De Constructing Societal Threats During Times Of Deep Mediatization
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(De)constructing Societal Threats During Times of Deep Mediatization
This book explores how both elite and non-elite actors frame societal threats such as the refugee crisis and COVID-19 using both digital and traditional media. It also explores ways in which the framing of these issues as threatening can be challenged using these platforms. People typically experience societal threats such as war and terrorism through the media they consume, both on and offline. Much of the research in this area to date focuses on either how political and media elites present these issues to citizens, or audience responses to these frames. This book takes a different approach by focusing on how issues such as the refugee crisis and the COVID-19 pandemic are both constructed and deconstructed in an era of hybrid media. It draws on a range of traditional and innovative research methodologies to explore how these issues are framed as ‘threats’ within deeply mediatized societies, ranging from content analysis of newspaper coverage of the Macedonian name dispute in Greece to investigating conspiratorial communities on YouTube using Systemic Functional Linguistics. In doing so, this book enriches our understanding of not only how civil and uncivil actors frame these issues, but also their impact on societal resilience towards future crises. (De)constructing Societal Threats During Times of Deep Mediatization will be a key resource for academics, researchers, and advanced students of Communication Studies, Media Studies, Journalism, Cultural Studies, Research Methods, Sociology and Politics. The chapters included in this book were originally published as a special issue of The Communication Review.
Politics and the Mediatization of School Educational Policy
Despite increasing prevalence over the past three decades and a clear impact on school education policy and practice, education’s connection to dog-whistle journalism and politics has not yet been fully explored. Addressing this gap, Politics and the Mediatization of School Educational Policy examines the emergence and current impact of dog-whistle politics and journalism on education in Australia, the US and the UK, questioning what is at stake when this political dog whistle is directed at school educational policy and practice. Exploring common targets for dog-whistling, such as teaching standards, teacher quality and specific curriculum areas, such as history, sex and health education, the book considers the broader social issues of xenophobia and racism, as well as the decline of print media and rise of digital news sources in its place, with each chapter including an in-depth discussion using peer-reviewed literature on the subject. Following the trail of dog whistles impacting in school educational policy and practice across these three countries, this book explores: To what extent is the dog-whistle dynamic embedded in school educational policy and practice? To what extent does the dog-whistle dynamic affect our understanding of school educational policy and practice? How might we explain the continued flurry of dog whistles impacting school educational policy and practice? As the phenomenon of the dog whistle intensifies both nationally and internationally, this timely and thought-provoking book is necessary reading for academics, postgraduate researchers and all members of school communities.
Deep Mediatization
Andreas Hepp takes an integrative look at one of the biggest questions in media and communications research: how digital media is changing society. Often, such questions are discussed in isolation, losing sight of the overarching context in which they are situated. Hepp has developed a theory of the re-figuration of society by digital media and their infrastructures, and provides an understanding of how profound today’s media-related changes are, not only for institutions, organizations and communities, but for the individual as well. Rooted in the latest research, this book does not stop at a description of media-related change; instead, it raises the normative challenge of what deep mediatization should look like so that it might just stimulate a 'good life' for all. Providing original and critical research, the book introduces deep mediatization to students of media and cultural studies, as well as neighboring disciplines like sociology, political science and other cognate disciplines.