<p>This thesis examines how multilingual spaces in South Africa are imagined and reconstructed through the use of scripted codeswitching in 7de Laan. It explores how the socio-political discourses and other ideologies from the broader South African context shape and influence the ways in which the soap reconstructs multilingual spaces and the identities that exist within these spaces through language and language practices. In the literature presented in this study I explore various theories and case studies that examine Afrikaans and its indexicality in our&nbsp / contemporary society, the conventions of soap opera in representing &lsquo / reality&rsquo / to society, the role of codeswitching in multilingual mass communication, the policies and ideologies that govern post apartheid television and finally the link between ideology, the media, language and imagined identities.. These five overarching themes often overlap throughout this thesis. My investigation of the main questions set in this thesis is based on a triangulated analysis of (a) a five episode transcript of the soap, (b) solicited viewer perceptions gleaned from questionnaires and (c) unsolicited social media commentaries. This analysis is framed by a poststructuralist critical analysis with a specific focus on how social practices and contemporary ideologies manifest in the discourse of the soap. This approach views discourse as the juncture where identity, stereotypes and power are negotiated, enforced, imagined and challenged. In this thesis I argue that the conspicuous absence of indigenous African languages and the use of standard white Afrikaans as the lingua franca in the soap creates an unrealistic utopian portrayal of the new South Africa that naturalises white Afrikaans culture and marginalises other indigenous cultures and languages. I argue that the soap puts middle class white Afrikaners at the epicentre of South African society thus enforcing the idea that non-whites still need to conform to white Afrikaans standards and norms at the expense of their own culture and languages despite the inception of democracy. The soap offers no depictions of resistance to this dominant white Afrikaans culture, thus misleadingly portraying it as the uncontested dominant culture of the new South Africa.</p>

<p>This thesis examines how multilingual spaces in South Africa are imagined and reconstructed through the use of scripted codeswitching in 7de Laan. It explores how the socio-political discourses and other ideologies from the broader South African context shape and influence the ways in which the soap reconstructs multilingual spaces and the identities that exist within these spaces through language and language practices. In the literature presented in this study I explore various theories and case studies that examine Afrikaans and its indexicality in our&nbsp / contemporary society, the conventions of soap opera in representing &lsquo / reality&rsquo / to society, the role of codeswitching in multilingual mass communication, the policies and ideologies that govern post apartheid television and finally the link between ideology, the media, language and imagined identities.. These five overarching themes often overlap throughout this thesis. My investigation of the main questions set in this thesis is based on a triangulated analysis of (a) a five episode transcript of the soap, (b) solicited viewer perceptions gleaned from questionnaires and (c) unsolicited social media commentaries. This analysis is framed by a poststructuralist critical analysis with a specific focus on how social practices and contemporary ideologies manifest in the discourse of the soap. This approach views discourse as the juncture where identity, stereotypes and power are negotiated, enforced, imagined and challenged. In this thesis I argue that the conspicuous absence of indigenous African languages and the use of standard white Afrikaans as the lingua franca in the soap creates an unrealistic utopian portrayal of the new South Africa that naturalises white Afrikaans culture and marginalises other indigenous cultures and languages. I argue that the soap puts middle class white Afrikaners at the epicentre of South African society thus enforcing the idea that non-whites still need to conform to white Afrikaans standards and norms at the expense of their own culture and languages despite the inception of democracy. The soap offers no depictions of resistance to this dominant white Afrikaans culture, thus misleadingly portraying it as the uncontested dominant culture of the new South Africa.</p>

Thesis (M.A.)--Miami University, Dept. of Theatre, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 135-137).

Walter Lippmann在一九二二年即已指出：媒介不斷地把外在世界塑造成個人腦海中的圖畫。其後，有關媒介建構現實的理論陸續出現，媒介反映現實的說法早已站不住腳。 　　千島湖事件發生後，國內媒體對其報導，無論數量之多、篇幅之大、標題之聳動、照片之煽情，都令人懷疑媒體有炒作新聞之嫌。此外，相關的新聞報導甚至出現了「統獨立場」、「兩岸交流」等議題，使得一件旅遊事故轉化為政治事件。是什麼因素造成這種現象？這個疑惑促成了這個研究。 　　本研究採用內容分析與情境分析兩種研究方法，兼顧量與質的研究，以國內發行的三家報紙－中國時報、聯合報、臺灣立報－做為研究對象，相互比較，以期瞭解國內媒體如何建構此一新聞事件，並藉以探討主流媒介與非主流媒介彼此之間是否存有差異。 　　研究發現：在相關報導的數量上，各媒體之間差異頗大；在刊登版面的處理上，主流媒體彼此之間無甚差異，但在主流媒體與非主流媒體之間則差異懸殊；在報導方式上，三報各不相同；對千島湖事件的詮釋，整體而言，主流媒體彼此之間無甚差異，但主流與非主流媒介之間，風格殊異；在消息來源方面，各媒體所用皆不相同；而消息來源對千島湖事件的詮釋，整體而言，政治人物與非政治人物之間，差異顯著。 　　總體結果顯示：主流媒體（中國時報與聯合報）較迎合政府的立場，兩者共同建構了媒介議題。但非主流媒體（臺灣立報），雖然在引用消息來源的比例上以政治人物較多，但也做了相當程度的批判，與主流媒體一味地引用，不盡相同。

Critical media pedagogy - theoretical underpinnigs and contribution to media education Dissertation Mgr. Petr Valenta Keywords critical theory, critical media pedagogy, media literacy, critical pedagogy, media, ideology, discourse, power, symbolic power, knowledge Abstract The theoretical dissertation analyzes the traditional media education model issues, which derives from the orientation of media literacy on the dominant paradigm of media effects research in media studies. Media education takes the "media effects concept" and uses it to organize its own teaching practice. Theoretical dependence on media studies and the concept media effects leads media education to protectionism and normativity, which is reflected in the directive establishment of knowledge, skills and values pupils may acquire. This situation has negative effect on efforts of developing critical media thinking as independent on social authorities. Moreover, media education potentially reproduces the dominant modes of knowledge about media and society, without revealing them as social constructions. The theoretical basis for changing the paradigm of media education to become more critical and transformative practice able to form the student's personality as an autonomous, critical- thinking and committed citizen is presented in the second...