#activity 9

Media representation of groups is very critical because it dictates how the world views that particular group. If media depiction fails to represent a group of people, especially those who had a history of discrimination in a manner that is appropriate, lives of these people will be jeopardized. For instance, if the media labels  certain religions as terrorist religions, people who belong to that social organization may experience discrimination in the workplace and in the society.

Representation has visual and audio elements to communicate and form meaning for the general audience. Analysis of media forms leads to exploration of their visual elements. Speaking, attitude, appearance, and many more assume an important role in representation.

Country music, or music in general of the Cordillera are often depicted in a traditional manner. The paper of Telles illuminates the more modern aspects of its music, and how it can reach a wider scope of audience in the radio station of Baguio (Telles, 2017).

Radio stations accomodate the needs of rural areas when it comes to information and news, for the reason that these areas often have no stable supply of electricity and few households can afford other media channels such as a television.

The form of talk on radio influences its listeners, so it is a principal agent of change in the political, economic, and social scene not just in Cebu, but in the country (Mojares, 1998).

 References

Mojares, R. (1998). Talking politics: The komentaryo on Cebu radio. Philippine Quarterly of Culture and Society 26, no. 3/4. 337-362 from https://www.jstor.org/stable/29792426

Radio Stereo. [Online Image.]. Tenor. https://tenor.com/view/radio-stereo-boombox-national-radio-day-radio-day-gif-18123213

Nᴏs ᴀᴅᴇɴᴛʀᴀᴍᴏs ᴇɴ ʟᴏ ǫᴜᴇ ɴᴏs ʀᴏᴅᴇᴀ ɴᴜᴇsᴛʀᴏ ᴅíᴀ ᴀ ᴅíᴀ: Lᴀs ᴄᴏɴᴅɪᴄɪᴏɴᴇs ᴄʟɪᴍáᴛɪᴄᴀs ᴀᴄᴏᴍᴘᴀñᴀᴅᴀs ᴘᴏʀ ʟᴀs ᴇsᴛᴀᴄɪᴏɴᴇs ᴅᴇʟ ᴀñᴏ.

Nᴏs ᴀᴅᴇɴᴛʀᴀᴍᴏs ᴇɴ ʟᴏ ǫᴜᴇ ɴᴏs ʀᴏᴅᴇᴀ ɴᴜᴇsᴛʀᴏ ᴅíᴀ ᴀ ᴅíᴀ: Lᴀs ᴄᴏɴᴅɪᴄɪᴏɴᴇs ᴄʟɪᴍáᴛɪᴄᴀs ᴀᴄᴏᴍᴘᴀñᴀᴅᴀs ᴘᴏʀ ʟᴀs ᴇsᴛᴀᴄɪᴏɴᴇs ᴅᴇʟ ᴀñᴏ.

Postmodernism

“Postmodernism is the name for a movement in advanced capitalist culture, particularly in the arts. There is a sense in which if one sees modernism as the culture of modernity, postmodernism is the culture of postmodernity. The term post modernism originated among artists and critics in New York in the 1960s and was taken up by European theorists in the 1970s.”

Sarup, M. Post Structuralism & Post Modernism pp131-132

Antimodernism

“Antimodernism is a term used to describe the international reaction to the onslaught of the modern world that swept across industrialised Western Europe, North America, and Japan in the decades around the turn of twentieth thropology, political science, history, and feminist media studies explore antimodernism as an artistic response to a perceived sense of loss - in particular, the loss of ‘authentic’ experience.”

Lee Jessup, L. Antimodernism and Artistic Experience: Policing the Boundaries of Modernity pp1

Hypermodernism

“the goal of hypermodern deliverance moves us in the opposite direction, replacing the biosphere with the techno sphere as fully and quickly as possible in people’s lives. Nowhere is this more apparent than in the last area in which we consider the current state of the promethean dream-education. I am defining education broadly to include not only the formal inculcation of knowledge and information that children and adolescents receive in classrooms but also the messages they receive about reality from the media and popular culture today.”

Upon reading the first text, I immediately found that I agreed with and admired most of the Bologna Process. 

I was particularly struck by the author’s statement regarding the attractiveness of a culture. I think many underestimate the importance of presenting one’s culture appealingly; it really is a good measure of a country’s condition. Additionally, an inviting culture will obviously attract more international students which is, after all, the whole purpose of this process.

However, once I applied this to the context of the EU and Latin America, it got trickier. I had most of the same concerns mentioned in the last paper. Applying something generated by one culture to another is always something to be wary of, in my opinion. More so when the first culture has had a history of colonization, while the second was colonized in the past. 

Of course, one could possibly say the same of the EU as it is composed by many different cultures, just like Latin America is, but for the sake of this reflection, I will be referring to the EU as one culture, and Latin America as another, since the countries belonging to each one have a lot in common.

My main concern, then, was the potential for this to become imperialistic. How to apply the Bologna Process to Latin America without imposing? How to implement its framework without wholly erasing Latin American approaches to higher education?

Moreover, as is also mentioned in the last paper, would it even possible to implement such a process in Latin American, when taking into account how different it is – both economically and socially – from the EU? Considering how much less of a political push there is for higher education reform in Latin America, how small a portion of the budget is dedicated to it, and how different universities are, all in comparison to the EU, is it any wonder there are doubts?

The last paper addressed most of my doubts, but unfortunately, it is very hard to prove that the Bologna Process would work based on hypotheticals. The author did state that they believe it would and that there is no proof it would not, either. 

Country: Peru

Holiday: Battle of Angamos

October 8th, A national holiday in Peru to mark the heroism of the Peruvian navy in the Battle of Angamos. Military and civil parades, Official ceremonies, and other events are held across Peru to honor Admiral Miguel Grau and his role in the Battle of Angamos.