Vine Deloria, Jr., "Perceptions and Maturity: Reflections on Feyerabend's Point of View," in Sprirt and Reason, Golden Colorado: Fulcrum Publishing, 1999, p. 4-5:

"Science and technology reign today as the practical gods of the modern age; they give us power to disrupt nature but little real insight into how it functions. We tend to dismiss what we cannot understand by use of code words--- 'instinct' for example covers a plentitude of ignorance. Only when we look outside of Western culture, or when someone outside looks in, do we discover the glaring inconsistencies and begin to measure the actual changes that science and technology have wrought in our lives. In 1820 George Sibley, the Indian agent for the Osages, a tribe in the Missouri region of the country, tried to convince Big Soldier, one of the more influential chiefs, of the benefits of the white man's way. After enthusiastically describing the wonders of the white man's civilization, Sibley waited expectantly for the old man's response. Big Soldier did not disappoint him:

'I see and admire your manner of living, your good warm houses; your extensive fields of corn, your gardens, your cows, oxen, workhouses, wagons, and a thousand machines, that I know not the use of. I see that you are able to clothe yourselves, even from weeds and grass. In short you can do almost what you choose. You whites possess the power of subduing almost every animal to your use. You are surrounded by slaves. Every thing about you is in chains and you are slaves yourselves. I fear if I should exchange my pursuits for yours, I too should become a slave.

If we subdue nature, we become slaves of the technology by which the task is accomplished and surrender not simply our freedom but also the luxury of reflection about our experiences that a natural relationship with the world had given us.'

PAST STUDENT PROJECTS

J652 Language, Power, Identity and Culture
General Info - Schedule - Assignments - Past Student Projects
Instructor: Carl Bybee Office: 207 Allen Hall/ 1-2 PM UH Telephone: 346-4175 cbybee@ballmer.uoregon.edu	Winter 2005 H 6-9 PM 139 Allen Hall
GENERAL INFORMATION
Description In the 1990 New Directions in Political Communication, the prestigious resource book for the interdisciplinary study of Political Communication, the study of power and language was presented as one of two foundational areas for the study of political communication. This is not surprising given that the intersection of language and power is rapidly becoming a theoretical issue of central importance to a wide range of disciplines from sociology to linguistics. Language has come to be seen as the basic process by which individuals and cultures create their defining sense of identity and social reality. Recognizing the linguistic turn in social theory and in political communication this seminar examines language as a paradigm of political action providing a useful theoretical vantage point for exploring political life. Over a decade later we have seen the intensification of the so-called “culture wars” or “language wars” in domestic and international policy as well as in the growing crisis of personal identity formation. Bringing theories of power and language to the study of mediated communication is particularly important because: 1) communication technologies provide the primary tools for the amplification of power relationships created in language, 2) access to these complex, capital intensive technologies is restricted by numerous social, political and economic factors, 3) new modes of amplification and reproduction of language have substantially altered the process and outcome of linguistic production, 4) commercialization of communication and communication processes have created important tensions between the social goals of language and the privatizing goals of the free market, 5) symbolic actions based on linguistic constructions have come to play an increasingly central role in public and international policy and 5) it provides a necessary corrective to an historical overemphasis on mass communication viewed as a process of information transmittal rather than as a meaning producing activity. Drawing on certain "classic" texts as well as contemporary perspectives on language, this course will explore the meanings of language, the meanings of power, their interrelationship and their implications for the study of communication technology in society, public policy making and identity formation. This is an introductory seminar for students of media studies and is open to all interested graduate students from other disciplines. The first half of the seminar will be devote to laying out a historical and contemporary map of the language/power synthesis and its development from the perspective of a range of disciplines. The second half of the seminar will be devoted to students choosing and exploring more contemporary language/power issues as they apply to individual research interests. Format This class will meet once a week in seminar style. This means that the emphasis in our approach to the assigned readings will be on dialog. Discussion will be important, not only to understanding the readings, but in setting the agenda for what aspects of the readings we will emphasize. To make this happen it is expected that all assigned readings are completed in preparation for class. At the end of each class, readings will be assigned for the next class, although students can typically assume that the course will follow the schedule detailed below. Readings See the University of Oregon Bookstore, Powells Bookstore at [http://www.powells.com/] and Amazon.com at [http://www.amazon.com/]: Brock, David, The Republican Noise Machine, New York: Crown Publishers, 2004. Downloadable electronic version from Powells $14.36. Used hardcover from Amazon from $12.97. Bruner, Jerome, Acts of Meaning, Cambridge, MA: Harvard University Press, 1990. On reserve and used from Amazon from $8. Edelman, Murray, Constructing the Political Spectacle, Chicago: University of Chicago, 1988. On reserve at Knight and used from Amazon from $4.50. Fairclough, Norman, Language and Power, New York: Longman, 2001. (recommended) Fairclough, Norman, Analyzing Discourse, New York: Routledge, 2003. (recommended). Fowler, R., Language in the News, New York: Routledge, Chapman and Hall, 1991. On reserve at Knight. Frank, Thomas, What’s the Matter With Kansas? How Conservatives Won the Heart of America, New York: Metropolitan Books, 2004. On reserve at Knight, used at Amazon from $14. Gergen, Kenneth, The Saturated Self: Dilemmas of Identity in Contemporary Life, New York: Basic Books, 1991. On reserve at Knight and used from Amazon from $6.97. Currently out of print. Giddens, Anthony, Modernity and Self-Identity: Self and Society in the Late Modern Age, Stanford, CA: Stanford University Press, 1991. On reserve at Knight and used from Amazon from $14.00. Hodge, Robert And Gunther Kress, Language As Ideology, New York: Routledge, 1993. (recommended). Kellner, Douglas, “9/11, Spectacles of Terror and Media Manipulation,” web published at [www.gseis.ucla.edu/faculty/ kellner/essays/911terrorspectaclemedia.pdf] accessed 12/23/04. Lakoff, George, Don't Think of an Elephant: Know Your Values and Frame the Debate--The Essential Guide for Progressives, New York: Chelsea Green Publishing Company, 2004. New from Powells at $10, used from Amazon starting at $6. Lukes, Steven (ed.), Power, New York: New York University Press, 1986. On reserve at Knight and used from Amazon from $11.50. Seidman, Steven, Contested Knowledge: Social Theory Today, New York: Blackwell Publishers, 2003. On reserve at Knight (1998 edition). Seidman, Steven, Jurgen Habermas on Society and Politics: A Reader, Boston: Beacon Press, 1989. On reserve at Knight. Shapiro, M., Language and Politics, New York: New York University Press, 1984. (on reserve at Knight Library and in Journalism Reading Room). Volosiniov, V.N., Marxism and the Philosophy of Language, Cambridge, MA: Harvard University Press, 1986 translation of 1929 manuscript. Used from Amazon from $18.95. Williams, Raymond, “Introduction” and “Basic Concepts,” in Marxism and Literature, Oxford: Oxford University Press, 1977. On reserve at Knight, available from Amazon from $7.50 Various e-reserve and Internet readings. Selected Web Resources Contemporary Philosophy, Critical Theory and Postmodern Thought, Martin Ryder, University of Colorado at Denver, School of Education. Also see related pages: Semiotics; Critical Pedagogy; Qualitative; Constructivism; Theory of Technology; and Corollary Sites--- [http://carbon.cudenver.edu/~mryder/itc_data/postmodern.html] Also see at Denver Celebrities in Cognitive Science (including Bruner and Lakoff, Sherry Turkey, John Dewey and V. Volosinov.): [http://carbon.cudenver.edu/~mryder/itc_data/cogsci.html] Illuminations: The Critical Theory Web Site featuring classic figures such as Adorno, Fromm, Habermas, Benjamin, Horkheimer and Marcuse as well as “the next generation” Agger, Bronner, Best, Kellner, Critical Links and essays: [http://www.uta.edu/huma/illuminations/] Theory.org, Site by David Gauntlett at Bournemouth Media School [http://www.theory.org.uk/] Black Cultural Studies: [http://www.blackculturalstudies.org/] K.i.s.s. of the panopticon: Brief biographies and resources for key figures and glossary [http://www.geneseo.edu/~bicket/panop/compindex.htm] Voice of the Shuttle, humanities based resource, University of California at Santa Barbara. [http://vos.ucsb.edu/index.asp] Rage and Hope: Critical Theory and Its Impact on Education, University of Texas at Austin [http://www.perfectfit.org/CT/info.html] The John Hopkins Guide to Literary Theory and Criticism. [http://www.press.jhu.edu/books/hopkins_guide_to_literary_theory/g-index.html] Access through Knight Library. WWW Virtual Library: Sociology, Sociological Theory and Theorists: [http://socserv2.mcmaster.ca/w3virtsoclib/theories.htm] Internet Encyclopoedia of Philosophy [http://www.iep.utm.edu/] Selected Journals Postmodern Culture, John Hopkins University Press [http://jefferson.village.virginia.edu/pmc/contents.all.html] SIMILE: Studies in Media and Information Literacy Education, University of Toronto [http://www.utpjournals.com/jour.ihtml?lp=simile/simile.html] Ctheory is an international peer-reviewed journal of theory, technology, and culture, publishing articles, interviews, event-scenes and reviews of key books. Editorial board members include Baudrillard. University of Victoria. [http://www.ctheory.net/home.aspx] Journal of Language and Politics, John Benjamins Publishing Co. [http://www.benjamins.com/cgi-bin/t_seriesview.cgi?series=JLP] Media, Culture and Society, Sage. [http://www.sagepub.com/journal.aspx?pid=208] Discourse: Journal for Theoretical Studies in Media and Culture. University of Illiniois. [http://www.sip.uiuc.edu/discourse/] Discourse and Society. Sage. [http://das.sagepub.com/] Cultural Studies/Critical Methodologies. Sage. [http://csc.sagepub.com/] Feminist Theory, Sage. [http://fty.sagepub.com/] International Journal of Cultural Studies. Sage. [http://www.sagepub.com/journal.aspx?pid=196] European Journal of Cultural Studies. Sage. http://www.sagepub.com/journal.aspx?pid=150 Canadian Journal of Cultural Studies. York University. [http://www.yorku.ca/topia/] Journal of Cultural Studies. Routledge. [http://www.unc.edu/depts/cultstud/journal/] Public Culture. Project Muse. University of Chicago. [http://www.uchicago.edu/research/jnl-pub-cult/] Critical Studies in Mass Communication. National Communication Association. [http://www.natcom.org/pubs/CSMC/critical_studies.htm] Journalism Studies. Routledge. [http://www.tandf.co.uk/journals/titles/1461670X.asp] Critical Discourse Studies Discourse Processes Discourse Studies Discourse & Society TEXT. An Interdisciplinary Journal for the Study of Discourse The Journal of Language and Politics Research on Language and Social Interaction Journal of Pragmatics Language in Society Journal of Sociolinguistics Language and Communication Semiotica Written Communication Political Communication Journal of Linguistic Anthrpology Evaluation Students will be expected to present assigned readings, develop questions for discussion, participate in class discussions, make one formal presentation, turn in one 20-25 page paper in two parts (the first part being due at the end of the fifth week of classes, the second part at the end of the tenth week of classes), prepare one book report and serve as a critic and discussant for one other paper. Course Outline 1. First Introductions 2. Origin Stories: Theories of Language and Theories of Power 3. The Meanings of Power 4. Language: Structure and Identity 5. Historical Perspectives on Theories of Language in Communication 6. Language, Power and the News 7. Gender, Language and Politics 8. Analyzing Politics and Language: More Tools 9. More Applications
COURSE SCHEDULE & READINGS
Week One 1. First Introductions 1.1 Introductions 1.2 Language and Ideology View and Discuss: Hijacking catastrophe [videorecording] : 9/11, fear & the selling of American empire, narrated by Julian Bond ; written & directed by Jeremy Earp & Sut Jhally ; produced by Jeremy Earp ; edited by Kenyon King, Publisher: Media Education Foundation, c2004 or "Edward Said on 'Orientalism'"/ produced and directed by Sut Jhally, Northhampton, Mass. : Media Education Foundation, 1998. Read and discuss excerpt from David Lodge’s Nice Work (1988), quoted in Daniel Chandler’s Semiotics for Beginners, “Rhetorical Tropes.” [http://www.aber.ac.uk/media/Documents/S4B/sem07.html] Daniel Chandler, "The Sapir-Whorf Hypothesis." from The Act of Writing, web published, 1994. [http://www.aber.ac.uk/media/Documents/short/whorf.html] 1.Other resources: More first introductions to Language and Power: 1.1 Neruda, P. "The Word," in Pablo Neruda: Selected Poems, N. Tarn (ed.), New York: Dell Publishing Co., 1972. 1.2"Accentuate the Negative," Harper's Magazine, November 1990, p. 18. 1.3 "You're Dehired," Harper's Magazine, March 1991, p. 22. 1.4 Mead, N. and Lee, R., "Nukespeak," The Progressive, December 1990, pp. 18-21. 1.5 Herman, E., "Gulfspeak," Z Magazine, January 1991, pp. 46-59. 1.6 Spender, D., "Defining Reality," in C. Kramarae (ed.) Language and Power, Beverly Hills: Sage, pp. 195-205. 1.7 Minh-ha, T., "Commitment from the Mirror-Writing Box," in Women/Native/Other, pp. 1-46. .61 The story began long ago... .62 the mirror-writing box .63 the triple bind .64 rites of passage .65 the guilt .66 freedom and the masses .67 for the people, by the people, and from the people .68 vertically imposed language .69 a sketched window on the world .70 the infinite play of empty mirrors .71 writing women 1.3 Education for what?: What is Education? Vine Deloria, Jr., "Perceptions and Maturity: Reflections on Feyerabend's Point of View," in Sprirt and Reason, Golden Colorado: Fulcrum Publishing, 1999, p. 4-5: "Science and technology reign today as the practical gods of the modern age; they give us power to disrupt nature but little real insight into how it functions. We tend to dismiss what we cannot understand by use of code words--- 'instinct' for example covers a plentitude of ignorance. Only when we look outside of Western culture, or when someone outside looks in, do we discover the glaring inconsistencies and begin to measure the actual changes that science and technology have wrought in our lives. In 1820 George Sibley, the Indian agent for the Osages, a tribe in the Missouri region of the country, tried to convince Big Soldier, one of the more influential chiefs, of the benefits of the white man's way. After enthusiastically describing the wonders of the white man's civilization, Sibley waited expectantly for the old man's response. Big Soldier did not disappoint him: 'I see and admire your manner of living, your good warm houses; your extensive fields of corn, your gardens, your cows, oxen, workhouses, wagons, and a thousand machines, that I know not the use of. I see that you are able to clothe yourselves, even from weeds and grass. In short you can do almost what you choose. You whites possess the power of subduing almost every animal to your use. You are surrounded by slaves. Every thing about you is in chains and you are slaves yourselves. I fear if I should exchange my pursuits for yours, I too should become a slave. If we subdue nature, we become slaves of the technology by which the task is accomplished and surrender not simply our freedom but also the luxury of reflection about our experiences that a natural relationship with the world had given us.' Paolo Freire, "Chapter One," Pedagogy of the Oppressed, New York: Seabury Press, 1970, pp. 27-28. While the problem of humanization has always ... been man's [sic] central problem, it now takes on the character of an inescapable concern. Concern for humanization leads at once to the recognition of dehumanization..... as an historical reality. And as man perceives the extent of dehumanization, he asks himself if humanization is a viable possibility. Within history .... both humanization and dehumanization are possibilities for man as an upcompleted being conscious of his incompletion. But while both humanization and dehumanization are real alternatives, only the first is man's vocation. This vocation is constantly negated, yet it is affirmed by that very negation. It is thwarted by injustice, exploitation, oppression, and the violence of the oppressors; it is affirmed by the yearning of the oppressed for freedom and justice, and by the struggle to recover their lost humanity. Dehumanization, which marks not only those whose humanity has been stolen, but also (though in a different way) those who have stolen it, is a distortion of the vocation of becoming more fully human. This distortion occurs within history; but it is not an historical vocation. Indeed to admit of dehumanization as an historical vocation would lead either to cynicism or total despair. The struggle for humanization, for the emancipation of labor, for the overcoming of alienation, for the affirmation of men as persons would be meaningless. This struggle is possible only because dehumanization, although a .... historical fact, is not a given destiny but the result of an unjust order that engenders violence in the oppressors, which in turn dehumanizes the oppressed. Because it is a distortion of being more fully human, sooner or later being less human leads the oppressed to struggle against those who made them so. In order for this struggle to have meaning, the oppressed must not, in seeking to regain their humanity.... become in turn oppressors of the oppressors, but rather restorers of the humanity of both. This, then, is the great humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well. The oppressors, who oppress, exploit, and rape by virtue of their power, cannot find in this power the strength to liberate eithe the oppressed or themselves. Only power that springs from the weakness of the oppressed will be sufficiently strong to free both. Any attempt to "soften" the power of the oppressor in deference to the weakness of the oppressed almost always manifests itself in the form of false generousity; indeed the attempt never goes beyond this. In order to have the continued opportunity to express their "generosity," the oppressors must perpetuate injustice as well. An unjust social order is the permanent fount of this "generosity," which is nourished by death, despair, and poverty.... True generosity consists precisely in fighting to destroy the cause which nourish false charity. True generosity lies in striving so that these hands---- whether or individuals or entire peoples--- need be extended less and less in supplication, so that more and more they become human hands which work and working, transform the world. Week Two 1.4 Language, Power, Identity and Culture: The Basic Idea. Frank, "Introduction:What's the Matter with America?" (pp.1-13), "The Two Nations," (pp. 13-28), and "Deep in the Heart of Redness," (pp. 28-67). Brock, "Introduction: The Republican Noise Machine" (pp. 1-16), "Nixon's Revenge," (17-38) and "Guerrilla War," (pp. 39-73). Vossoughiam, Nader, "Conversation with Giovanna Borradori: Derrida, Habermas, and Philosophy in a Time of Terror."in aggultinations.com [http://agglutinations.com/archives/000033.html] Corbett, Les, "Habermas and Derrida on Terrrorism," Australian Review of Public Affairs, March 15, 2004. [http://www.econ.usyd.edu.au/drawingboard/digest/0403/corbett.html] Daniel Chandler, "The Transmission Model of Communication." (Including section on the process of mediation). [http://www.aber.ac.uk/media/Documents/short/trans.html] Daniel Chandler, "The Active Reader," [http://www.aber.ac.uk/media/Modules/MC10220/active.html] Hall, Stuart (ed.), S. Hall, "Introduction: The Circuit of Culture," pp.1-13, from Representation: Cultural Representations and Signifying Practices, Beverly Hills, CA: Sage, 1997. (on e-reserve) Hall, Stuart (ed.), S. Hall, "Representation," pp.15-63, from Representation: Cultural Representations and Signifying Practices, Beverly Hills, CA: Sage, 1997. (on e-reserve) Other Resources: Semiotics for Beginners by Daniel Chandler. Outstanding and sophisticated guide to not only semiotics but social semtiotics as well. The glossary itself is a wonderful contribution. [http://www.aber.ac.uk/media/Documents/S4B/semiotic.html] Week Three 2. Origin Stories: Theories of Language and Theories of Power Jerome Bruner, "Culture, Mind and Education," Culture and Education, Cambridge: Harvard University Press, 1996 (CE). (reprint on e-reserve through the Knight Library). Vine Deloria, Jr., "Perceptions and Maturity: Reflections on Feyerbend's Point of View," in Spirit and Reason, Golden, CO: Fulcrum Publishing, 1999 (reprint on e-reserve through Knight Library). Williams, Raymond, "Introduction and Basic Concepts: Culture, Language, Literature and Ideology." (pp. 1-74). On hard copy reserve and hopefully on e-reserve at Knight. Shapiro, Michael, "Introduction," in his Language and Politics. On hard copy reserve and I will try to post an e-reserve. Burke, Kenneth, "The Rhetoric in Hitler's 'Battle'" in Shapiro. On hard copy reserve and I will try yo post an e-reserve. Strong, Tracy, "Language and Nihiism: Nietzsche's Critique of Epistemology," in Shapiro. Jameson, Frederic, "The Linguistic Model," in Shapiro. On hard copy reserve and I will try to post an e-reserve as well. Volosinov, V.N., Marxism and the the Philosophy of Language. Read book. For summary of book see: "Volosinov: An Introduction," by David Musselwhite [http://courses.essex.ac.uk/lt/lt204/VOL.HTM] "Habermas Profile," by Mitchell Stephens, Los Angeles Times Magazine, Oct. 23, 1994. [http://www.nyu.edu/classes/stephens/Habermas%20page.htm] "Toward A Rhetoric of Intersubjectivity: Introducing Jürgen Habermas," Hugh H. Grady and Susan Wells. [http://jac.gsu.edu/jac/6/Articles/3.htm] "Habermas and Mead," by David Vessey [http://www.beloit.edu/~philorel/faculty/davidvessey/DVMeadHenrich.html] Vygotsky, "Thought and Word," from Thought and Language, MIT Press, 192, orginally published in 1934. [http://www.marxists.org/archive/vygotsky/works/words/vygotsky.htm] Agger, Ben, " Critical Theory, Poststructuralism, Postmodernism: Their Sociological Relevance," in Illuminations (Kellner's online journal of Critical Theory). [http://www.uta.edu/huma/illuminations/agger2.htm] Frank, "Verns, Then and Now," (pp.78-89), "Con Men and Mod Squad," (pp.89-113), and "Persecuted, Powerless and Blind," (pp. 113-138). Brock,"The Big Lie," (pp. 74-116), "Scandal Sheets," (pp. 146-170), "The Toilet Papers," (pp. 171-185); and "Ministers of Propaganda," (pp. 186-198). Week Four 3. What do we mean by "power"? Lukes, Steven, Power: A Radical View, London: MacMillan Press, Ltd. 1974. [http://www.people.virginia.edu/~bb3v/misc/fairuse/lukes.html] Hoy, "Power, Repression and Progress: Foucault, Lukes, and the Frankfurt School," from TR Quarterly, Vol. 52, Fall 1981, pp. 43-63).On e-reserve at Knight. Best, Steven and Kellner, Douglas, "In Search of the Postmodern," from Postmodern Theory: Critical Interrogations, New York: Guilford Press, 1991, pp.1-33. Go to following URL, scroll down to book title, download chapter one pdf file. Also have a look at Kellner's homepage and the many essays he has posted there examining current events through the lens of critical postmodern theory. [http://www.gseis.ucla.edu/faculty/kellner/books.html] Powell, J. and Moody, Harry, "The Challenge of Modernity: Habermas and Critical Theory," from Theory and Science (2003). [http://theoryandscience.icaap.org/content/vol4.1/01_powell.html] Foucault, M., "Discourse on Language," a summary by John Lye. [http://www.brocku.ca/english/courses/4F70/discourse.html] Green, Steven, "How can some of Foucault's ideas and perspectives be usefully applied to mass media in society," Theory.org.uk resources. [http://www.theory.org.uk/f-essay1.htm] Kellner, Douglas, "Media Culture and the Triumph of the Spectacle," web published. Scroll down the page to article and then to article title. [http://www.gseis.ucla.edu/faculty/kellner/kellnerhtml.html] Frank, Brock, Other resources--- see web sites listed above and have a look at Guy Debord's Society of the Spectacle, written in 1967 and the full text available at [http://www.marxists.org/reference/archive/debord/society.htm] Week Five 4. Language, Power and Identity Gergen, Kenneth J., The Saturated Self: Dilemmas of Identity in Contemorary Life, New York: Basic Books. Giddens, Anthony, Modernity and Self-Identity: Self and Society in the Late Modern Age, Palo Alto: Stanford University Press. Shotter, John, "Toward a Third Revolution in Psychology: From Inner Mental Representations to Dialogical Social Practices," in Culture, Language, Self (forthcoming). [http://www.massey.ac.nz/~alock//virtual/bruner.htm] Elliott, Richard, and Kritsadarat Wattanasuwan. "Brands as symbolic resources for the construction of identity." International Journal of Advertising 17.2 (1998): 131-144. [http://216.239.57.104/search?q=cache:_7TMTx6V7UMJ:www.ex.ac.uk/sobe/DeadCourses/BEM3007/Materials/08- Brands.pdf+Elliott,+Richard,+and+Kritsadarat+Wattanasuwan.+%22Brands+as+symbolic+resources+for+the+ construction+of+identity.%22+International+Journal+of+Advertising+17.2+(1998):+131.&hl=en&client=firefox-a] Gergen, Kenneth, "The Self in the Information Age," The Washington Quarterly, 23:1, 201-214, Winter 2000. [http://muse.jhu.edu/journals/washington_quarterly/v023/23.1gergen.html] Carol Gilligan, In a different voice : psychological theory and women's development, Cambridge, Mass. : Harvard University Press, 1982. Daniel Chandler, "Notes on the Gaze," [http://www.aber.ac.uk/media/Documents/gaze/gaze.html] Examples of discourse, identity and "gaze": Video excerpts from Britney Spears in Pepsi, and Madonna in "bell hooks: Cultural criticism & transformation," Media Education Foundation ; produced and directed by Sut Jhally, Northampton, MA : Media Education Foundation, 1997. *Week Six* 5. Approaches to Language, Power and Discourse 5.1 Metaphor Lakoff, George, "The Contemporary Theory of Metaphor," in Ortony, Andrew (ed.) Metaphor and Thought (2nd edition), Cambridge University Press. [www.cardiff.ac.uk/encap/clcr/gordon/lakoff.pdf] Lakoff, George, Don't Think of an Elephant: Know Your Values and Frame the Debate, White River Vermont: Chelsea Green Publishing, 2004. Also see The Metaphor Project [http://www.co-intelligence.org/metaphorproject_biblio.html] and Cognitive Science Celebrities from Postmodern Thought [http://carbon.cudenver.edu/~mryder/itc_data/cogsci.html] 5.2 Constructivism See above in work of Gergen (also see Gergen's homepage), also see Constructivism from Postmodern Thought [http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html]. 5.3 Narrative and Representation Definition of "Narratology" from the John Hopkins Guide to Literary Theory and Criticism [http://www.press.jhu.edu/books/hopkins_guide_to_literary_theory/entries/narratology.html] Felluga, Dino, "General Introduction to Narratology," provides extensive web page from a Critical Theory perspective on terms, applications, links, etc. [http://www.sla.purdue.edu/academic/engl/theory/narratology/modules/introduction.html]. Also see the Journal of Narratology [http://www.emich.edu/public/english/literature/JNT/JNT.html] and Framework: The Journal of Cinema and Media [http://www.frameworkonline.com/index2.htm]. Felluga, Dino, "Introductory Guide to Critical Theory," including sections on "ggender and sex," "Marxism," "Narratology," "New Historicism," "Postmodernism," and "Psychoanalysis." award winning site from Purdue University. [http://www.sla.purdue.edu/academic/engl/theory/] Seymour Chatman, "Introduction," in Story and Discourse: Narrative in Fiction and Film, Ithaca, NY: Cornell University Press, 1978, pp. 15-43. Bruner, "The Narrative Construal of Reality," from Culture and Education. On e-reserve at Knight. Chandler, Daniel, "Syntagmatic Analysis" from Semiotics for Beginners [http://www.aber.ac.uk/media/Documents/S4B/sem04.html] Chandler, Daniel, "The 'Grammar' of Television and Film" [http://www.aber.ac.uk/media/Documents/short/gramtv.html] George Gerber, "The Stories We Tell." Peace Review, March 1999, Vol. 11 No. 1, p. 9. [http://jcomm.uoregon.edu/~cbybee/j388/s01/gerbneralt.html] Also see "An Annotated Guide to Internet Resources on Narrative Psychology" from the University of California at Berkeley [http://www.sims.berkeley.edu/courses/is190-2/f96/kuntay/assign1/narrative.html] Jerome S. Bruner, Acts of meaning. Cambridge, Mass. : Harvard University Press, 1990. Examples of narrative analysis: Andrew R. Cline, "Media/ Political Bias," Rhetorica Network. [http://www.rhetorica.net/bias.htm] An example from The New York Times: "Bush Lays Out Goals for Iraq: Self-Rule and Stability," by Elisabeth Bumiller, May 25, 2004. See Rob Garver's analysis of the article in "Cut-and-Paste Over," in The American Prospect, 05.27.04.[http://www.prospect.org/web/page.ww?section=root&name=ViewWeb&articleId=7789]. Also see The Narrative Journal, Reports from the 2003 Nieman Conference on Narrative Journalism.[http://poynter.blogs.com/narrative/] Excerpts on narrative and gender from "Mickey Mouse monopoly [videorecording] : Disney, childhood & corporate power," Media Education Foundation, Northampton, MA, 2001. 5.4 Discourse Analysis See three distinct trends in discourse analysis in Louise Philips and Marianne Jorgensen, Discourses Analysis and Theory and Method, London: Sage, 2002. For a review see [www.benjamins.com/jbp/series/JLP/3-1/art/0008a.pdf]. Three current directions in discourse analysis are discussed which add to the classic approaches as advocated by Foucault, the Foucaultian/Gramscian synthesis of Edward Said in Orientalism, and the British Cultural Studies postion of Stuat Hall. These current views are Discourse Theory as articulated by LaClau and Mouffe, Critical Discourse Analysis as advocated by Norman Fairclough and Ruth Wodak and the Discoursive Psychology approaches coming from the social constuctivists. Critical Discourse Analysis has a well developmed history and following. See for example Rresources in Discourse Studies [http://www.discourse-in-society.org/Resources.html] which includes resources, journals, etc. For an introduction to Critical Discourse Analysis see: Wikepedia, Critical Discourse Analysis [http://en.wikipedia.org/wiki/Critical_discourse_analysis] Dillenger, Brett, "Critical Discourse Analysis." [http://users.utu.fi/bredelli/cda.html] van Dijk, Teun A., "From Text Grammar to Critical Discourse Analysis," paper presented at Universitat Pompeu Fabra, Barcelona, August, 2004. [http://www.discourse-in-society.org/From%20Text%20Grammar%20to%20Critical%20Discourse%20Analysis%20-%202.htm] Example Critical Discourse Analysis: Teo, Peter, "Racism in the News: A Critical Discourse Analysis of Reporting in Two Australian Newspapers," in Discourse and Society, Vol. 11:1, pp. 7-49, 2000. [http://das.sagepub.com/cgi/reprint/11/1/7] Week Seven Theorist presentations Week Eight Theorist presentations Week Nine Theorist presentations Week Ten Other stuff: Introducing Postmodernism: Carl Bybee and Ashley Overbeck, "Homer Simpson explains our postmodern identity crisis, whether we like it or not: Media literacy after 'The Simpsons'," SIMILE, Vol. 1, Issue 1, February 2001. [http://www.utpjournals.com/jour.ihtml?lp=simile/issue1/issue1toc.html] Communication and Ethics "Patriotism is supporting your country all the time and your government when it deserves it." --Mark Twain Erich Fromm, "The Practice of Love," in The Art of Loving, New York: Harper and Row, 1956, pp. 107-133. (On e-reserve through the Knight Library) Benjamin Barber, "Globalizing Democracy," The American Prospect, 11, Issue 20, September 11, 2000 [http://www.prospect.org/print/V11/20/barber-b.html] Language and Relational Responsibility: It takes two to tango and two to become one. Language is the magic that makes us human and binds us to one another. It allows us to be different and the same at the same time. See "Dear Habermas" [http://www.habermas.org/] and more accessibly, the work of Kenneth Gergen and Carol Gilligan's work on the relational ethic of caring. Kenneth Gergen, "A Civil World Beyond Individual and Community," preliminary Draft for the symposium, "Civil Society between Liberalism and Communitarianism," Vienna, November 2001.[http://www.swarthmore.edu/SocSci/kgergen1/web/printer-friendly.phtml?id=manu27] Mary Sykes Wylie, "The Untold Story:Carol Gilligan on recapturing the lost voice of pleasure," Psychotherapy Networker, [http://www.psychotherapynetworker.org/interviews.htm]. And the news?... Kevin Canfield, "Crazy Like Fox," The American Prospect, July 14, 2004. [http://www.prospect.org/web/page.ww?section=root&name=ViewWeb&articleId=8105] New School Online University, "Big Media, the 'Fox Effect' and Journalism Today,"July 13, 2004. Webcast: [http://www.dialnsa.edu/nsou_frameset.cfm?link=archived_events] FreePress [Freepress.net]. An organization devoted to media reform. Also see The Media Access Project [http://www.mediaaccess.org/]. Religion and Poetry? ... On Interbeing see Thich Nhat Hanh, Fourteen Mindfulness Trainings. [http://www.plumvillage.org/MindfulnessTrainings/MTTrainingInfo.htm] Pablo Neruda, "The Word." Recommended: Bruner, "Teaching the Present, Past and Possible," (CE). 1.3 Education for what?: America's War on Children and Families The State of Youth in the State of Oregon, the United States and the World The State of Oregon: - "Class Dismised," by David Goodman, Mother Jones, May/June 2004; 29, 3. (e-reserve). - NOW with Bill Moyers, PBS, March 29, 2002 [http://www.pbs.org/now/transcript/transcript111_full.html] - “Oregonians’ Gains from 1990s Boom Fully Erased,” Oregon Center for Public Policy. [http://www.ocpp.org/2004/nr040826.htm] -"Oregon Poor, Uninsured Rise Again," by Andrew Kramer, The Register-Guard, August 27, 2004. [http://www.registerguard.com/news/2004/08/27/a1.wsh.census.0827.html] - "Oregon: Who Pays State and Local Taxes," from the Citizens for Tax Justice study "Who Pays?" distributed by the Oregon Center for Public Policy. See right hand column of their homepage. The national report is also posted there. [http://www.ocpp.org/]. Institute on Taxation and Economic Policy, "Who Pays Taxes in Oregon," [www.itepnet.org/wp2000/or%20pr.pdf] League of Women Voters in Oregon, "Shift in Household and Business Tax Burdens," October 1990. [http://www.open.org/%7Elwvor/Shift.htm] -"Higher Ed board OKs new rates for tuition,: The Register Guard, Eugene, Oregon, June 5, 2004.(e-reserve) - Children's Defense Fund: Children in Oregon. [http://www.childrensdefense.org/familyincome/childreninthestates2003/or.pdf] -Center for the Study of Women in Society, "Welfare, Restructuring Work and Society," Read "Executive Summary," [http://wnw.uoregon.edu/policymat.shtml]. - "The State of Hunger," The Oregon Food Bank, July 1, 2002 - June 30, 2003. [http://www.oregonfoodbank.org/research_and_action/network_statistics.html] -"Measure 30: Rural counties lose: Strongest pockets of resistance to tax stood to gain most and pay least," The Register Guard, Eugene, Oregon. February 22, 2004. (e-reserve) - "Strike casts uncertain light on future," The Register Guard, Eugene, Oregon, May 11, 2004. (e-reserve) The United States: - "Many Americans Won't be Celebrating this Labor Day," from "Working in America Survey," by Harris Interactive and Kronos Incorporated. Sept. 1, 2004. [http://kronos.com/About/pr_LaborDay_sep1.htm] -"Economists Describe Shift in Structure of U.S. Economy," by Leigh Strope, Register-Guard, August 17, 2004. [http://www.registerguard.com/news/2004/08/17/a1.incomegap.0817.html] - "Middle-class squeeze could decide election," by Timothy Egan, August 28, 2004. The New York Times [http://www.registerguard.com/news/2004/08/28/a6.nat.middleclass.0828.html] -"Guard, Reserve Troops Fight for Jobs Once Home," by Larry Margasak, Register-Guard, August 16, 2004. [http://www.registerguard.com/news/2004/08/16/a2.nat.benefits.0816.html] -“Income Stable, Poverty Up, Numbers of Americans With and Without Health Insurance Rise, Census Bureau Reports,” U.S. Bureau of the Census. [http://www.census.gov/Press-Release/www/releases/archives/income_wealth/002484.html]. Full report below. -"Income, Poverty and Health Insurance in the United States: 2003," U.S. Census Bureau. [http://www.census.gov/hhes/www/poverty.html]. Fact and Figures on Wealth and Income from Inequality.org [http://inequality.org/factsfr.html] -"Leave No Child Behind," by Molly Ivins and Lou Dubose, in The Austin Chronicle, Oct. 3, 2003. [www.austinchronicle.com/issues/dispatch/2003-10-03/pols_feature.html] -"Paul Krugman, Witness to the Great Unraveling of America," Buzzflash.com, August 6, 2004. [http://www.buzzflash.com/interviews/04/08/int04041.html#to] -"Teacher Terrorist," By Molly Ivins, AlterNet. February 25, 2004. [http://www.alternet.org/story/17955/] - Children's Defense Fund, "733,000 Children Fell into Poverty — 580,000 into Extreme Poverty in 2003 Latino and Black Children Hardest Hit." [http://www.childrensdefense.org/pressreleases/040827.asp] - Fact and Figures on Wealth and Income from Inequality.org [http://inequality.org/factsfr.html] -United States Department of Agriculture, Food Security Report 2003. [http://www.ers.usda.gov/briefing/foodsecurity/] Bob Herbert, "The War on Schools," columnist for The New York Times, March 6, 2003. [http://mathforum.org/epigone/math-learn/whoyblaxskoy] or [http://www.nytimes.com/2003/03/06/opinion/06HERB.html?ex=1054440000&en=afe8e68f748c8440&ei=5070] Bob Herbert, "Teaching Kids a Lesson," columnist for The New York Times, May 1, 2003. [http://www.nytimes.com/2003/05/01/opinion/01HERB.html?ex=1054440000&en=fffe444a6d9b327a&ei=5070] Oregon AFl-CIO, "Individual verses Corporate Tax Rates," April 11, 2003. [http://www.seiu503.org/action/legislative_updates/legupdate17.cfm] "Drip, Drip, Drip," by Matt Bai, New York Times, June 8, 2003. [http://www.nytimes.com/2003/06/08/magazine/08GOVS.html?pagewanted=print&position=] - Ben Bagdikian"A Secret in the News: The country's Permanent Poor," [http://inequality.org/bagdikianfr.html] - Chris Nelder, "Measuring Genuine Progress," Learning for a Better World [http://www.betterworld.com/BWZ/9610/learn.htm]. - Redefining Progress [http://www.rprogress.org/projects/gpi/]. - "CEO Pay Soars at Companies that Send Jobs Overseas," United for a Fair Economy, August 31, 2004. [http://faireconomy.org/press/2004/EE2004_pr.html] - "State of Working America: 2004/2005," Economic Policy Institute. Particularly see the news release and the fact sheets. [http://www.epinet.org/content.cfm/books_swa2004]. - Economic Policy Institute: Focus on Trade Issues and Jobs [http://www.epinet.org/subjectpages/trade.cfm?CFID=1962398&CFTOKEN=89318166] - Poverty USA tour, Catholic Campaign for Human Development [http://www.nccbuscc.org/cchd/povertyusa/tour2.htm] - "Police Can Forgo Miranda When Questioning Teens," by David Savage, Register-Guard, June 2, 2004. [http://www.registerguard.com/news/2004/06/02/a3.nat.scotus.0602.html] - Henry A. Giroux, "Youth and the Politics of Domestic Terrorism," TIKKUN, Nov/Dec 2002. [http://www.tikkun.org/magazine/index.cfm/action/tikkun/mode/printer_friendly/issue/tik0211/article/021113b.html] The World - Amnesty International, "Report 2004: The Americus." [http://web.amnesty.org/report2004/2am-index-eng] - United Nations Human Development Report 2000. [http://www.undp.org/hdr2000/home.html]. Under "Press Kit", download and read "Global Facts of Life," "Key Figures and Tables," and under "Press Releases," read "Press Release One" and "Press Release Five." - United Nations Human Development Report 2002 [http://hdr.undp.org/reports/global/2002/en/]. Download and read "Press Kit." - United Nations Human Development Report 2003, "Summary." [http://hdr.undp.org/reports/global/2003/pdf/hdr03-summary.pdf] - United Nations Declaration on the Rights of the Child: [http://www.unhchr.ch/html/menu3/b/k2crc.htm] 1.3 Education for What (cont.)? Benjamin Barber, "The Civic Mission of the University," from Higher Education and the Practice of Democratic Politics, Bernard Murchland, ed., Kettering Foundation, 1991.(e-reserve). Optional: "The Politics of Education: An Interview With Benjamin Barber" by Scott London, Afternoon Insights, WYSO-FM December 14, 1992. [http://www.scottlondon.com/interviews/barber.html] 1.4 Media and Democracy Benjamin Barber, "Jihad Vs. McWorld," The Atlantic Monthly, March 1992. [http://www.bemidji.msus.edu/peoplenv/barber.htm] Also on e-reserve. Robert McChesney, "Global Media, Neoliberalism and Imperialism," March 2001, Monthly Review, [http://www.monthlyreview.org/301rwm.htm] Robert McChesney, "The New Global Media," Nov. 29, 1999, The Nation, [http://www.icce.rug.nl/~soundscapes/VOLUME03/MIRROR/McChesney09.html] Mark Hudson, "Understanding Information Media in the Age of Neoliberalism," Progressive Librarian,Issue Number 16, Fall 1999. [http://www.libr.org/PL/16_Hudson.html] Doonesbury Cartoon Series on Fox News, July 19-24, 2004. [http://www.jimgilliam.com/2004/07/doonesburys_interview_with_rupert_murdoch.php] Columbia Journalism Review's "Who Owns What," [http://www.cjr.org/owners/] Optional: Media Ownership, Mediachannel.org [http://www.mediachannel.org/ownership/front.shtml#chart] Video: "Rich Media, Poor Democracy," Media Education Foundation, producers Loretta Alper and Margo Robb, Nothhampton, MA: Media Education Foundation, 2003. DVD #00344 c. 2. 1.4 Media and Democracy (cont.) Carl Bybee, Ashley Overbeck and Christine Quail, "Teaching Apathy: Kid's News, Consumer Culture and Citizenship," [http://jcomm.uoregon.edu/%7Ecbybee/teachingapathy/index.html] Henry A. Giroux, "Neoliberalism and thte Vocationalization of Higher Education," in Features [http://www.louisville.edu/a-s/english/gta/giroux.html] Lewis Lapham, "Tentacles of Rage," Harper's Magazine, September 2004, pp. 31-43. [http://www.mindfully.org/Reform/2004/Republican-Propaganda1sep04.htm] Also, on e-reserve. Optional: Video excerpts: "Outfoxed: Rupert Murdoch's War on Journalism," produced by Robert Greenwald. 2004. 77 min.
ASSIGNMENTS

PAST STUDENT PROJECTS
Fall 2001 "Newsweek" by Cody Meyer [http://jcomm.uoregon.edu/%7Ecbybee/j388_w02/Newsweek.html] "Seventeen: U HAVE 2B SEEN 2B BELIEVED" by H. McClintick [http://jcomm.uoregon.edu/%7Ecbybee/j388_w02/Seventeen.html] "Sports Illustrated" by T. Do [http://jcomm.uoregon.edu/%7Ecbybee/j388_w02/SportsIllustrated.html] "Talk" by E. Cooke [http://jcomm.uoregon.edu/%7Ecbybee/j388_w02/Talk.html] Winter 2002 "Rosie" by Jillian Daley, "U.S. News & World Report" by Alma Fumiko Hesus, "Glamour" by William Kent, "Golf Digest" by John Liebhardt, and "Christianity Today" by Deanna McKinney [http://jcomm.uoregon.edu/%7Ecbybee/j388_u02/projects_w02/] "Harper's Bazaar" by Jordan Hanson [http://jcomm.uoregon.edu/%7Ecbybee/j388_u02/projects/bazaar/] "Cosmopolitan vs. Maxim" by Holly Goodin [http://jcomm.uoregon.edu/%7Ecbybee/j388_u02/projects/cosmomaxim.html] "Rolling Stone and Postmodern Youth Culture" [http://jcomm.uoregon.edu/%7Ecbybee/j388_u02/projects/rollingstone.html] "Transworld Snowboarding" by Anne Hughson [http://jcomm.uoregon.edu/%7Ecbybee/j388_u02/projects/snowboard.html] "The Source: Stereotype and Hegemony" [http://jcomm.uoregon.edu/%7Ecbybee/j388_u02/projects/source.html] Fall 2002 Final Projects Spring 2003 Final Projects
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1.4 Media and Democracy (cont.)