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CHAPTER I INTRODUCTION in This Chapter the Writer Presents The
CHAPTER I INTRODUCTION In this chapter the writer presents the discussion on the background of the study, the research questions, the definitions of key terms, the objectives of the study, the significances of the study, and the organization of the thesis. A. Background of the Study The study of these signs, codes and conventions in film is called semiotics or semiotic analysis. Semiotic analysis is a way to explain how an audience makes meaning from codes. Peirce in Manoon de Reeper (1997: 20). American philosopher Charles Sanders Peirce (1839). He wrote that a sign “is something which stands to somebody for something in some respect or capacity”. Zeman (1977: 24). All meaning is encoded in that which creates the meaning. No object or word is without meaning one cannot read or see something without associating it to a certain idea. Everyone has been taught how to decode what they see, read and hear. We have all learned to decode meaning. It is how we make sense of our surroundings, essentially, of the world. Semiotic analysis is used to “read” a film and its text. It’s mostly used in academic study of film. Peirce proposes several typologies and definitions of the signs. More than 76 definitions of what a sign is have been collected throughout Peirce's work. Some canonical typologies can nonetheless be observed, one crucial one being the distinction between "iconix", "indexical" and "symbolic". The icon, 1 2 index and symbol sign typology is chronologically the first but structurally the second of three that fit together as a trio of three-valued parameters in regular scheme of nine kinds of sign. -
Nice White Teacher: the Role of Racial Representations in Popular Culture and Teacher Education
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Carolina Digital Repository NICE WHITE TEACHER: THE ROLE OF RACIAL REPRESENTATIONS IN POPULAR CULTURE AND TEACHER EDUCATION Anna Lea Todd A thesis submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Arts in the School of Education, Department of Culture, Curriculum, and Change Chapel Hill 2008 Approved by: James Trier, PhD George Noblit, PhD Lynda Stone, PhD ©2008 Anna Lea Todd ALL RIGHTS RESERVED ii ABSTRACT ANNA TODD Nice White Teacher: The role of racial representations in popular culture and teacher education (Under the direction of James Trier, George Noblit, Lynda Stone) This paper outlines a project designed to investigate concepts of race, representation and pedagogy through the use of the school film Freedom Writers. During this project, my intention is to set up the concept of “representation” and race by having preservice teachers analyze selected readings by Stuart Hall (1980) and Henry Giroux (1997), view films such as Dangerous Minds and Freedom Writers, and then review and analyze the users’ comments on Internet Movie Database. The analysis of the comments are completed using Hall’s (1980) theory of reading, which attributes three kinds of readings: “preferred,” “negotiated,” and “oppositional” readings. My goal with this project is to engage preservice teachers in critical discussions of race and representation within the classroom. Ultimately, I hope to encourage preservice teachers to think critically about popular culture messages and representations and how these messages affect their role in the classroom. -
Sweating the Small Stuff Inner-City Schools and the New Paternalism
Sweating the Small Stuff Inner-City Schools and the New Paternalism Sweating the Small Stuff Inner-City Schools and the New Paternalism David Whitman Thomas B. Fordham Institute June 2008 Copyright © 2008 by the Thomas B. Fordham Institute Published by the Thomas B. Fordham Institute Press 1016 16th Street NW, 8th Floor Washington, D.C. 20036 www.edexcellence.net [email protected] (202) 223-5452 The Thomas B. Fordham Institute is a nonprofit organization that conducts research, issues publications, and directs action projects in elementary/secondary education reform at the national level and in Ohio, with special emphasis on our hometown of Dayton. It is affiliated with the Thomas B. Fordham Foundation. Further information can be found at www.edexcellence.net, or by writing to the Institute at 1016 16th St. NW, 8th Floor, Washington, D.C. 20036. The report is available in full on the Institute’s website; additional copies can be ordered at www.edexcellence.net. The Institute is neither connected with nor sponsored by Fordham University. ISBN: 978-0-615-21408-5 Text set in Adobe Garamond and Scala Design by Alton Creative, Inc. Printed and bound by Chroma Graphics in the United States of America 9 8 7 6 5 4 3 2 1 For Lynn and Lily Contents Foreword ............................................................................................................. ix Introduction ........................................................................................................ 1 Chapter One: The Achievement Gap and Education Reform -
Dangerous Minds and Dangerous Messages: How
DANGEROUS MINDS AND DANGEROUS MESSAGES: HOW FILM ANALYSIS IMPACTS THE CRITICAL CONSCIOUSNESS OF FUTURE TEACHERS by CALI HODGE A THESIS Presented to the Department of Education Studies and the Robert D. Clark Honors College in partial fulfillment of the requirements for the degree of Bachelor of Arts June 2018 An Abstract of the Thesis of Cali Hodge for the degree of Bachelor of Arts in the Department of Education Studies to be taken June 2018 Title: Dangerous Minds and Dangerous Messages: How Film Analysis Impacts the Critical Consciousness of Future Teachers Approved: _______________________________________ Alison Schmitke This thesis examines how the representation of schools, teachers, and students in the film Dangerous Minds interacts with societal perspectives of race, gender, and class as they pertain to the education system. Specifically, this investigation explores how the University of Oregon’s Educational Foundations program uses analysis of education films in the course EDST 225 “School & Representation in Film” as a way of raising the critical consciousness of preservice teachers. I interviewed three instructors in the College of Education, seven seniors in the Educational Foundations program, and five students from EDST 225. The interviews were analyzed to understand the impact of film analysis on students’ critical consciousness. The observation from this thesis is that Dangerous Minds contributes to inaccurate stereotypes that negatively impact the perception of schools, as well as individuals involved in the education system. Additionally, the course EDST 225 supports students in developing critical consciousness by challenging them to see existing social stratification and systems of oppression in education, in particular through its current position as a pre-requisite to the Educational Foundations major where it functions as a point of reference for continued social justice learning. -
The Analysis of Moral Values in Dangerous Minds Movie by John N. Smith
Dialectical Literature and Education Journal (DLEJ) p-ISSN 2548-6926, e-ISSN 2714-996X Volume 4, Issue 1, December 2019 https://dlejpancasakti.ac.id/index.php/dlejpancasakti THE ANALYSIS OF MORAL VALUES IN DANGEROUS MINDS MOVIE BY JOHN N. SMITH 1st Anisa Alawiyyah 2nd Sri Hastin Oktavi English Education Department English Education Department STKIP Bina Mutiara, Jawa Barat, Indonesia STKIP Bina Mutiara, Jawa Barat, Indonesia [email protected] [email protected] Abstract: This research aims is to find out: The intrinsic element in Dangerous Minds Movie by John N. Smith, The kinds of moral values in Dangerous Movie Minds by John N. Smith, The Cause of the moral value in Dangerous Minds Movie by John N. Smith, The solution of moral values in Dangerous Minds Movie by John N. Smith. The research method used is content analysis and literary psychoanalysis. The subject of the study was Dangerous Movie Minds by John N. Smith. The results of this study include the intrinsic elements in Dangerous Movie Minds by John N. Smith are theme, plot, characterization and background. The kinds of moral values found in this research are honesty, authentic value, self-confidence, moral independence, humility, responsibility, tenacity, reality and crisis, moral faith and courage. These findings suggest that this technique is effective for analyzing the moral values in Dangerous Minds Movie by John N. Smith. Keywords: moral values; dangerous minds; movie; psychoanalytic literature; INTRODUCTION also an important factor in the success of an Education is one effort to stimulate, educational destination. Environmental coordinate and guide the continuous growth elements that will either support facilities and of teachers in schools both individually and learning process positively so as to stimulate collectively, to be more understanding and student interest and given the subject matter more effective in realizing all the teaching can be absorbed and well received. -
Dangerous Minds”
Dialektika Journal Vol. 6 No.2 September 2018 – February 2019 Page 211-237 ANALYSIS OF SIGN SYSTEM THE MAIN CHARACTER LOUANNE JOHNSON ON THE MOVIE “DANGEROUS MINDS” Nur Hanifah1 Moh. Ilhami Hakim2 1 the Graduation of English Education Study Program Peradaban University Bumiayu – Brebes E-mail: [email protected] Phone: +62 822 2188 8390 2 the Lecturer of English Education Study Program Peradaban University Bumiayu – Brebes E-mail: [email protected] Phone: +62 857 4275 8900 Abstract In this research, the writers discuss semiotic analysis in the word of the main character Louanne Johnson on the “Dangerous Minds” movie. The aims of this research are to find out the context and classification of iconic, indexical and symbolic sign to understand about sign system of meanings. In order to focus on the topic, the writers limit the data, the writers use qualitative- Nur Hanifah, M. Ilhami Hakim 211 descriptive and Pilah Unsur Penentu (PUP) as the method. The writers use one philosopher’s theories, Charles S. Peirce’s theories to identify the word of the main character Louanne Johnson portrayed in iconic, indexical and symbolic sign. The writers would like to present semiotic analysis which covers iconic, indexical and symbolic sign. The writers analyse of signs system from the script “Dangerous Minds” movie. There are iconic, indexical and symbolic signs. The amounts of the entire word are about 33 word of signs system. The first dominant type of iconic signs gets 19 words. The second dominant type of indexical signs gets 32 words and the last dominant type of symbolic signs which gets 33 words. -
Uma Investigação Artístico-Cultural School Films
Universidade de Aveiro Departamento de Línguas e Culturas 2012 Isabel Maria Cardoso Filmes sobre a Escola & Educação- uma Ferreira investigação artístico-cultural School Films & Education - cultural and artistic investigations Universidade de Aveiro Departamento de Línguas e Culturas 2012 Isabel Maria Cardoso Filmes sobre a Escola & Educação- uma Ferreira investigação artístico-cultural School Films & Education – cultural and artistic investigations Tese apresentada à Universidade de Aveiro para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Línguas, Literaturas e Culturas realizada sob a orientação científica do Doutor Anthony David Barker, Professor Associado do Departamento de Línguas, Literaturas e Culturas da Universidade de Aveiro. o júri Presidente Prof. Doutora Susan Jean Howcroft Professor Associado da Universidad de Aveiro Prof. Doutor Anthony David Barker Professor associado da Universidade de Aveiro Prof. Doutor António Augusto de Freitas Gonçalves Moreira Professor Associado da Universidade de Aveiro Agradecimentos Agradeço ao Senhor Professor Doutor Anthony David Barker, por ter aceitado ser meu orientador e supervisor. Estou-lhe grata por me ter ouvido pacientemente, por ter respeitado o meu ritmo de trabalho, por ter lido, criticado e aperfeiçoado a minha dissertação. Agradeço-lhe também a sua generosidade e espírito de partilha, foi um privilégio ter trabalhado consigo. Fica também registada aqui uma palavra de reconhecimento ao Professor David Callahan. Este trabalho é dedicado a si, Anthony David Barker, um Professor carismático e muito humano. Agradeço muito aos meus familiares e aos meus verdadeiros amigos, especialmente à minha irmã, à minha filha e aos meus pais. I’d very much like to thank Dr. Anthony David Barker, a man of wisdom, insight and generosity. -
Inaccurate Messages About Educational Leaders As Perpetuated by School Movies
What We Glean from the Silver Screen: Inaccurate Messages About Educational Leaders as Perpetuated by School Movies Sherry Baker Abstract School films depict educational leaders as lone miracle workers. Students of colour and/or from low socio-economic backgrounds are shown as victims in need of a saviour, who appears in the form of a (usually White) teacher who lacks the qualifications and experience to work with students living in poverty. Freedom Writers, Music of the Heart, and Dangerous Minds teach moviegoers (the public) that these students require only underqualified, inexperienced, caring, Caucasian teachers, even though the research shows otherwise. Popular school movies such as Freedom Writers (2007), Music of the Heart (1999), and Dangerous Minds (1995) are heralded as inspirational school films that tug at the heart strings, but these films send erroneous messages to the public about educational leadership and teachers. In each film, the White, inexperienced and/or underqualified teacher successfully changes the lives of her students for the better, and ultimately “saves” them from themselves, their families, and their impoverished communities. The teacher becomes a lone, White Saviour who receives very little support from her colleagues and/or the community. The overarching purpose of this article is to debunk the inaccurate representations of educational leaders as portrayed in these movies. The article also analyses the characters and plot lines of three school movies that perpetuate colonialist attitudes and beliefs, racial stereotypes, and the “us versus them” mentality among social classes. Freedom Writers, Music of the Heart, and Dangerous Minds paint children and communities affected by poverty with a wide, stereotypical brush. -
Race Traitor 11 (2000 Spring).Pdf
John Brown Nat Turner 2000 Spring 2000 number 11 $5 Treason to whiteness is loyalty to humanity Race Traitor number eleven/spring 2000 contents features ROBERT LOWE: Teachers as Saviors, Teachers Who Care ............... 1 DAVID ROEDIGER: John Brown and Black Revolt.. ........................... 19 EDGAR RIVERA COLON: Mejorando La Raza .................................... 24 RON SAKO LS KY: Vachel Lindsay ..................................................... 33 JAMES MURRAY: White Trash Identity and the Loss of Slack ........... 48 LILIAN FRIEDBERG: .................................... An American Nightmare 55 DAVID HILL: The Wiggers You Love to Hate ··································· 60 ANTONIO 24 ······································ ......... 67 LOPEZ: Slot Right Take STEPHEN MANTIN: Social Climbing ········································ ......... 71 JAY CASPIAN KANG: History 014 ····················································· 74 poetry RONNIE BURK: Letter to Myself ....................................................... 78 KEVIN A. EATON: High Voltage ....................................................... 79 ................................................................................. 80 reviews .................................................................................. 90 letters editors: John Garvey, Beth Henson, Noel lgnatiev contributing editors: John Bracey, Kingsley Clarke, Selwyn Cudjoe, Lorenzo Komboa Ervin, James W. Fraser, Carolyn Karcher, Robin D.G. Kelley, Louis Kushnick, Kathryne V. Lindberg, Theresa