OJS (Centro de Investigação em Artes e Comunicação)
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António Ferro: um Modernista Polémico no Meio Teatral Português
Full text linkIn December 1932, António Ferro’s interviews with the President of the Council, António de Oliveira Salazar, were published in Diário de Notícias. They were the first handbook of propaganda for the new regime, the New State. Nine months later, in September 1933, Ferro was appointed director of the Secretariat of National Propaganda, a position of enormous political and personal trust in an eminently political body, which defined him as the public relations officer of the regime. In his youth, Ferro had shown himself to be a modernist intellectual: a writer, journalist, film and theatre man. This paper analyses Ferro’s career in the Portuguese theatre scene between 1922 and 1932, looking at the role that culture, and theatre in particular, played in his public and political rise. The working hypothesis is that the theatre was an instrument used by Ferro to create a favourable public image that allowed him to achieve the political position he desired. From a methodological point of view, the main source of information used was the Diário de Lisboa, a prolific source of information, as well as the writings of personalities connected to the milieu, sources that enabled to outline more clearly the national theatre panorama and the trajectory followed by Ferro, as playwright, theatre critic and entrepreneur.Em dezembro de 1932, as entrevistas de António Ferro ao Presidente do Conselho, António de Oliveira Salazar, foram publicadas no Diário de Notícias. Foram o primeiro manual de propaganda do novo regime, o Estado Novo. Nove meses depois, em setembro de 1933, Ferro era nomeado diretor do Secretariado de Propaganda Nacional, um cargo de enorme confiança política e pessoal, num órgão eminentemente político, e que o definiu como o relações-públicas do regime. Na sua juventude, Ferro tinha-se revelado um intelectual modernista: escritor, jornalista, homem do cinema e do teatro. Neste artigo, analisa-se o percurso de Ferro no meio teatral português, no período entre 1922 e 1932, procurando examinar o papel que a cultura e, em particular o teatro, assumiu na sua ascensão pública e política. Propõe-se como hipótese de trabalho a ideia de que o teatro foi um instrumento utilizado por Ferro para a criação de uma determinada imagem pública que lhe permitiu atingir o cargo político que desejava. Em termos metodológicos, recorreu-se sobretudo à análise documental do Diário de Lisboa, uma prolífica fonte de informação, bem como aos escritos de personalidades ligadas ao meio, fontes que permitiram desenhar de forma mais nítida o panorama do teatro nacional e o percurso seguido por Ferro, enquanto dramaturgo, crítico teatral e empresário
Narrativas Biográficas e Literacia dos Media Digitais nas Artes e na Sociedade: Biographical Narratives and Digital Media Literacy in Arts and Society
Full text linkThe a/r/cographic method in the development of the creative process of 6th grade students: The articulation between Art Education and ICT in the creation of a digital exhibition in an Educational Territory of Priority Intervention (TEIP)
Full text linkO processo criativo é uma jornada pessoal e dinâmica, caracterizada por um ciclo contínuo de inspiração, exploração e expressão, no qual a mente criativa se expande entre os limites do possível e do impossível. A educação artística, enquanto processo de ensino e aprendizagem, desempenha um papel essencial no desenvolvimento integral do indivíduo. Paralelamente, as tecnologias de informação e comunicação promovem a difusão rápida de conteúdos, influenciando a identidade e os meios de comunicação, permitindo a evolução das abordagens culturais e sociais.A a/r/cografia estrutura o processo criativo em sete fases: inspiração, gatilho, intenção, conceptualização, prototipagem, teste e intervenção. Esta metodologia admite a reformulação de ideias, permitindo a articulação entre as fases metodológicas e o planeamento do projeto.No âmbito deste projeto, os alunos foram desafiados a criar uma obra de arte digital em pequenos grupos, recorrendo à edição de imagem, com o objetivo de construir uma exposição digital interturmas. A atividade teve como ponto de partida a questão “Se eu fosse um artista, o que gostaria de mudar no mundo?”, incentivando os alunos a escolherem temas que refletissem os seus interesses e preocupações.Os resultados evidenciaram um impacto positivo na comunidade educativa, proporcionando um espaço de criatividade e aprendizagem colaborativa. O método a/r/cográfico demonstrou ser eficaz, promovendo a participação ativa e entusiasta dos alunos. O projeto evidenciou o potencial da integração entre arte e tecnologia no contexto escolar, reforçando a importância do ensino artístico na construção de um ambiente educativo significativo. Além disso, mostrou-se uma ferramenta relevante na prevenção do abandono escolar, conferindo à escola um papel mais envolvente e próximo da realidade dos alunos.The creative process is a personal and dynamic journey, characterized by a continuous cycle of inspiration, exploration, and expression, where the creative mind expands between the limits of the possible and the impossible. Artistic education, as a teaching and learning process, plays a crucial role in the individual’s holistic development. At the same time, information and communication technologies facilitate the rapid dissemination of content, influencing identity and communication methods while enabling the evolution of cultural and social approaches.A/r/cography structures the creative process into seven phases: inspiration, trigger, intention, conceptualization, prototyping, testing, and intervention. This methodology allows for the reformulation of ideas, ensuring articulation between methodological phases and project planning.As part of this project, students were challenged to create a digital artwork in small groups using image editing, with the goal of building a digital exhibition between different classes. The activity was guided by the question, “If I were an artist, what would I like to change in the world?”, encouraging students to select themes that reflected their interests and concerns.The results demonstrated a positive impact on the educational community, fostering a space for creativity and collaborative learning. The a/r/cographic method proved effective, promoting active and enthusiastic student participation. The project highlighted the potential of integrating art and technology in the school environment, reinforcing the importance of artistic education in creating a meaningful learning experience. Additionally, it served as a valuable tool in preventing school dropout, giving the school a more engaging and relevant role in students’ realities.The creative process is a personal and dynamic journey, characterized by a continuous cycle of inspiration, exploration, and expression, where the creative mind expands between the limits of the possible and the impossible. Artistic education, as a teaching and learning process, plays a crucial role in the individual’s holistic development. At the same time, information and communication technologies facilitate the rapid dissemination of content, influencing identity and communication methods while enabling the evolution of cultural and social approaches.A/r/cography structures the creative process into seven phases: inspiration, trigger, intention, conceptualization, prototyping, testing, and intervention. This methodology allows for the reformulation of ideas, ensuring articulation between methodological phases and project planning.As part of this project, students were challenged to create a digital artwork in small groups using image editing, with the goal of building a digital exhibition between different classes. The activity was guided by the question, “If I were an artist, what would I like to change in the world?”, encouraging students to select themes that reflected their interests and concerns.The results demonstrated a positive impact on the educational community, fostering a space for creativity and collaborative learning. The a/r/cographic method proved effective, promoting active and enthusiastic student participation. The project highlighted the potential of integrating art and technology in the school environment, reinforcing the importance of artistic education in creating a meaningful learning experience. Additionally, it served as a valuable tool in preventing school dropout, giving the school a more engaging and relevant role in students’ realities.The creative process is a personal and dynamic journey, characterized by a continuous cycle of inspiration, exploration, and expression, where the creative mind expands between the limits of the possible and the impossible. Artistic education, as a teaching and learning process, plays a crucial role in the individual’s holistic development. At the same time, information and communication technologies facilitate the rapid dissemination of content, influencing identity and communication methods while enabling the evolution of cultural and social approaches.A/r/cography structures the creative process into seven phases: inspiration, trigger, intention, conceptualization, prototyping, testing, and intervention. This methodology allows for the reformulation of ideas, ensuring articulation between methodological phases and project planning.As part of this project, students were challenged to create a digital artwork in small groups using image editing, with the goal of building a digital exhibition between different classes. The activity was guided by the question, “If I were an artist, what would I like to change in the world?”, encouraging students to select themes that reflected their interests and concerns.The results demonstrated a positive impact on the educational community, fostering a space for creativity and collaborative learning. The a/r/cographic method proved effective, promoting active and enthusiastic student participation. The project highlighted the potential of integrating art and technology in the school environment, reinforcing the importance of artistic education in creating a meaningful learning experience. Additionally, it served as a valuable tool in preventing school dropout, giving the school a more engaging and relevant role in students’ realities
Discursivities of empowerment, marginal women’s agency, and psychogeography of madrasa
Full text linkThis article aligns with James Sidaway’s focus on the psychogeographical connections between landscape and narrative in rural communities, using the lived experiences of poor Muslim women at a Malaysian, non-city madrasa as an example. Psychogeography is defined as a creative method for reimagining places beyond conventional views. In this article, place-based, narrative rich model serves as the analytical lens to show how women gain strength through writing narratives about their peripheralized madrasa. While generally seen as centers of worship and Islamic education, these places rely on donor support for their survival. Typically located in countryside areas, non-urban Muslim places of faith reveal the interplay between human communities and their natural environments. Through these peripheral women’s personal narratives, this article firstly argues that their writings exemplify women’s spectrum of emotions, from fear, disorientation, and discomfort to solace, security, and contentment, reflecting elevated mental and emotional perceptions of the center of faith. This raises consciousness on their agency despite material and financial restrictions placed on them. Secondly, through this place and perception tracing, their experiences might better be interpreted as a symbolic reimagining of the places of faith, prompting the proposal of a new theoretical model: the psychogeography of madrasa by marginal women. By analyzing these first-hand narratives, interpretations, and lived realities within de-urbanized settings, this article challenges simplistic, often reductive depictions of women in Islamic faith-based places. Rather than reinforcing stereotypes of women in madrassas as alienated or victims of violence as reported by many Malaysian news accounts, it demonstrates how the theoretical model fosters a panoptic vision, one that shapes, permeates, and sustains social bonds with one another, nurturing collective women’s unity and active participation. Therefore, the proposed theory concerning the displaced women offers a counter-narrative, illustrating women’s discursivities of empowerment who draw strength not from volatile sufferings, but from communal harmony and collective women’s experiences.This article aligns with James Sidaway’s focus on the psychogeographical connections between landscape and narrative in rural communities, using the lived experiences of poor Muslim women at a Malaysian, non-city madrasa as an example. Psychogeography is defined as a creative method for reimagining places beyond conventional views. In this article, place-based, narrative rich model serves as the analytical lens to show how women gain strength through writing narratives about their peripheralized madrasa. While generally seen as centers of worship and Islamic education, these places rely on donor support for their survival. Typically located in countryside areas, non-urban Muslim places of faith reveal the interplay between human communities and their natural environments. Through these peripheral women’s personal narratives, this article firstly argues that their writings exemplify women’s spectrum of emotions, from fear, disorientation, and discomfort to solace, security, and contentment, reflecting elevated mental and emotional perceptions of the center of faith. This raises consciousness on their agency despite material and financial restrictions placed on them. Secondly, through this place and perception tracing, their experiences might better be interpreted as a symbolic reimagining of the places of faith, prompting the proposal of a new theoretical model: the psychogeography of madrasa by marginal women. By analyzing these first-hand narratives, interpretations, and lived realities within de-urbanized settings, this article challenges simplistic, often reductive depictions of women in Islamic faith-based places. Rather than reinforcing stereotypes of women in madrassas as alienated or victims of violence as reported by many Malaysian news accounts, it demonstrates how the theoretical model fosters a panoptic vision, one that shapes, permeates, and sustains social bonds with one another, nurturing collective women’s unity and active participation. Therefore, the proposed theory concerning the displaced women offers a counter-narrative, illustrating women’s discursivities of empowerment who draw strength not from volatile sufferings, but from communal harmony and collective women’s experiences.This article aligns with James Sidaway’s focus on the psychogeographical connections between landscape and narrative in rural communities, using the lived experiences of poor Muslim women at a Malaysian, non-city madrasa as an example. Psychogeography is defined as a creative method for reimagining places beyond conventional views. In this article, place-based, narrative rich model serves as the analytical lens to show how women gain strength through writing narratives about their peripheralized madrasa. While generally seen as centers of worship and Islamic education, these places rely on donor support for their survival. Typically located in countryside areas, non-urban Muslim places of faith reveal the interplay between human communities and their natural environments. Through these peripheral women’s personal narratives, this article firstly argues that their writings exemplify women’s spectrum of emotions, from fear, disorientation, and discomfort to solace, security, and contentment, reflecting elevated mental and emotional perceptions of the center of faith. This raises consciousness on their agency despite material and financial restrictions placed on them. Secondly, through this place and perception tracing, their experiences might better be interpreted as a symbolic reimagining of the places of faith, prompting the proposal of a new theoretical model: the psychogeography of madrasa by marginal women. By analyzing these first-hand narratives, interpretations, and lived realities within de-urbanized settings, this article challenges simplistic, often reductive depictions of women in Islamic faith-based places. Rather than reinforcing stereotypes of women in madrassas as alienated or victims of violence as reported by many Malaysian news accounts, it demonstrates how the theoretical model fosters a panoptic vision, one that shapes, permeates, and sustains social bonds with one another, nurturing collective women’s unity and active participation. Therefore, the proposed theory concerning the displaced women offers a counter-narrative, illustrating women’s discursivities of empowerment who draw strength not from volatile sufferings, but from communal harmony and collective women’s experiences.This article aligns with James Sidaway’s focus on the psychogeographical connections between landscape and narrative in rural communities, using the lived experiences of poor Muslim women at a Malaysian, non-city madrasa as an example. Psychogeography is defined as a creative method for reimagining places beyond conventional views. In this article, place-based, narrative rich model serves as the analytical lens to show how women gain strength through writing narratives about their peripheralized madrasa. While generally seen as centers of worship and Islamic education, these places rely on donor support for their survival. Typically located in countryside areas, non-urban Muslim places of faith reveal the interplay between human communities and their natural environments. Through these peripheral women’s personal narratives, this article firstly argues that their writings exemplify women’s spectrum of emotions, from fear, disorientation, and discomfort to solace, security, and contentment, reflecting elevated mental and emotional perceptions of the center of faith. This raises consciousness on their agency despite material and financial restrictions placed on them. Secondly, through this place and perception tracing, their experiences might better be interpreted as a symbolic reimagining of the places of faith, prompting the proposal of a new theoretical model: the psychogeography of madrasa by marginal women. By analyzing these first-hand narratives, interpretations, and lived realities within de-urbanized settings, this article challenges simplistic, often reductive depictions of women in Islamic faith-based places. Rather than reinforcing stereotypes of women in madrassas as alienated or victims of violence as reported by many Malaysian news accounts, it demonstrates how the theoretical model fosters a panoptic vision, one that shapes, permeates, and sustains social bonds with one another, nurturing collective women’s unity and active participation. Therefore, the proposed theory concerning the displaced women offers a counter-narrative, illustrating women’s discursivities of empowerment who draw strength not from volatile sufferings, but from communal harmony and collective women’s experiences
Exploring the Impact of Art Education on Socialization in Multicultural Classrooms: A Survey Study of Ukrainian Students
Full text linkThe present study was conducted to investigate the impact of art classes on various aspects of the emotional state and socialization of pupils and students in multicultural classrooms. The research methodology included a survey among pupils and students of Ukrainian educational institutions. Based on the results of the questionnaire, the main results of the entire study were substantiated and ideas were proposed to improve the organization of art classes by teachers in the context of creating more comfortable conditions for the socialization of students in a multicultural classroom. The main results of the questionnaire showed that currently, students do not see a direct effect of improving relationships with peers in the learning space through visual and decorative arts lessons. At the same time, statistics showed that 55.6% of art classes in Ukrainian educational institutions are held in lecture form, and in the 27.8% of classes in which the practical form prevails, pupils and students work alone in 71.4% of cases. Despite the unpleasant statistics, art classes clearly have an indirect impact on the socialization of students and the improvement of their emotional and mental state. The positive impact of fine and decorative arts classes has been proven in statistics showing that 64.7% of pupils and students like art classes and feel that their mental state has improved. Art lessons help students to express their emotions in a non-verbal way, which is extremely valuable for pupils and students from multicultural backgrounds who have language problems or feel psychologically insecure
Exploring the Impact of Information Technology on the Social Inclusion of People with Disabilities in the Digital Age
Full text linkIn the era of globalization changes of the third millennium, socialization of people with disabilities is a sign of democratic development of the state, which is especially relevant in the period of rapid spread of information technologies. The aim was to study the effectiveness of the application of Internet technologies to improve the quality of life of people with disabilities by analysing the components of this direction. The dynamics of reforming the sphere in the time aspect was considered, and also, using the statistical method, the performance indicators of the studied problem were determined. The state support of the most vulnerable and unprotected representatives of the population in the XXI century is one of the fundamental factors of the successful development of the country under the scenario of becoming a democratic and legal subject of international relations. Approaches and methods to socialization of people with disabilities differ from region to region, but almost all of them include elements of information and communication technologies. The Republic of Kazakhstan has developed and operates a quite modern and flexible system of social protection for the population with special developmental needs; at the same time, there are many unresolved problems and complex aspects in this area, in particular, in the sphere of information support for this category of population. An important factor in Kazakhstan’s policy of supporting such categories of people is the understanding of the problem and the desire of the leadership to use the best international practices to implement positive experience in the national context. Comparing the activities of Kazakhstan and Japan, it can be said that Tokyo, as the capital of an advanced technological country, in this direction is in a much more favourable position, as strategies for the protection of people with disabilities have been developed there for many decades, their effectiveness, and efficiency have been confirmed by years of practice. The results and conclusions of the work can be used as a practical basis, in addition, for the development of new state strategies to support people with disabilities
The Concepts of Film Language and Style in Film Theory
Full text linkThe analysis of film language and style is particularly relevant in helping filmmakers adapt to the changes brought about by globalisation and digitalisation, enabling them to better understand and reflect cultural and social trends. The purpose of this study is to identify key stages in the development of film language and style and their impact on the creation of meaning in cinematic works. To achieve this purpose, a comparative analysis of cinematic techniques from different eras is conducted alongside a retrospective analysis to highlight the major stages in the evolution of film language and style and their influence on the construction of meaning in films. Film language, through its combination of framing, editing, and sound, shapes the emotional atmosphere of films. The evolution of film language, from silent cinema to the advent of sound, significantly enriched narrative techniques and stylistic approaches, incorporating complex dialogue and musical accompaniment. Technological advancements, from the introduction of sound to colour and digital imaging, have broadened directors’ ability to create meaning and exert emotional impact on audiences. Stylistic shifts, such as the transition from realism to modernism, have had a profound effect on how films are perceived and interpreted by audiences. Cultural and national contexts have shaped distinctive elements of cinematic works, reflecting the social and cultural characteristics of different countries. A feminist approach has revealed the gender dynamics in cinema, uncovering the influence of stereotypes and offering new perspectives on the portrayal of women and men in film. Films have played a crucial role in shaping and transmitting cultural values, fostering cultural exchange and social development through visual art. The need to analyse the impact of new technologies on cinema in various cultural contexts highlights the importance of future research and underscores the deep influence of cinematic techniques on society and culture
Personal Story and Public Identity as Axis of Value Response: Lessons on Literacy and Morality from John Henry Newman (1801-1890) and Ma Xiangbo (1840-1939)
Full text linkIn the hype of multi-/inter-disciplinarity, is the voice or voices of theistic religions and the attendant philosophical moral awareness (etymologically better rendered as conscientização in Portuguese) still meant to be heard? Can classical tales of saints and sinners remain part of the canon of public literacy? How existential is the threat of “organised religions” or otherwise established ecclesiastical structures posed to society when they are accused of attempting to fight proxy crusades against humanitarian enlightenment under the guise of religious literature? Are tenets propounded by scholars like Gavin D’Costa in Theology and the Public Square (2005) to be politely bracketed when discussing perennial values? Values that responsible media strive to propagate, particularly the value of human dignity eulogised by the life exemplars of great figures in times of existential crises of whatever magnitude. With these questions in mind, this article will hearken back to the stories of two “grandees” in the Roman Catholic tradition who left their marks on the pages of the development of modern English and Chinese literacy. Newman’s Apologia pro vita sua (1865) is just but one of the tactical devises for his defense of creedal integrity, while Ma Xiangbo engaged in catholicising the Chinese national ethos through educational literacy for close to half a century. We shall phenomenologically draw inspirations from their parallel vision and experience on what lends power to the medium of words and deeds in shaping informed public conscience in regard to the core values of truth, good, and beauty.
Na onda da multi-/interdisciplinaridade, a voz ou vozes das religiões teístas e a consciência moral filosófica (etimologicamente melhor traduzida como conscientização em português) ainda devem ser ouvidas? As histórias clássicas de santos e pecadores ainda podem fazer parte do cânone da literacia pública? Quão existencial é a ameaça das “religiões organizadas” ou outras estruturas eclesiásticas estabelecidas para a sociedade quando são acusadas de tentar lutar cruzadas por procuração contra o esclarecimento humanitário sob o disfarce de literatura religiosa? Os princípios defendidos por estudiosos como Gavin D’Costa em Theology and the Public Square (2005) devem ser educadamente colocados entre parênteses ao discutir valores perenes? Valores que a mídia responsável se esforça para propagar, particularmente o valor da dignidade humana elogiada pelos exemplos de vida de grandes figuras em tempos de crises existenciais de qualquer magnitude. Com essas perguntas em mente, este artigo remeterá às histórias de dois “grandes” na tradição católica romana que deixaram suas marcas nas páginas do desenvolvimento da literacia moderna em inglês e chinês. A Apologia pro vita sua (1865) de Newman é apenas um dos dispositivos táticos para sua defesa da integridade do credo, enquanto Ma Xiangbo se envolveu na catolicização do ethos nacional chinês através da literacia educacional por quase meio século. Fenomenologicamente, vamos nos inspirar em sua visão e experiência paralelas sobre o que confere poder ao meio das palavras e ações na formação de uma consciência pública informada em relação aos valores centrais de verdade, bondade e beleza
Media Outlook of Hate Speech in the 2015 and 2019 General Elections in Nigeria
Full text linkHate speech is among the most significant communication issues that preoccupy the agenda of relevant governmental agencies and media analysts in contemporary Nigeria. It is an unfortunate phenomenon that manifests in the public sphere and is fast threatening the fragile democracy which the country is struggling to consolidate. Within this context, the study analysed the manifestation of hate speech in the 2015 and 2019 general elections in the Daily Trust, The Nation and The Guardian newspapers. The variables of frequency, prominence, direction, journalistic genre as well as the implications for the use of hate speech were used to examine the manifestation of hate speech in the 2015 and 2019 general elections by the selected newspapers. Purposive sampling technique was used to select editors for in-depth interview while stratified random sampling by days of the week to select the editions in the newspapers. Castells’ Theory of Network Society was used as the theoretical framework. Based on the findings, the study discovers that the manifestation of hate speech was more frequent in the 2015 than 2019 general elections by the selected newspapers. The findings of the study reveal that hateful speeches were dominant in the 2015 and 2019 general elections. The findings reveal that the manifestation of hate speech by the selected newspapers in 2015 and 2019 general elections was significantly high in the inside pages than front and back pages. The study also found that the manifestation of hate speech by the selected newspapers was in negative direction in 2015, and neutral direction in the 2019. The study concludes that there are implications of hate speech on the professional journalistic practice as it undermines the ethics of journalism profession.Hate speech is among the most significant communication issues that preoccupy the agenda of relevant governmental agencies and media analysts in contemporary Nigeria. It is an unfortunate phenomenon that manifests in the public sphere and is fast threatening the fragile democracy which the country is struggling to consolidate. Within this context, the study analysed the manifestation of hate speech in the 2015 and 2019 general elections in the Daily Trust, The Nation and The Guardian newspapers. The variables of frequency, prominence, direction, journalistic genre as well as the implications for the use of hate speech were used to examine the manifestation of hate speech in the 2015 and 2019 general elections by the selected newspapers. Purposive sampling technique was used to select editors for in-depth interview while stratified random sampling by days of the week to select the editions in the newspapers. Castells’ Theory of Network Society was used as the theoretical framework. Based on the findings, the study discovers that the manifestation of hate speech was more frequent in the 2015 than 2019 general elections by the selected newspapers. The findings of the study reveal that hateful speeches were dominant in the 2015 and 2019 general elections. The findings reveal that the manifestation of hate speech by the selected newspapers in 2015 and 2019 general elections was significantly high in the inside pages than front and back pages. The study also found that the manifestation of hate speech by the selected newspapers was in negative direction in 2015, and neutral direction in the 2019. The study concludes that there are implications of hate speech on the professional journalistic practice as it undermines the ethics of journalism profession.Hate speech is among the most significant communication issues that preoccupy the agenda of relevant governmental agencies and media analysts in contemporary Nigeria. It is an unfortunate phenomenon that manifests in the public sphere and is fast threatening the fragile democracy which the country is struggling to consolidate. Within this context, the study analysed the manifestation of hate speech in the 2015 and 2019 general elections in the Daily Trust, The Nation and The Guardian newspapers. The variables of frequency, prominence, direction, journalistic genre as well as the implications for the use of hate speech were used to examine the manifestation of hate speech in the 2015 and 2019 general elections by the selected newspapers. Purposive sampling technique was used to select editors for in-depth interview while stratified random sampling by days of the week to select the editions in the newspapers. Castells’ Theory of Network Society was used as the theoretical framework. Based on the findings, the study discovers that the manifestation of hate speech was more frequent in the 2015 than 2019 general elections by the selected newspapers. The findings of the study reveal that hateful speeches were dominant in the 2015 and 2019 general elections. The findings reveal that the manifestation of hate speech by the selected newspapers in 2015 and 2019 general elections was significantly high in the inside pages than front and back pages. The study also found that the manifestation of hate speech by the selected newspapers was in negative direction in 2015, and neutral direction in the 2019. The study concludes that there are implications of hate speech on the professional journalistic practice as it undermines the ethics of journalism profession.Hate speech is among the most significant communication issues that preoccupy the agenda of relevant governmental agencies and media analysts in contemporary Nigeria. It is an unfortunate phenomenon that manifests in the public sphere and is fast threatening the fragile democracy which the country is struggling to consolidate. Within this context, the study analysed the manifestation of hate speech in the 2015 and 2019 general elections in the Daily Trust, The Nation and The Guardian newspapers. The variables of frequency, prominence, direction, journalistic genre as well as the implications for the use of hate speech were used to examine the manifestation of hate speech in the 2015 and 2019 general elections by the selected newspapers. Purposive sampling technique was used to select editors for in-depth interview while stratified random sampling by days of the week to select the editions in the newspapers. Castells’ Theory of Network Society was used as the theoretical framework. Based on the findings, the study discovers that the manifestation of hate speech was more frequent in the 2015 than 2019 general elections by the selected newspapers. The findings of the study reveal that hateful speeches were dominant in the 2015 and 2019 general elections. The findings reveal that the manifestation of hate speech by the selected newspapers in 2015 and 2019 general elections was significantly high in the inside pages than front and back pages. The study also found that the manifestation of hate speech by the selected newspapers was in negative direction in 2015, and neutral direction in the 2019. The study concludes that there are implications of hate speech on the professional journalistic practice as it undermines the ethics of journalism profession
Image and Americanization of the World in Civilization, How We Became American by Régis Debray
Full text linkThis contribution aims at analyzing the phenomenon of the Americanization of the world expressed in the book Civilization, How We All Became American, by the French philosopher Régis Debray. This book in question presents a detailed analysis of the events, modifications and profound metamorphoses that have affected our world after the two world wars. Therefore, the world of yesteryear holds no resemblance to that of our time. Everything in it has changed and has reversed. Old values are no longer transmitted, no longer circulate, no longer impress. A new civilization has just declared its dominance of the world with so many tools, and therefore the old (European) civilization gives way to it. All the memory of humanity that was well built through the process of transmission weakens, fades and begins to disappear. None of us now, still according to the same philosopher, think about their past, care about their origins, their memory and their identity. The new civilization erases the past of humanity and is about to replace it with the present, and nothing but the present. We are witnessing, as a result, a humanity losing its milestones, its fathers and its landmarks. She lost her soul, as expressed by the Iranian philosopher Daryush Shayegan “the modern world has lost its soul” (Shayegan, 2001).This contribution aims at analyzing the phenomenon of the Americanization of the world expressed in the book Civilization, How We All Became American, by the French philosopher Régis Debray. This book in question presents a detailed analysis of the events, modifications and profound metamorphoses that have affected our world after the two world wars. Therefore, the world of yesteryear holds no resemblance to that of our time. Everything in it has changed and has reversed. Old values are no longer transmitted, no longer circulate, no longer impress. A new civilization has just declared its dominance of the world with so many tools, and therefore the old (European) civilization gives way to it. All the memory of humanity that was well built through the process of transmission weakens, fades and begins to disappear. None of us now, still according to the same philosopher, think about their past, care about their origins, their memory and their identity. The new civilization erases the past of humanity and is about to replace it with the present, and nothing but the present. We are witnessing, as a result, a humanity losing its milestones, its fathers and its landmarks. She lost her soul, as expressed by the Iranian philosopher Daryush Shayegan “the modern world has lost its soul” (Shayegan, 2001).Cette contribution s’offre pour objectif l’analyse du phénomène de l’américanisation du monde à travers le livre Civilisation, comment nous sommes devenus américains, du philosophe français Régis Debray. Le livre en question présente une analyse fine des événements, des modifications et des métamorphoses profondes qui ont touché à notre monde d’après les deux guerres mondiales. Dès lors, le monde d’auparavant ne ressemble plus en aucun trait à celui de notre temps. Tout y est modifié et renversé. Les valeurs anciennes ne se transmettent plus, ne circulent plus, n’impressionnent plus. Une nouvelle civilisation vient d’annoncer sa dominance du monde moyennant tant d’outils, et par conséquent, la civilisation ancienne (européenne) lui cède la voie. Toute la mémoire de l’humanité qui était bien construite via le processus de la transmission s’affaiblit, s’anéantit et commence à disparaitre. Personne d’entre nous maintenant, toujours selon le même philosophe, ne pense à son passé, ne se soucie de ses origines, de sa mémoire et de son identité. La nouvelle civilisation efface le passé de l’humanité et s’apprête à le remplacer par le présent, et rien que le présent. On assiste, de file en aiguille, à une humanité perdant ses jalons, ses pères et ses repères. Elle a perdu son âme, selon l’expression du philosophe iranien Daryush Shayegan «le monde moderne a perdu son âme» (Shayegan, 2001).This contribution aims at analyzing the phenomenon of the Americanization of the world expressed in the book Civilization, How We All Became American, by the French philosopher Régis Debray. This book in question presents a detailed analysis of the events, modifications and profound metamorphoses that have affected our world after the two world wars. Therefore, the world of yesteryear holds no resemblance to that of our time. Everything in it has changed and has reversed. Old values are no longer transmitted, no longer circulate, no longer impress. A new civilization has just declared its dominance of the world with so many tools, and therefore the old (European) civilization gives way to it. All the memory of humanity that was well built through the process of transmission weakens, fades and begins to disappear. None of us now, still according to the same philosopher, think about their past, care about their origins, their memory and their identity. The new civilization erases the past of humanity and is about to replace it with the present, and nothing but the present. We are witnessing, as a result, a humanity losing its milestones, its fathers and its landmarks. She lost her soul, as expressed by the Iranian philosopher Daryush Shayegan “the modern world has lost its soul” (Shayegan, 2001)