Discriminatory Language Research Presented to the BBFC on 15Th November 2010

Total Page:16

File Type:pdf, Size:1020Kb

Discriminatory Language Research Presented to the BBFC on 15Th November 2010 Discriminatory Language Research Presented to the BBFC on 15th November 2010 Slesenger Research Research objectives To understand the role of context and how it changes attitudes to discriminatory language / issues To establish the degree to which the public expect to be warned about potentially offensive language/behaviour/stereotyping in CA, ECI/ECA To understand spontaneous reactions to a number of discriminatory terms To explore what mitigates the impact of these words and how To understand the public’s response to the Video Recordings Act and their appreciation of the ‘E’ classification 2 Slesenger Research Recruitment Criteria Group Discussions 2 hours 7/8 respondents All had personally watched a film either at the cinema or at home (DVD rental/purchase) at least once in the last two to three months Spread of occasional and more regular film viewers Even spread of parents of different ages of children and boys/girls All respondents were pre - placed with three relevant film/TV works All respondents completed a short questionnaire/diary about the material they had viewed Paired Depths 1-1 1/2 hours As for group discussions 3 Slesenger Research Sample and Methodology 9 x Group discussions 18-25 Single, working/students, BC1 Race Female Edgware 18-25 Single, working/students, C2D Sexuality Male Leeds 25-40 Children under 8 years Female Leeds Working, part-time and non, C2D Sexuality 25-40 Children under 8 years Male Scotland Working, BC1 Sexuality 25-40 Children 8-12 years Female Birmingham Working, part-time and non, BC1 Race 25-40 Children 8-12 years Male Pinner Working, C2D Disability 45-60 Children 12-18 years Female Scotland Working, part-time and non, BC1 Disability 45-60 Children 12-18 years Male Edgware Working, C2D Race 55+ Empty nesters/no children Mixed Birmingham BC1 Disability 4 Slesenger Research Sample and Methodology 5 x Paired depths I x Individual interview Ethnic minority Younger Asian Female Birmingham Older Black Male Pinner Family member of Disabled person Younger Physically disabled individual interview Female Pinner Older Mental disability pair Female Pinner Sexuality Younger Gay couple/individuals Male Leeds Older Gay couple/individuals Female Scotland 5 Slesenger Research Headlines The BBFC is mostly in line with public opinion regarding discriminatory language If anything respondents were more relaxed… The BBFC is right to look at this issue and include it in the Guidelines Racism is more of a concern than disability and sexuality Take care with CA….don’t be discriminatory or overly alarmist Those from specific minority groups recognise that they are a more sensitive audience but argue that the BBFC should classify films with the broader public in mind 6 Slesenger Research Who did we interview? Slesenger Research The Respondents Not a homogenous group, however more similarities than differences noted across the sample Key variables: age/lifestage gender region specific sensitivities 8 Slesenger Research Age and Lifestage Some trends observed: Younger people were more in tune with BBFC’s analysis and responses Older people (especially men) seem more comfortable overall with discriminatory terms Having children aged 8-12 years forces many to consider the impact of language I Ichallenge challenge my my older older kids kids – – why why areare you you using using it it and and do do you you know know whatwhat this this means?! means?! (Female, 45-60, BC1, Scotland) (Female, 45-60, BC1, Scotland) HavingHaving kids kids does does change change your your attitudes. attitudes. I I usedused ‘mong’ ‘mong’ and and ‘spastic’ ‘spastic’ all all the the time, time, but but they are nasty and cruel so I don’t now. Kids they are nasty and cruel so I don’t now. Kids throwthrow these these words words around around but but they they don’t don’t understandunderstand (Male,(Male, 25-40, 25-40, BC1, BC1, Scotland) Scotland) 9 Slesenger Research Different generations WeWe were were brought brought up up with with ‘going ‘going to to the the Paki shop’ and ‘getting a Chinky for tea’, WeWe didn’t didn’t mean mean them them in in a a derogatory derogatory Paki shop’ and ‘getting a Chinky for tea’, way and the kids tell their theythey were were the the words words of of our our generation generation way and the kids tell their (Female, 45-60, BC1, Scotland) grandparentsgrandparents off off if if they they use use them them (Female, 45-60, BC1, Scotland) (Female,(Female, 45-60, 45-60, BC1, BC1, Scotland) Scotland) TheThe older older generation generation are are more more racist. racist. YoungerYounger people people are are more more accepting accepting of of The older generation will say The older generation will say people,people, people people in in wheelchairs wheelchairs or or whatever whatever things like ‘I am going down things like ‘I am going down (Female,(Female, 25-40, 25-40, BC1, BC1, Birmingham) Birmingham) thethe Paki Paki shop’. shop’. It It is is not not an an offensiveoffensive word word to to them, them, it it is is just like slang just like slang (Female, 25-40, BC1, (Female, 25-40, BC1, My 80 year old mother said ‘she was Birmingham) My 80 year old mother said ‘she was Birmingham) lookinglooking for for a a nice nice nigger nigger brown brown carpet’! carpet’! (Female,(Female, 45-60, 45-60, BC1, BC1, Scotland) Scotland) I Ihave have got got some some black black friends friends and and they they are are nice nice guys guys but but generally I hate them. If I am a racist I am a racist. I see generally I hate them. If I am a racist I am a racist. I see what’swhat’s coming coming into into this this country country and and taking taking all all the the benefits benefits and and suckingsucking us us dry dry and and our our country’s country’s in in a a right right mess mess because because of of the the immigration.immigration. And And they they are are nearly nearly all all black black so so that’s that’s the the reason reason (Mixed,(Mixed, 55+, 55+, BC1, BC1, Birmingham) Birmingham) 10 Slesenger Research Gender Men seem to be more accepting of discriminatory language than women Women are often the gatekeepers for bad language in the home and claim to hate hearing their children use words like ‘retard’ and ‘spastic’ more concerned about film classification in general, particularly around PG and 12A I Ihave have used used retard retard – – ‘he’s ‘he’s such such a a retard retard man’man’ but but not not anymore, anymore, unacceptable unacceptable andand my my wife wife has has told told me me so so (Male,(Male, 25-40, 25-40, BC1, BC1, Scotland) Scotland) MostMost words words are are used used in in a a jocular jocular way. way. You hear people in the pub and I’m guilty of using ‘poof,’ ‘gay’, You hear people in the pub and I’m guilty of using ‘poof,’ ‘gay’, youyou are are more more accepting, accepting, but but it’s it’s ‘faggot,’‘faggot,’ but but in in a a friendly friendly manner manner less okay on TV (Male, 25-40, BC1, Scotland) less okay on TV (Male, 25-40, BC1, Scotland) (Male,(Male, 25-40, 25-40, BC1, BC1, Scotland) Scotland) 11 Slesenger Research Region Observations not hard data… South/LondonSouth/London Greater exposure and understanding of LeedsLeeds discriminatory words and issues BirminghamBirmingham Particularly sensitive to racist language (esp. ‘Paki’) ScotlandScotland Later adopters of ‘political correctness’ ‘Mong’ is a well used term amongst young people 12 Slesenger Research The depth interviews In tune with the broader sample, but acknowledged a more personal perspective Interestingly all respondents were able to separate their own feelings from broader classification issues Furthermore, many had a very pragmatic attitude to film classification: especially those who have come to terms with their differences The key learning is that sub-groups want to feel normalised and part of society: this has an impact on Consumer Advice in particular Language per se is not always the issue; language within bullying behaviour or violence is more problematic People from one group were often more sensitive to the needs of others eg. black men worrying about the word ‘Paki’ Comedy often but not always mitigates; can be left feeling discriminated against and uncomfortable – this is especially true of stand up comedy 13 Slesenger Research The depth interviews Whilst those from specific groups understand that the BBFC must classify films according to the widest audience, it is worth noting the impact of specific words “Arse bandit, turd burglar, shit stabber”: makes them feel dirty and dehumanised “Nonce” association between being gay and a paedophile GayGay men men “Sissy and pansy” emasculating and reminiscent of childhood bullying “Gay” – accept teenagers’ usage as being non discriminatory but dislike link between gay and It’s talking about the sexual act. That something negative It’sis what talking these about are, the and sexual these act. other That ones.is what It’s thesevery differentare, and tothese the otherterm To me, ‘pansy’ and To me, ‘pansy’ and forones. what It’s you very call differenta homosexual. to the termMy ‘sissy’ are both the ‘sissy’ are both the firstfor reaction what you is callthat a it homosexual. is none of your My same. They are same. They are fuckingfirst reaction business. is that I don’t it is nonego and of callyour comments not on our comments not on our peoplefucking ‘fanny business. pokers’. I don’t You go wouldn’t and call sexuality, but our I think that ‘shit stabber’ is just vulgar.
Recommended publications
  • Weaponized Humor: the Cultural Politics Of
    WEAPONIZED HUMOR: THE CULTURAL POLITICS OF TURKISH-GERMAN ETHNO-COMEDY by TIM HÖLLERING B.A. Georg-August Universität Göttingen, 2008 M.Ed., Georg-August Universität Göttingen, 2010 A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Germanic Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) June 2016 © Tim Höllering, 2016 Abstract My thesis aims to show how the humor of Turkish-German ethno-comedians fulfills a double purpose of entertaining its audience while advancing a cultural political agenda that Kathrin Bower called “transnational humanism.” It includes notions of human rights consensus, critical self-reflection, respect, tolerance, and openness to cultural diversity. Promoting these values through comedy, the artists hope to contribute to abating prejudice and discrimination in Germany’s multi-ethnic society. Fusing the traditional theatrical principle of “prodesse et delectare” with contemporary cultural politics, these comedians produce something of political relevance: making their audience aware of its conceptions of “self” and “other” and fostering a sense of community across diverse cultural identifications. My thesis builds mainly on the works of Kathrin Bower, Maha El Hissy, Erol Boran, Deniz Göktürk, and Christie Davies. Whereas Davies denies humor’s potential for cultural impact, Göktürk elucidates its destabilizing power in immigrant films. Boran elaborates this function for Turkish-German Kabarett. El Hissy connects Kabarett, film, and theater of polycultural artists and ties them to Bakhtin’s concept of the carnivalesque and the medieval jester. Bower published several essays on the works of ethno-comedians as humorous catalysts for advancing a multiethnic Germany.
    [Show full text]
  • 2020-05-25 Prohibited Words List
    Clouthub Prohibited Word List Our prohibited words include derogatory racial terms and graphic sexual terms. Rev. 05/25/2020 Words Code 2g1c 1 4r5e 1 1 Not Allowed a2m 1 a54 1 a55 1 acrotomophilia 1 anal 1 analprobe 1 anilingus 1 ass-fucker 1 ass-hat 1 ass-jabber 1 ass-pirate 1 assbag 1 assbandit 1 assbang 1 assbanged 1 assbanger 1 assbangs 1 assbite 1 asscock 1 asscracker 1 assface 1 assfaces 1 assfuck 1 assfucker 1 assfukka 1 assgoblin 1 asshat 1 asshead 1 asshopper 1 assjacker 1 asslick 1 asslicker 1 assmaster 1 assmonkey 1 assmucus 1 assmunch 1 assmuncher 1 assnigger 1 asspirate 1 assshit 1 asssucker 1 asswad 1 asswipe 1 asswipes 1 autoerotic 1 axwound 1 b17ch 1 b1tch 1 babeland 1 1 Clouthub Prohibited Word List Our prohibited words include derogatory racial terms and graphic sexual terms. Rev. 05/25/2020 ballbag 1 ballsack 1 bampot 1 bangbros 1 bawdy 1 bbw 1 bdsm 1 beaner 1 beaners 1 beardedclam 1 bellend 1 beotch 1 bescumber 1 birdlock 1 blowjob 1 blowjobs 1 blumpkin 1 boiolas 1 bollock 1 bollocks 1 bollok 1 bollox 1 boner 1 boners 1 boong 1 booobs 1 boooobs 1 booooobs 1 booooooobs 1 brotherfucker 1 buceta 1 bugger 1 bukkake 1 bulldyke 1 bumblefuck 1 buncombe 1 butt-pirate 1 buttfuck 1 buttfucka 1 buttfucker 1 butthole 1 buttmuch 1 buttmunch 1 buttplug 1 c-0-c-k 1 c-o-c-k 1 c-u-n-t 1 c.0.c.k 1 c.o.c.k.
    [Show full text]
  • Bess Lomax Hawes Student Folklore Collection
    http://oac.cdlib.org/findaid/ark:/13030/c85d8v11 No online items Guide to the Bess Lomax Hawes Student Folklore Collection Special Collections & Archives University Library California State University, Northridge 18111 Nordhoff Street Northridge, CA 91330-8326 URL: https://library.csun.edu/SCA Contact: https://library.csun.edu/SCA/Contact © Copyright 2020 Special Collections & Archives. All rights reserved. Guide to the Bess Lomax Hawes URB.BLH 1 Student Folklore Collection Contributing Institution: Special Collections & Archives Title: Bess Lomax Hawes Student Folklore Collection Creator: Hawes, Bess Lomax, 1921-2009 Identifier/Call Number: URB.BLH Extent: 10.50 linear feet Date (inclusive): 1959-1975 Abstract: Bess Lomax Hawes is the daughter of famed folklorist John A. Lomax. Ms. Hawes had an active musical career as a singer, instrumentalist and songwriter. Her career as an educator began in 1954 when she became an instructor in guitar, banjo and folk music in the extension division at the University of California, Los Angeles. In 1963, she joined the Anthropology Department at San Fernando Valley State College. The material contained in this collection consists of folkloric data collected between 1958 and 1977 by students enrolled in Anthropology 309: American Folk Music, Anthropology 311: Introduction to Folklore, and various senior seminars at San Fernando Valley State College (now California State University, Northridge). Language of Material: English Biographical Information: Bess Lomax Hawes was born in Austin, Texas in 1921 to Bess Bauman-Brown Lomax and John A. Lomax, famed folklorist and author of Cowboy Songs, American Ballads and Folksongs, Adventures of a Ballad Hunter, and director of the Archive of American Folksong at the Library of Congress.
    [Show full text]
  • Bullying Around Racism, Religion and Culture Bullying Around Racism, Religion and Culture
    Bullying around racism, religion and culture Bullying around racism, religion and culture PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES You can download this publication or order copies online at www.teachernet.gov.uk/publications Search using the ref: 0000-2006DOC-XX Copies of this publication can also be obtained from: DfES Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 60 555 60 email: [email protected] Please quote ref: DfES-0000-2006DOC-XX ISBN: 0-00000-000-0 XXXXX/D00/0000/00 Crown Copyright 2006 Produced by the Department for Education and Skills Contents 1 INTRODUCING 4 1.1 Foreword by the Minister for Schools 6 1.2 Statutory requirements and expectations 7 1.3 Stories and messages from young people 9 1.4 Five key principles 26 1.5 Terms and definitions 28 1.6 The extent of racist bullying 37 1.7 Forms of prejudice and intolerance 39 1.8 Messages of support 41 1.9 Acknowledgements 43 2 RESPONDING 45 2.1 Frequently asked questions 47 2.2 Racist bullying and other forms of bullying 51 2.3 Supporting those at the receiving end 53 2.4 Challenging those who are responsible 55 2.5 Case studies 58 BULLYING AROUND RACISM, RELIGION AND CULTURE 1 3 PREVENTING 61 3.1 Starting points for school self-evaluation 63 3.2 Key concepts across the curriculum 67 3.3 Classroom activities 70 3.4 Case studies 79 3.5 Teaching about controversial issues 85 4 TRAINING 91 4.1 Discussing scenarios 93 4.2 Notes on scenarios 95 4.3 Sorting views and voices 98 4.4
    [Show full text]
  • On the Power of Slurring Words and Derogatory Gestures
    Charged Expressions: On the Power of Slurring Words and Derogatory Gestures Ralph DiFranco, Ph.D. University of Connecticut, 2016 Slurs have the striking power to promulgate prejudice. Standard semantic and pragmatic theories fail to explain how this works. Drawing on embodied cognition research, I show that metaphorical slurs, descriptive slurs, and slurs that imitate their targets are effective means of transmitting prejudice because they are vehicles for prompting hearers to form mental images that depict targets in unflattering ways or to simulate experiential states such as negative feelings for targets. However, slurs are a heterogeneous group, and there may be no one mechanism by which slurs harm their targets. Some perpetrate a visceral kind of harm – they shock and offend hearers – while others sully hearers with objectionable imagery. Thus, a pluralistic account is needed. Although recent philosophical work on pejoratives has focused exclusively on words, derogation is a broader phenomenon that often constitutively involves various forms of non- verbal communication. This dissertation leads the way into uncharted territory by offering an account of the rhetorical power of iconic derogatory gestures and other non-verbal pejoratives that derogate by virtue of some iconic resemblance to their targets. Like many slurs, iconic derogatory gestures are designed to sully recipients with objectionable imagery. I also address ethical issues concerning the use of pejoratives. For instance, I show that the use of slurs for a powerful majority
    [Show full text]
  • The School Report: Race, Education and Inequality in Contemporary Britain
    Runnymede Perspectives The Runnymede School Report Race, Education and Inequality in Contemporary Britain Edited by Claire Alexander, Debbie Weekes-Bernard and Jason Arday Disclaimer Runnymede: This publication is part of the Runnymede Perspectives Intelligence for a series, the aim of which is to foment free and exploratory thinking on race, ethnicity and equality. The facts presented Multi-ethnic Britain and views expressed in this publication are, however, those of the individual authors and not necessariliy those of the Runnymede Trust. Runnymede is the UK’s leading independent thinktank ISBN: 978-1-909546-10-3 on race equality and race Published by Runnymede in August 2015, this document is relations. Through high- copyright © Runnymede 2015. Some rights reserved. quality research and thought leadership, we: Open access. Some rights reserved. The Runnymede Trust wants to encourage the circulation of its work as widely as possible while retaining the copyright. • Identify barriers to race The trust has an open access policy which enables anyone equality and good race to access its content online without charge. Anyone can download, save, perform or distribute this work in any relations; format, including translation, without written permission. • Provide evidence to This is subject to the terms of the Creative Commons support action for social Licence Deed: Attribution-Non-Commercial-No Derivative Works 2.0 UK: England & Wales. Its main conditions are: change; • Influence policy at all • You are free to copy, distribute, display and perform levels. the work; • You must give the original author credit; • You may not use this work for commercial purposes; • You may not alter, transform, or build upon this work.
    [Show full text]
  • Producers Handbook
    PRODUCERS HANDBOOK November 2020 ITV PRODUCER’S HANDBOOK ITV’s Editorial and ComplianCe PoliCies and ProCedures Page 4 Introduction 4 Viewer Trust in ITV 5 Taking Part in Programmes 11 Protecting Programme Participants 15 Children in Programmes 25 Live Programmes 32 Interactivity 36 Covert Filming/Recording 38 Commercial ReFerences, Sponsorship and Product Placement 39 OFFensive Language 45 Internet Material 48 Charity Related Content 49 Compliance, Commissioning & Referral Up 50 OfCom BroadCast Code and GuidanCe 51 Section 1 - Protecting the Under-Eighteens Section 2 - Harm and OFFence Section 3 – Crime, Disorder, Hatred and Abuse Section 4 - Religion Section 5 - Due Impartiality and Due Accuracy, and Undue Prominence oF Views and Opinions Section 6 - Elections and ReFerendums Section 7 - Fairness Section 8 - Privacy Section 9 - Commercial ReFerences in Programmes OfCom On Demand ServiCe Rules 66 Media Law 69 Introduction 69 DeFamation 70 Privacy 73 Contempt 75 Copyright and Fair Dealing 77 Data Protection 83 ConFidentiality 90 2 Industry Codes and GuidanCe OFcom Broadcasting Code (including the Cross-Promotion Code): https://www.oFcom.org.uk/tv-radio-and-on-demand/broadcast- codes/broadcast-code OFcom Broadcasting Code Guidance: https://www.oFcom.org.uk/tv-radio-and-on-demand/inFormation-for- industry/guidance/programme-guidance Phone-paid Services Authority: https://psauthority.org.uk/For-business/code-guidance-and-compliance 3 ITV’S EDITORIAL AND COMPLIANCE POLICIES AND PROCEDURES IntroduCtion Welcome to the ITV Producer’s Handbook.
    [Show full text]
  • Master Roll List
    Master Roll List QRS O-6 1925 1 Cavalleria Rusticana 1890 Operatic Selecti Mascagni, Pietro 2 Sextette from "Lucia di Lammermoor" 1835 Aria Donizetti, Gaetano 3 Little Grey Home in the West 1903 Song Lohr, Hermann 4 Alma 0 Vals unknown 5 Qui Vive! 1862 Grand Galop de Ganz, Wilhelm 6 Grande Polka de Concert 1867 Polka Bartlett, Homer N. 7 Are You Sorry? 1925 Fox Trot Ager, Milton 8 What Do You Say, Boys? (Whadaya Say?) 1925 Fox Trot Voll, Cal de 9 Somewhere with You 1924 Fox Trot Magine, Frank 10 Save Your Sorrow (for Tomorrow) 1925 Fox Trot Sherman, Al QRS O-21 1925 Roen 1 Barney Google 1923 Fox Trot Conrad, Con 2 Swingin' down the Lane 1923 Fox Trot Jones, Isham 3 Just Lonesome 1925 Waltz Magine, Frank 4 O Solo Mio 1898 Canzonetta Capua, Eduardo di 5 That Red Head Gal 1923 Fox Trot Van, Gus 6 Paddlin' Madeline Home 1925 One-Step Woods, Harry QRS O-78 1915 Lbl 1 When It's Moonlight on the Mississippi 1915 One-Step Lange, Arthur 2 Circus Day in Dixie 1915 One-Step Gumble, Albert 3 What Would You Do for Fifty Thousand Dollars? 0 One-Step Paley, Herman 4 I Love to Tango with My Tea 1915 One-Step Alstyne, Egbert van 5 Go Right Along, Mister Wilson 1915 One-Step Brown, A. Seymour 6 Classic Rag 1909 Rag Moret, Neil 7 Norway (The Land of the Midnight Sun) 1915 One-Step, Trot Fisher, Fred 8 At the Old Plantation Ball 1915 Fox Trot Donaldson, Walter 9 Come back Dixie 1915 March Song Wenrich, Percy 10 At the Garbage Gentlemen's Ball 1914 One-Step Daly, Joseph M.
    [Show full text]
  • Final CERD Report Justifi.Qxd
    Dimensions of Discrimination in India A shadow report to 15th to 19th periodic reports (CERD/C/IND/19) of India to UN CERD Committee National Network for Human Rights Treaty Monitoring in India National Network for Human Rights Treaty Monitoring in India a Dimensions of Discrimination in India A shadow report to 15th to 19th periodic reports (CERD/C/IND/19) of India to UN CERD Committee National Network for Human Rights Treaty Monitoring in India Dimensions of Discrimination in India A shadow report to 15th to 19th periodic reports (CERD/C/IND/19) of India to UN CERD Committee © National Network for Human Rights Treaty Monitoring in India, 19 February 2007 All rights reserved. National Network for Human Rights Treaty Monitoring in India Secretariat: Asian Centre for Human Rights C-3/441-C, Janakpuri, New Delhi-110058, India Phone/fax: +91-11-25620583, 25503624 E-Mail: [email protected] Contents INTRODUCTION AND EXECUTIVE SUMMARY . .1 PART 1: GENERAL: DIMENSIONS OF RACIAL DISCRIMINATION IN INDIA . .5 RESPONSES TO CONCLUDING OBSERVATIONS OF THE COMMITTEE . .5 ELEMENTARY EDUCATION AS FUNDAMENTAL RIGHT (PARAS 20 TO 22) . .7 BROAD STRATEGIES (PARAS 23 TO 27): . .7 a. Children hardest to reach groups . .7 b. Child soldiers . .8 c. Affirmative actions . .8 LOCAL SELF-GOVERNMENT (PARAS 28 TO 34) . .8 RIGHT TO WORK (PARAS 35 TO 42) . .9 PART 2: IMPLEMENTATION OF THE ARTICLES 2 TO 7 OF ICERD . .9 ARTICLE 2: PARAS 44 TO 52 . .9 ARTICLE 4: PARAS 57 TO 63 . .9 ARTICLE 5: PARAS 64 TO 135 . .9 Article 5 (a): Right to equal treatment before the tribunals (paras 67-68) .
    [Show full text]
  • "A" - You're Adorable (The Alphabet Song) 1948 Buddy Kaye Fred Wise Sidney Lippman 1 Piano Solo | Twelfth 12Th Street Rag 1914 Euday L
    Box Title Year Lyricist if known Composer if known Creator3 Notes # "A" - You're Adorable (The Alphabet Song) 1948 Buddy Kaye Fred Wise Sidney Lippman 1 piano solo | Twelfth 12th Street Rag 1914 Euday L. Bowman Street Rag 1 3rd Man Theme, The (The Harry Lime piano solo | The Theme) 1949 Anton Karas Third Man 1 A, E, I, O, U: The Dance Step Language Song 1937 Louis Vecchio 1 Aba Daba Honeymoon, The 1914 Arthur Fields Walter Donovan 1 Abide With Me 1901 John Wiegand 1 Abilene 1963 John D. Loudermilk Lester Brown 1 About a Quarter to Nine 1935 Al Dubin Harry Warren 1 About Face 1948 Sam Lerner Gerald Marks 1 Abraham 1931 Bob MacGimsey 1 Abraham 1942 Irving Berlin 1 Abraham, Martin and John 1968 Dick Holler 1 Absence Makes the Heart Grow Fonder (For Somebody Else) 1929 Lewis Harry Warren Young 1 Absent 1927 John W. Metcalf 1 Acabaste! (Bolero-Son) 1944 Al Stewart Anselmo Sacasas Castro Valencia Jose Pafumy 1 Ac-cent-tchu-ate the Positive 1944 Johnny Mercer Harold Arlen 1 Ac-cent-tchu-ate the Positive 1944 Johnny Mercer Harold Arlen 1 Accidents Will Happen 1950 Johnny Burke James Van Huesen 1 According to the Moonlight 1935 Jack Yellen Joseph Meyer Herb Magidson 1 Ace In the Hole, The 1909 James Dempsey George Mitchell 1 Acquaint Now Thyself With Him 1960 Michael Head 1 Acres of Diamonds 1959 Arthur Smith 1 Across the Alley From the Alamo 1947 Joe Greene 1 Across the Blue Aegean Sea 1935 Anna Moody Gena Branscombe 1 Across the Bridge of Dreams 1927 Gus Kahn Joe Burke 1 Across the Wide Missouri (A-Roll A-Roll A-Ree) 1951 Ervin Drake Jimmy Shirl 1 Adele 1913 Paul Herve Jean Briquet Edward Paulton Adolph Philipp 1 Adeste Fideles (Portuguese Hymn) 1901 Jas.
    [Show full text]
  • Narratives of Ethnic and Racial Identity Experiences of Asian
    Locating Identity: Narratives of Ethnic and Racial Identity Experiences of Asian American Student Leaders of Ethnic Student Organizations Thesis Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Graduate School of The Ohio State University By Annabelle Lina Estera Graduate Program in Education The Ohio State University 2013 Thesis Committee: Dr. Susan Robb Jones, Advisor Dr. Tatiana Suspitsyna Copyright by Annabelle Lina Estera 2013 Abstract The purpose of this constructivist narrative study was to explore how Asian American student leaders of ethnic student organizations (ESOs) experience their ethnic and racial identities in the context of their ESO and the classroom. The primary research questions guiding this study were: (a) How do Asian American student leaders of ESOs experience and make sense of their ethnic and racial identities within the context of their involvement with their ESO; (b) How do Asian American student leaders of ESOs experience and make sense of their ethnic and racial identities within the classroom? Data collection included semi-structured interviews with six participants. Data was analyzed through Clandinin and Connelly’s “three dimensional narrative inquiry space” (2000, p. 49) for elements of interaction, continuity, and situation. Restories of each participants’ narrative were presented. Findings from this study include: (1) Complex and varied understandings and negotiations of ethnic and racial identities within the ESO context; and (2) Salience of ethnic and racial identity in the classroom associated with negative, challenging, and positive experiences. ii Acknowledgments I offer my deepest gratitude to Dr. Susan R. Jones for her guidance throughout this process.
    [Show full text]
  • Language and Terminology: an Introduction for Teachers
    Language and Terminology: An introduction for Teachers What is racism in school? Racism occurs when a pupil, or teacher, is treated less favorably because of their skin colour, nationality, religion or belief, or culture. What does it look like? Verbal abuse, online bullying, physical abuse and exclusion from activities. The most common form pupils face is verbal abuse through the use of racist terminology and racial stereotyping. Why is understanding language and terminology so important? Language is a very powerful method of structuring attitudes. Language and terminology hugely influences how pupils perceive themselves, others and the world around them. Language and terminology can contribute to the creation and perpetuation of racial stereotyping and belief systems. What can I do to help my students? Develop your own and your pupils awareness of, and sensitivity to, the oppressive and discriminatory potential of language. Ensure students know what is acceptable and unacceptable and why. You must acknowledge certain language and words are unacceptable regardless of whether or not pupils’ intentionally use them to hurt, the intent behind language doesn’t necessary alter the effect words can have. It is your responsibility to challenge and report all use of racist terminology, regardless of intent, following the ‘responding to and reporting racism’ guidelines. So, what terminology is acceptable and unacceptable? X Why? Why? Historically used in a derogatory way to Black is a term that has been chosen by and is used by separate and segregate black people. White black people. There are lots of rumours that cause people decided this was the word that should people to feel uncomfortable about saying black, be used to describe anybody who was not these rumours are untrue and as a descriptive term it Black Coloured white, which may imply that to be white is is completely acceptable.
    [Show full text]