Discriminatory Language Research Presented to the BBFC on 15Th November 2010
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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. -
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. -
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. -
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 -
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 -
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. -
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. -
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. -
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) . -
"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. -
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. -
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.