Communication and social diversity 1.2.5-EC-CSD
Course objectives
The main aim of the course is to provide knowledge about the relationships between minorities and dominant groups in society, as well as ways of identifying culture of prejudice. Moreover, the course provides students with knowledge about the concept of symbolic violence (in general and in media) and nonverbal communication. Students also learn to analyze representations of minorities in media, and, by taking part in group discussions, they develop the ability to form their arguments and to listen to the views of others openly.
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Course content
1. Introduction.
2. Different ways of communicating - why does cultural sensitivity matter?
3. Ethnicity, ethnic groups, minorities, dominant group, stereotypes.
4. Migrations and propaganda. Representation of migrants and refugees in public media.
5. Gender roles and intersexuality.
6. Concept of symbolic violence.
7. Symbolic violence against women in media.
8. Representation of sexual minorities in media.
9. Representation of Muslims in media.
10. Representations of Latinos in media.
11. Representation of Romani people in media.
12. Representation of Afro-Americans in media.
13. Representation of Jewish people in media.
14. Test.
15. Evaluation and conclusion.
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Methods of instruction/ forms of classroom activity
teacher presentation, discussion, material analysis, student presentation, readings, ICT tools, MS Teams
Kierunek studiów
Nakład pracy studenta
Poziom studiów
Profil kształcenia
Rodzaj przedmiotu
Tryb prowadzenia
Koordynatorzy przedmiotu
Efekty kształcenia
Learning outcomes acc to PQR 2019
Knowledge
1. Student is familiar with the basic terminology and theories of linguistic, media studies and cultural studies (k_W02/P6S_WG)
2. The student is aware of the importance of knowledge of cultural differences and their representation in the media in order to use this topic ethically in public communication (k_Wo8/P6S_WK; m-W-2/P6S_WG)
Skills
3. Student has the ability to search for, analyze, select and use information related to culture by consulting various academic and popular sources and tools, including digitalized online repositories (m-U-1/P6S_UO)
4. Student can use their theoretical knowledge about cultural diversity in order to explore and critically analyse information from mass media (k_Uo7/P6S_UO)
Social competences
5. Student shapes their own views regarding the significance of culture in the political and economic development of the society, particularly by being ready to identify ideologies and power relations that underpin cultural (re)production (m-K-2 /P6S_KK)
6. Student develops communication competences, cultural sensitivity and become acquainted with diversed ways of understanding culture by undertaking discussion on cultural diversity-related topics (k_Ko6/P6S_KR)
Kryteria oceniania
Forms of evaluation of learning outcomes
1. Active participation - 20% of the final grade (outcomes 1-6)
2. A multiple-choice test - 50% of the final grade (outcome 1, 4, 5)
3. A presentation on a chosen topic - 30% of the final grade (outcome 1, 3, 4, 5)
pass at 60% of the final grade
Literatura
Reading list
A. OBLIGATORY READING:
1. Bajor, N. (2022). Media representation of the LGBTQ+ community in Poland. Lund University. Selected fragments.
2. Fernández,G.E., Bedía, R. C., Cerdá, M. E. (2016). The media and the symbolic violence against women. Revista Latina de Comunicación Social, 71, pp. 818-832. DOI: 10.4185/RLCS-2016-1122en
3. Giddens, A. (2009). Sociology. Sixth Edition. Polity Press. Selected fragments.
4. Hobbs, R., McGree, S. (2014). Teaching about Propaganda: An Examination of the Historical Roots of Media Literacy. Journal of Media Literacy Education, 6(2), pp. 56-67.
5. Samovar, L. A., Porter, R., E., McDaniel, E., R. (2012). Intercultural communication. Wadsworth. Selected fragments.
6. Waisbord, S. (2016). Media Sociology. George Washington University.
DOI: 10.1002/9781118766804.wbiect161
7. Wienclaw, R. A. (2011). Gender Roles. Gender Roles & Equality, 5th edition, pp. 33-40. ISBN: 978-1-42983-466-7
B. SUPPLEMENTARY READING
1. Castañeda, M. (2018). The Power of (Mis)Representation: Why Racial and Ethnic Stereotypes in the Media Matter. Challenging Inequalities: Readings in Race, Ethnicity, and Immigration. 60. ISBN: 978-1-5165-3313-8
2. Covert, M. (2016). Notorious but Invisible: How Romani Media Portrayals Invalidate Romani Identity and Existence in Mainstream Society. Georgia State University. DOI: 10.57709/9465770
3. Eisend, M. (2009). A meta-analysis of gender roles in advertising. Journal of the Academy of Marketing Science, 38(4), pp. 418-440. DOI: 10.1007/S11747-009-0181-X
4. European Union. (2017). How do media on both sides of the Mediterranean report on migration? https://www.media-diversity.org/additional-files/Media_Migration_17_country_chapters.pdf
5. Gomillion, S. C., Giuliano, T. A. (2011) The Influence of Media Role Models on Gay, Lesbian, and Bisexual Identity. Journal of Homosexuality, 58:3, pp. 330-354. DOI:10.1080/00918369.2011.546729
6. Little, W., McGivern, R. (2014). Introduction to Sociology. Victoria BC.
https://scholarworks.gsu.edu/sociology_diss/89
7. Motl, R. (2020). Jewish Representation in Modern Film and Television. Scholars Day Conference. 2. https://scholarlycommons.obu.edu/scholars_day_conference/2020/christian_studies/2
8. Nairz-Wirth, E., Feldmann, K., Spiegl, J. (2017). Habitus Conflicts and Experiences of Symbolic Violence as Obstacles for Non-Traditional Students. European Educational Research Journal, 16, no. 1, pp. 12-29. DOI: 10.1177/1474904116673644
8. Recuero, R. (2015). Social Media and Symbolic Violence. Social Media + Society, 1(1). DOI: 10.1177/2056305115580332
C. SUPPLEMENTARY MATERIALS
Video materials, documentaries, social media content given during classes.
Więcej informacji
Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb: