Monthly Archives: December 2017

Bibliography: Propaganda (page 01 of 01)

Al-Ameedi, Riyadh Tariq Kadhim; Khudhier, Zina Abdul Hussein (2015). A Pragmatic Study of Barak Obama's Political Propaganda, Journal of Education and Practice. This study investigates, pragmatically, the language of five electoral political propaganda texts delivered by Barak Obama. It attempts to achieve the following aims: (1) identifying the speech acts used in political propaganda, (2) showing how politicians utilize Grice's maxims and the politeness principle in issuing their propaganda, (3) analyzing the rhetorical devices used in political propaganda. To achieve the aims of this study, it is hypothesized that: (1) The speech acts of statement, assertion, and advice can be used in political propaganda, (2) the cooperative principle and the politeness principle are frequently observed in political propaganda, (3) persuasion, metaphor, repetition, and manipulation are the rhetorical devices used in political propaganda. The following procedures have been followed: (1) reviewing the literature about political propaganda along with some pragmatic notions such as speech acts, the cooperative principle, politeness strategies, and some rhetorical devices such as persuasion, metaphor, repetition, and manipulation that are relevant to the aims of the study, (2) analyzing five electoral political propaganda texts according to a model developed by this study. The findings of the analysis verify the above mentioned hypotheses. A bibliography is included.   [More]  Descriptors: Presidents, Propaganda, Politics, Pragmatics

Valeri, Andy (2014). The Pentagon's Military Analyst Program, Policy Futures in Education. This article provides an investigatory overview of the Pentagon's military analyst program, what it is, how it was implemented, and how it constitutes a form of propaganda. A technical analysis of the program is applied using the theoretical framework of the propaganda model first developed by Noam Chomsky and Edward S. Herman. Definitions and parameters of what constitutes propaganda as outlined by Chomsky and Herman, particularly through their analysis of 'filtering' mass media news through "sourcing", are drawn on in order to determine how various aspects of the program can be qualified as propaganda.   [More]  Descriptors: Propaganda, Public Agencies, Military Service, Investigations

Hobbs, Renee; McGee, Sandra (2014). Teaching about Propaganda: An Examination of the Historical Roots of Media Literacy, Journal of Media Literacy Education. Contemporary propaganda is ubiquitous in our culture today as public relations and marketing efforts have become core dimensions of the contemporary communication system, affecting all forms of personal, social and public expression. To examine the origins of teaching and learning about propaganda, we examine some instructional materials produced in the 1930s by the Institute for Propaganda Analysis (IPA), which popularized an early form of media literacy that promoted critical analysis in responding to propaganda in mass communication, including in radio, film and newspapers. They developed study guides and distributed them widely, popularizing concepts from classical rhetoric and expressing them in an easy-to-remember way. In this paper, we compare the popular list of seven propaganda techniques (with terms like "glittering generalities" and "bandwagon") to a less well-known list, the ABC's of Propaganda Analysis. While the seven propaganda techniques, rooted in ancient rhetoric, have endured as the dominant approach to explore persuasion and propaganda in secondary English education, the ABC's of Propaganda Analysis, with its focus on the practice of personal reflection and life history analysis, anticipates some of the core concepts and instructional practices of media literacy in the 21st century. Following from this insight, we see evidence of the value of "social reflection practices" for exploring propaganda in the context of formal and informal learning. Crowdsourcing may help create increased informational clarity for consumers because ambiguous, incomplete, blurry and biased information actually inspires us to have conversations, share ideas, and listen to each other as a means to find truth.   [More]  Descriptors: Propaganda, Media Literacy, Teaching Methods, Public Relations

Stivers, Richard (2012). The Media Creates Us in Its Image, Bulletin of Science, Technology & Society. Propaganda in all its forms is the culture of a mass society. The media transmits propaganda to form public opinion and recreate the human being. Reversing the Western ideal of a rational and free individual, the media creates a childish conformist ensconced in the peer group, who acts unconsciously.   [More]  Descriptors: Propaganda, Peer Groups, Municipalities, Mass Media Effects

Blackmore, Tim (2012). Eyeless in America: Hollywood and Indiewood's Iraq War on Film, Bulletin of Science, Technology & Society. This article examines 50 films produced and released between the years 2001 and 2012 that are concerned with the American wars in Iraq and Afghanistan. Using Jacques Ellul's theories set out in his book "Propaganda," the article argues that while the films have failed at the box office, they were intended to function as integration propaganda. The article proposes six different tropes or common frames for understanding how the films avoid dealing with problems raised by the wars. Why the films failed, and what functioned as integration propaganda instead, is the subject for a second article titled "Eyeless in America, the Sequel."   [More]  Descriptors: Films, Propaganda, War, Foreign Countries

Naydenova, Natalia (2017). "Let the Little Children Come to Me": (Anti-)Religious Films for Young Spectators of the Soviet and Post-Soviet Period, Children's Literature in Education. The article is a comparative analysis of three films focusing on anti-religious and religious propaganda (targeting both Orthodoxy and sectarianism) and featuring children among the main characters: "The Miracle Worker" (1960), "Armageddon" (1962) and "Serafima's Extraordinary Journey" (2015). The three films feature a similar set of characters and artifacts which serve as the springboard for the unfolding of the individual plots. However, the techniques used in the characters' portrayal are very different in each of the films, leading to contrasting outcomes. This article explores the way the characters are portrayed, including the use of discursive strategies and intertextual mechanisms, with special emphasis given to the propaganda characteristic of the different periods in the country's history. It highlights the reversal of values between Soviet and post-Soviet societies, resulting in a drastic change in the didactic messages conveyed by cinema over these 50+ years.   [More]  Descriptors: Foreign Countries, Films, Propaganda, Religion

Hobbs, Renee (2017). Teaching and Learning in a Post-Truth World, Educational Leadership. Renee Hobbs, director of the Media Education Lab at the Harrington School of Communication and Media at the University of Rhode Island, cautions us to stop using the term "fake news" with students and be more precise about the types of disinformation prevalent in content today, from hoaxes and satire to clickbait. In this article, she focuses on one of the most challenging types of disinformation–propaganda–and how teachers can use resources such as the Mind Over Matter web site to examine and analyze propaganda with their students. She offers examples of the different ways that people can interpret these messages and looks at how students can discover what their intentions are.   [More]  Descriptors: Media Literacy, Propaganda, Social Media, Mass Media Effects

Riesterer, Becky A. (2017). A Qualitative Content Analysis for the Presence of Propaganda in Select Juvenile Whitman Books Published during World War II, ProQuest LLC. Scholars have determined popular literature often contains propaganda imperatives (Berelson, 1952; Budd, 1967; Davis, 1942). Given the persuasive impact children's literature has upon the reader, children's literature containing propagandistic intent is a powerful force (Desai, 2014). This is especially true during times of war. Several studies have analyzed the impact of war-themed literature on children (Collins, 2012; Holsinger, 1995; Schmidt, 2013; Westman, 2009). Qualitative content analysis is an instructive methodology that can be used to identify underlying themes in children's literature and reveal hidden persuasive propaganda (Bekkedal, 1973). This qualitative content analysis study examined the presence of propaganda imperatives in a select group of texts published by Whitman Publishing during World War II. Drawing from the imperatives of three official propaganda agencies and contemporary children's literary agents, an instrument was designed to determine the presence of the defined imperatives in the texts. The texts used for this study were taken from three series of books published by Whitman between 1942 and 1945. The series were the Comic Series, the Fighters for Freedom Series and The Authorized Hollywood Editions. Using an instrument as a measure, the texts were read and coded by a team of coders looking for the presence of the imperatives. This study's findings determined many of the propaganda imperatives did have a presence in the texts examined. The presence of three imperatives was most frequently found in the texts. Home Front Support, Military Recruitment, and Enemy Hatred imperatives were repeatedly found. Home Front Support imperatives encouraged children to watch for spies, keep military secrets and participate in rationing. Military Recruitment imperatives encouraging careers in aviation and female recruitment were found. In addition, there were imperatives stimulating enemy hatred. The Japanese and Germans were the most frequent target. While the imperatives called for racial equality to be stressed in the texts, there was a disturbing absence of any sincere effort to advance the image of American Blacks or Native Americans in the texts. In contrast, the texts contained references supporting the continued subjugation of Blacks. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:   [More]  Descriptors: Propaganda, Childrens Literature, Cartoons, War

Gambrill, Eileen (2010). Evidence-Informed Practice: Antidote to Propaganda in the Helping Professions?, Research on Social Work Practice. The most concerning issue affecting the quality of practices and policies in the helping professions is the play of propaganda, which misleads us regarding what is a problem, how (or if) it can be detected, its causes, and how (or if) it can be remedied. Propaganda is defined as encouraging beliefs and actions with the least thought possible. Censorship is integral to propaganda including hiding well-argued alternatives and lack of evidence for claims. Evidence-based practice was developed in part because of misleading claims in the professional literature. If propaganda is an integral part of our society, we cannot escape its influence. But we can become aware of it, encouraged by ethical obligations to avoid harming in the name of helping.   [More]  Descriptors: Propaganda, Ethics, Social Work, Mental Disorders

Setiobudi, Eko (2017). The Effort of Education Management in Conducting Deradicalization of Boarding School (Study in the Village of Tenggulun Subdistrict Solokuro Lamongan East Java Province), Journal of Education and Practice. This study, generally aims to know the background of the rise of radicalism and a portrait of the role, the Education Management reduced the radical movements, especially in the village of Tenggulun Subdistrict Solokuro Lamongan East Java Province. The study used a qualitative approach with grounded theory method. Analysis of data using open coding, data collection technique through interview, observation and document analysis. Sources of data obtained through informants, photos and documents. Results: (1) Poverty and lack of education is one of the factors the rise of radical ideologies in the village of Tenggulun. Factor's impact on the poor community control over the existence of Pesantren Al Islam, which has aqidah different, (2) after the Bali bombings, Pesantren Al Islam to change the orientation of the educational methods, the method of jihad, preaching and tarbiyah, being a method tarbiyah, propaganda and jihad. And then implemented in Management Education at Al Islam, (3) Another change is to change the military jihad becomes moderate jihad which is implemented through propaganda to the people around, the pattern of acculturation, through Muhammadiyah, and is involved in the de-radicalization activities. Recommended more research is increasing socialization of political education, government to embrace more radical schools to get involved in de-radicalization, and needs to be further research on the relationship between Muhammadiyah and pure of Islamic Aqeedah and kaffah).   [More]  Descriptors: Foreign Countries, Boarding Schools, Terrorism, Educational Administration

Schembs, Katharina (2013). Education through Images: Peronist Visual Propaganda between Innovation and Tradition (Argentina 1946-1955), Paedagogica Historica: International Journal of the History of Education. The first two Peronist governments (1946-1955) introduced extensive social reforms that notably improved working conditions and systematised vocational training. Thereby the foundations of the Argentine welfare state were laid and the working masses were socially included to an unprecedented degree: thus, they also constituted the majority of Peron's supporters. These reforms were accompanied and buttressed by a purportedly equally innovative set of symbols, in the form of mostly graphic propaganda on leaflets or advertising posters, intended to disseminate political ideas and educate the Argentine population. Apart from economic implications like fostering industrial progress, the centring of the regime around the figure of the worker, which for the first time appeared within the self-representation of the state, also brought about a redefinition of the notion of citizenship. In conceiving of the Peronist visual propaganda as a means of state-driven education of the Argentine population and thereby taking it up in the realm of educationalist research, this article first focuses on the appropriations and reformulations of local discursive and iconographic traditions within the Peronist propaganda, despite the self-proclaimed novelty of the regime and its visual representations. Second, by comparing it to the propagandistic production of other corporatist welfare regimes of the interwar period, it elaborates the national specificity, as well as transnational entanglements in the staging of welfare policies and the visualisation of the redefined relationship between state and citizens.   [More]  Descriptors: Foreign Countries, Propaganda, Visual Aids, Citizenship Education

Scholz, Joachim; Berdelmann, Kathrin (2016). The Quotidianisation of the War in Everyday Life at German Schools during the First World War, Paedagogica Historica: International Journal of the History of Education. The outbreak of the First World War had a powerful impact on German schools. Undoubtedly, schools were institutions of socialisation that did offer support to the war. Indeed, research has shown that a specific "war pedagogy" made an aggressive propaganda possible in the classroom. This research usually emphasises the enthusiasm for war that swept up teachers and students in schools, as in the rest of the population, in the first few months of the war. However, this emphasis on the war frenzy obscures the fact that schools were not easily transformed into war institutions. Even if schools made a great effort to align themselves with the war effort, they remained independent associations, and soon after 1914, a quotidianisation (akin to routinisation) arose within the schools. To date, source materials that show this lack of influence of wartime propaganda on schools have only been analysed in terms of what they reveal about the deprivations and hardships of schools during the war. However, records from the schools also shed light on the everyday routines that continued during the war, and such evidence calls on scholars to reconsider the conditions in schools in the First World War. This article analyses selected records including school chronicles and exam protocols from the war years and shows that school life was often distinct from war enthusiasm. A more complex view is therefore advocated of the relationship between the First World War and the German school.   [More]  Descriptors: Foreign Countries, War, Educational History, Socialization

Van Gorp, Angelo (2011). The Decroly School in Documentaries (1930s-1950s): Contextualising Propaganda from within, Paedagogica Historica: International Journal of the History of Education. Propaganda is conspicuous for what it conceals and always cautious about what it reveals. Starting from the assumption that all documentaries on the Decroly School in Uccle (Brussels), the school Ovide Decroly (1871-1932) founded in 1907, are propaganda, this article tackles the question as to how to "read" this particular set of Decrolyan propaganda documentaries. The author will do that on the basis of two documentaries–"Pour la vie, par la vie" (1946-1947) and "Le Jardin d'enfants a l'Ecole Decroly" (1952-1953)–and focus on what he calls a contextualising "from within": a filmic reading as part of a historical reading. What does the "genre" of the propaganda documentary, the way these films are constructed, reveal about the Decroly Method, the Decroly School and the Decrolyans? This implies that one needs to try to unravel the "grammar" or "semiotics" of the films. As a result, this article is starting with a methodological reflection on how to read (propaganda documentary) film, after which the author outlines briefly the production context of the Decroly films. The subsequent sections relate this context to a contextualisation "from within", focusing on the voice-over and the sounds, the framed images and the camera work, particularly related to the way space, children and adults are depicted, and finally the editing work, particularly referring to some striking sequences.   [More]  Descriptors: Propaganda, Documentaries, Films, Educational History

Gambrill, Eileen (2012). The Value of Ellul's Analysis in Understanding Propaganda in the Helping Professions, Bulletin of Science, Technology & Society. This article draws on Ellul's analysis of propaganda in understanding propaganda in the helping professions. Key in such an analysis is the interweaving of the psychological and sociological. Contrary to the discourse in mission statements of professional organizations and their codes of ethics calling for informed consent, competence of professionals and taking advantage of research findings, in everyday practice we find a variety of avoidable lapses, including decontextualized problem framing, bogus claims concerning risks, accuracy of assessment measures, and effectiveness of interventions. Perhaps most troubling is obscuring the causes of human problems, for example, framing problems-in-living such as anxiety, alienation, and loneliness that result from living in a technological society as brain disorders, so mystifying the causes of distress.   [More]  Descriptors: Propaganda, Ethics, Allied Health Personnel, Psychology

Marks, Melissa J. (2017). Teaching the Holocaust as a Cautionary Tale, Social Studies. Teaching about the Holocaust as an atrocity of the 1940s misleads students into thinking that it is a genocide occurred, that the world agreed "Never Again," and that the United Nations would prevent future genocides. With genocides in Rwanda, Srebrenica, and Syria occurring in the years since the Holocaust, teachers need to use the Holocaust as a vehicle for teaching about and preventing future genocides. Five main points need to be taught to students, all of which can be shown in the Holocaust and other genocides, specifically: (1) the meaning of genocide and problems surrounding its early identification; (2) the idea that governments are not always ethical or moral; (3) the effectiveness of propaganda; (4) dehumanization; and (5) using one's voice to stand up against injustice.   [More]  Descriptors: Death, Jews, Teaching Methods, Human Rights

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