Gay Blog Clip _HOT_
Phyllis Schlafly, a conservative activist, argued against the ERA saying it would hurt housewives, allow women to be drafted into the military, and lose the tendency for mothers to obtain custody of children in divorce. Schlafly is featured in this KXAS clip speaking at Southern Methodist University in 1979.
gay blog clip
My apologies for the radio silence in writing my blog. These past few weeks I've been swamped with back to school nights, shuttling kids to practices, child sport spectating, packing lunches, flipping pancakes, carpool, Labels for Love event planning, press travel for RHDC between LA and NYC, and just trying to keep it together! No complaining here, but this fall the Amons Family schedule has been over the top crazy!
On the top of my list of things to discuss from Episode 7 is the issue of gay marriage equality. My statement that because "I don't have any member of my family that is gay, so it doesn't really affect me" is probably the worst moment I have had this season -- and if you've been following my blog you know there have been more than a few. At the time, I had not educated myself on this issue and did not understand how it affected me. The right to marriage and equal treatment under the Law was something I took for granted. No More! My daughter Lolly has always been an advocate for LGBT rights, and has done a great job exposing myself and our family to the real human side of the struggle. Homosexuals are valuable participants in our global community and have the right to live their lives free from persecution and ridicule. What is good for them is good for me, and what is good for everyone is good for America! David Catania did an excellent job representing the position of the LGBT community on the issue and I learned a tremendous amount from our meeting with him.
The second clip chosen for study is from episode 7, season 4. The protagonist Sana Bakkoush, a young Muslim woman, attempts to find her place in a secular society. Sana is determined and articulate but faces challenges in combining a Norwegian high-school lifestyle with a traditional Muslim way of living. For example, tensions arise in her relationship with the boy Yousef when it turns out that he is not Muslim.
Arguably, in comments about the second clip, commenters also demonstrate a higher level of engagement with the content and extrapolate the deeper meanings and implications of that content through social contextualisation and ethical consideration of the central themes. They more actively question elements of rhetorical device, from both the creators of the series as well as other contributors. There is clearly an increase in democratic deliberation in this discussion. As with the script that elicits those responses, in this case dialogue, critical reflection and understanding is the goal, not necessarily the reaching of consensus or common agreement.
At this stage, we must acknowledge two reservations in the findings of this study. The first is that we are unable to determine the age of participants commenting on the blog. We cannot claim that all comments are made by young people nor that the more participatory narrative devices employed in the second clip were necessarily better at eliciting paradigmatic media literacy competencies and democratic deliberation within that age group. We can only state that the series was designed with young people in mind, and that previous studies have shown that it was extremely popular with viewers in that group. We can therefore anticipate that many of the commenters are young people. However, the show was undeniably watched by people of all ages, and therefore anyone could contribute to the discussion. Secondly, we acknowledge that there are shortcomings when extrapolating media literacy out of comments or short public documents, as we do not have insight into the context or personal experience or competences of the contributors. We interpret their views based on our own understanding of the texts, and do not know the extent of their knowledge of the content (series), their motivations, or purpose for posting. We do not know if they have even watched the scene or the whole series.
Despite these reservations, we are still able to determine that the two clips have generated a sharing of pluralistic views, and therefore contribute to democratic deliberation to some degree. It is clear that narratives where characters engage in dialogue and work towards accepting conflicting philosophies of life in a reasonable and consultative manner through agonistic deliberation seem more effective in eliciting a higher level of media literacy where critical and ethical competencies are more apparent. 041b061a72