ECREA WEEKLY digest ARTICLES

February 10, 2022

I am pleased to invite you to the next in the series of IPRA Thought Leadership webinars. The webinar Reputation management during the pandemic: the status quo and the trends will be presented by Professor Heath Applebaum on Thursday 10 February 2022 at 12.00 GMT/UCT (unadjusted).

What is the webinar content?

Since the global pandemic struck, organizations of all sizes have been under increasing scrutiny by a broad range of empowered and vocal stakeholders, from consumers, investors, suppliers, employees, governments and media. Reputations have never been more valuable and vulnerable. International-award-winning reputation expert, Heath Applebaum will share the latest global reputation research findings and actionable advice drawn from his 20 years of corporate, agency, non-profit and consulting work. This will be a fascinating conversation that will reference case study examples that we can all learn from.

Participants will gain key insights into:

- What new trends have emerged since the onset of covid-19 that communications professionals must adapt and respond to in 2022.

- What reputation management issues continue to be crucial.

- Tips for effectively prioritizing and aligning your organisation’s or client’s actions and words during these precarious times.

How to join

Register here at Airmeet. (The time shown should adjust to your device’s time zone.)

A reminder will be sent 1 hour before the event.

Background to IPRA

IPRA, the International Public Relations Association, was established in 1955, and is the leading global network for PR professionals in their personal capacity. IPRA aims to advance trusted communication and the ethical practice of public relations. We do this through networking, our code of conduct and intellectual leadership of the profession. IPRA is the organiser of public relations' annual global competition, the Golden World Awards for Excellence (GWA). IPRA's services enable PR professionals to collaborate and be recognised. Members create content via our Thought Leadership essays, social media and our consultative status with the United Nations. GWA winners demonstrate PR excellence. IPRA welcomes all those who share our aims and who wish to be part of the IPRA worldwide fellowship. For more see www.ipra.org

Background to Heath Appelbaum

Heath Applebaum is a reputation management consultant, university professor and business strategist. He is the President of Echo Communications Inc., a reputation management consulting firm founded in 2000. In 2021, Heath was as recognized as the Educator of The Year by the Canadian Public Relations Society. Heath holds a MA in communications management, from McMaster University, and a BA in political science from Wilfrid Laurier University.

Contact

International Public Relations Association Secretariat

United Kingdom

secgen@ipra.orgTelephone +44 1634 818308

Deadline: February 18, 2022

Preliminary title: The Future of the Nordic Media Model: A Digital Media Welfare State?

Editors:

• Peter Jakobsson (Uppsala University)
• Johan Lindell (Uppsala University)
• Fredrik Stiernstedt (Södertörn University)

Contact:

• Peter Jakobsson: peter.jakobsson@im.uu.se
• Johan Lindell: johan.lindell@im.uu.se
• Fredrik Stiernstedt: fredrik.stiernstedt@sh.se

Format: Open Access, double-blind peer-reviewed anthology

Important dates:

Deadline for extended abstracts: 18 February 2022

Deadline for full submissions: 14 October 2022

Peer review: December 2022–February 2023

Expected publication: 2023

For more information, please visit: https://www.nordicom.gu.se/en/publications/academic-books/calls-anthology-contributions

Background and aim

Like in many other policy areas (Esping-Andersen, 1990; West Pedersen & Kuhnle, 2017), the Nordic media policy system has stood out internationally. In a seminal contribution to comparative media studies, Syvertsen and colleagues (2014) detailed the traits that set the media system of Denmark, Finland, Iceland, Norway, and Sweden apart from the rest of the world. Although sharing certain qualities with other media systems (see, e.g., Hallin & Mancini, 2004), the system in these countries – referred to as the media welfare state – has stood out in a number of ways. The media have been approached as public goods which manifest in a strong public service media, and there exist ambitions for universal access to communication infrastructures. Furthermore, the Nordic countries show egalitarian patterns in news consumption and high levels of trust in news media, and they have long and stable traditions of institutionalised editorial freedom. Additionally, media and communications have been regulated within a broader cultural policy framework, and press subsidies have been comparably generous. Finally, the media market has been characterised by consensual relations between stakeholders (Syvertsen et al., 2014). This media system – which is celebrated internationally by media scholars (Benson et al., 2017) and supported locally by voters (Lindell et al., 2021) – facilitated the egalitarian democracies in which they were shaped (Enli et al., 2018).

The Nordic media model is, however, challenged on several fronts. First, a neoliberal policy regime emerging in the late 1970s has had a significant impact, not only on the welfare state more generally (Kvist et al., 2011), but also on media and communications policy (Ala-Fossi, 2020; Jakobsson et al., 2021). Previous policy measures and institutions that were designed to limit the impact of market forces, or to compensate for market failures, have been either abolished or gradually transformed (Jakobsson et al., 2021). Second, the rise of radical right-wing attacks on the key institutions of the media welfare state – for example, public service media – pose new threats to the Nordic media model (Holtz-Bacha, 2021; Jakobsson et al., 2021). Third, the globalisation and the subsequent digitalisation of the media, and the dominant role played by transnational platform companies and global tech giants in media and communications have made national media policy an increasingly difficult endeavour (Syvertsen et al., 2014).

These contemporary challenges to the Nordic media model raise many questions. What remains of this system today? Is the Nordic media model, as has been suggested, merely an “image in the rearview mirror” (Ala-Fossi, 2020: 146)? Is it a viable alternative for the future? What are the risks – and possibilities – of a transforming Nordic media model? Would it be worthwhile to defend or adapt the Nordic media system to deal with future challenges? What arguments exist for welfare in the media and communications area, and what does welfare mean in this context? What normative basis is there for welfare more generally, and for media welfare specifically?

This edited volume aims to address these and other issues, and to bring together contributions on the current state and the possible futures of the Nordic media (post-)welfare states. We invite both empirical contributions from scholars in all the Nordic countries on the current state of Nordic media welfare, as well as analyses of the possible future (or futures) of the Nordic media model (or models), and theoretical and normative work on the general concept of media welfare and its wider social implications.

merzWissenschaft

Deadline: February 11, 2022

Supervising Editors Prof. Dr. Patrick Bettinger (PH Zürich), Dr. Wolfgang Reißmann (FU Berlin) and merzWissenschaft editorial board (JFF)

The sovereign subject is a core concept in media-educational activity. Sovereignty expresses the possibility of emancipation from power structures and as a concept of political theory outlines a societally negotiated desired or target horizon. Understood as empowerment for social entitlement, sovereignty includes a normative component which assumes a fundamental ability to act and thus enables freedom of movement for critical positioning. This target horizon is also to be found in current variations on 'data literacy', 'informational media education', 'digital sovereignty', 'informational self-determination' – and in German-speaking areas also the highly regarded Dagstuhl and Frankfurt triangles. In conceptual terms this understanding is as a rule linked with the idea of a 'strong' subject which can be empowered to productively process reality and actively interpret the world.

However, in the context of the Digital Transformation it must be asked to what extent 'individual sovereignty' is still viable and more than anything practically feasible as a media-educational target category. This question is also encountered in the recent (renewed) debate regarding a modified and in particular more strongly decentered concept of subject and concepts of shared agency. Faced with the immanent potent and yet perceptually elusive omnipresence of algorithmic structures, the rapid growth of digital corporate concerns, the associated tendencies towards monopolization and the increasing integration of algorithmic decision-making systems in media services which can intervene in the individual's freedom to make decisions, the possibilities of self-determined and autonomous media behavior become threatened as an objective. Strictly speaking, it could be theorized that digital, commercially driven mediatization and continuous datafication make the 'strong' subject impossible both empirically and in terms of utopia and make it a 'weak' subject: Surveillance in the 'datafied society', value creation in 'digital capitalism' and technological 'black boxes' increase doubts about whether media-educational impulses oriented towards the ability of the subjects to act (can) actually contribute to a sovereign life with media.

In spite of the modified point of departure, it is eminently important for media education to be able to rely on a concept or a vision which is in principle feasible and which also appears well-reflected in normative terms and which provides media education with orientation and points of reference for practical action as well as in theoretical reflection. In this context merzWissenschaft 2022 addresses the question of how sovereignty can be newly defined and how media-educational actions can be re-oriented. We look forward to receiving articles which look at the issue outlined above in empirical terms; we also welcome theoretical-conceptual contributions and reflections from practice which address one or more of the following questions and areas:

● Forms of sovereignty: Traditionally, media education addresses the socially positioned individual active in a community. However, sovereignty as used in political theory has a significantly broader scope of meaning and is not bound to subjects alone. What additional forms and layers of sovereignty can and should media education focus on in order to continue to ensure its own relevance? What is the meaning of digital sovereignty/digital autonomy? How can the concept be meshed with educational approaches? How would a (new) realistic utopia look?

● Understanding media and subject: The media-educational understanding of the subject developed in the 1980s/90s in orientation towards action-theory socialization approaches and in reference to publicly available (mass) media. To what extent do types of media and technology, which appear as infrastructures and data (tracks) and not primarily as symbol and knowledge inventories modify, traditional notions of the subject (including media appropriation and media education processes)? To what extent does the term 'media' have to be investigated and be subject to new discussion? What demands result for the socialization-theory foundations of media-educational concepts?

● Shared agency: To what extent can changes in perspective, based for example on 'practice' and/or 'material turn', provide new insights and approaches for media-educational research and activity? How is sovereignty to be understood, when the conceptual point of departure is 'weak' subjects? How are the interaction and balance of power between humans and technology to be described and researched? What experience has already been gained with technologies such as AI and what conclusions can be derived from that experience?

● Invisibility and objectification: To an increasing extent, media education is encountering phenomena and questions (e. g. Artificial Intelligence, 'algorithmic cultures') which do not exist per se in objectified forms such as image, sound, or video. What methods does media education have, or lack, for making visible e. g. processes of data collection and data processing and thus making it possible to discuss such processes and integrate them in the critical, societal debate? What practical approaches are taken today to handling the invisibility or opacity of digital media? What best practices emerge when it comes to the transformation?

● New alliances/governance/cross-networking: What models and strategic concepts are there for intermeshing and intensifying the collaboration between media education, informational education, media and infrastructure design, technological impact assessments, media policy and/or media law?

● Historical comparisons: What previously existing core media-educational concepts still remain formative today? What can be learned for the present from previous 'disruptions' in media-educational work and theory? How did media education deal with the invisible, intangible dimensions of the medial world in the past (e. g. embedding medial products in cultural discourse; media-economic power and domination relationships)? How do these challenges differ?

merzWissenschaft provides a forum advancing scientific analysis in media education and promoting progress in the theoretical foundation of the discipline. For this purpose, qualified articles are called for from various relevant disciplines (including media-educational, communications sciences, media sciences, (developmental) psychological, informatics, professional-historical, and philosophical perspectives), also with an interdisciplinary approach, for the continuing development of expert media-educational dialog. Of interest are original papers with an empirical or theoretical foundation, presenting new findings, aspects or approaches to the topic and which are explicitly related to one of the topic areas or questions outlined above, or which explore a separate topic within the scope of the overall context of the Call.

Abstracts with a maximum length of 6,000 characters (including blank spaces) can be submitted to the merz-editorial team (merz@jff.de) until February 11, 2022. Submissions should follow the merzWissenschaft layout specifications, available at https://www.merz-zeitschrift.de/manuskriptrichtlinien/. The length of the articles should not exceed a maximum of approximately 35,000 characters (including blank spaces). Please feel free to contact Susanne Eggert, tel.: +49.89.68989.152, e-mail: susanne.eggert@jff.de

Deadlines at a glance

• 11 February 2022: Submission of abstracts to merz@jff.de
• 28 February 2022: Decision on acceptance/ rejection of abstracts
• 20 June 2022: Submission of articles
• June/July 2022: Assessment phase (double-blind peer review)
• August/September 2022: Revision phase (multi-phase when appropriate)
• End of November 2022: merzWissenschaft 2022 published

IAMCR-AIECS-AIERI

Deadline: February 10, 2022

The Palgrave/IAMCR book series, Global Transformations in Media and Communication Research, was launched in 2014 and has since produced 17 books (with one more in the pipeline). With the current editorial team (Claudia Padovani and Majan de Bruin) completing their term and stepping down, the series requires a new team of two co-editors to take on the responsibility.

The IAMCR Publications Committee invites expressions of interest for two new co-editors for the series. The series’ webpage has further information about the series, including details of the books already published.

Only current IAMCR members are eligible to apply. The call is for a team of two co-editors. Individual applications will not be considered. The two members should apply as a team, submitting a single application that includes:

* An expression of interest clearly stating the names of the proposed team, briefly outlining your publishing experience and what you might bring to the role (no more than 1 page), and

* A 2-page CV for each team member

Expressions of interest should be sent by email to: palgrave-series@iamcr.org

Deadline: 10 February 2022, 23:00 hrs GMT

Decision process:

1. A 5-member sub-committee from the IAMCR Publication Committee will review the applications and recommend a ranked shortlist within one month after the closing date.

2. The International Council will be asked to endorse the ranking proposed by the 5-member sub-committee. The IC can also decide to alter the ranking, or to reject the proposal and ask for the call to be re-opened.

3. The Executive Board will then invite the team of co-editors to take up the positions.

For informal queries, please email palgrave-series@iamcr.org

See this EOI online

 Wednesday May 25, 9.00pm to 6.00pm (CET)

Hybrid format: Online and Université Paris Nanterre

Deadline: March 4, 2022

in collaboration with the Culture/cultures/CREA 370 research group (François Cusset, Veronique Rauline and Thierry Labica), Université Paris Nanterre

Conference registration fee: $35.00 USD

Keynote speakers (with more to be confirmed):

• François Cusset (Université Paris Nanterre)
• Alan Finlayson (University of East Anglia)
• Sahana Udupa (Ludwig-Maximilians-Universität München)

A commitment to critique – in its diverse theoretical forms and idioms – is the defining ethos of scholarship attuned to the power dynamics of academic research and knowledge production more generally. Critique encourages us to interpret the given world suspiciously, often for very good reasons. However, it can also be a “thought style” (Felski, 2015, p. 2) with its own intellectual and political limitations. This pre-conference will reflect on the place of critique in a political moment that poses some distinct challenges to how critique is imagined and practised in communication and media studies and elsewhere. It does so from a perspective that is affirmative of critique, yet mindful that “to be faithful to its core principle, critique must involve its self-critique” (Fassin & Harcourt, 2019, p. 3). It also invites perspectives and contributions from different fields and disciplines. We think the question of critique should summon a healthy disregard for disciplinary strictures and imperatives, and demand engagement with all the paradoxes and tensions of the present conjuncture.

Three rather different conjunctural developments justify discussion of this topic now. First, authors in different fields have questioned the condition of critique by invoking the notion of “post-critique” (Anker & Felski, 2017). This label has been read by some as signifying a straightforward renunciation of critique. However, this characterization annihilates the intellectual richness of some of the post-critique literature, and we agree with Rita Felski’s (2015) observation that it is “becoming ever more risible to conclude that any questioning of critique can only be a reactionary gesture or a conservative conspiracy” (p. 8). Similar arguments have been made by appealing to motifs like “critique of critique” or “critique of the critical”, to signify how critique can take forms that are formulaic and marketized (Billig, 2013), disenchanted from the political question of emancipation (Rancière, 2011), or over-reliant on a rhetoric of moral denunciation (Phelan, 2021). Work done under the heading of “critical university studies” (Smyth, 2017) emphasizes, in turn, the need for meaningful critique in the institutional universe that shapes scholarly identities and practices, as an antidote to a critical gaze that directs its attention exclusively outwards.

Second, critique is increasingly being represented in pejorative ways by an ideologically heterogenous cast of political, cultural and media actors, often self-styled academic dissidents. These figures sometimes assume the mantle of the real critical thinkers unmasking the politicized scholarship of left-wing academics, as if to dramatize Bruno Latour’s (2004) fears about how the “weapons of social critique” can be reappropriated (see also Tebaldi, 2021). These developments have gained wider public visibility in far-right attacks against “critical race theory” in the US (Goldberg, 2021). They are also expressed in a generalized condemnation of “critical” and “postmodern” scholarship across the humanities and social sciences. These anti-critique discourses are produced in malleable forms (Jay, 2020) that circulate easily across media cultures and national boundaries. They become part of the ready-to-hand weaponry of “culture war” politics. The critical academy is targeted for its role in the creation of an authoritarian “woke” culture that, we are told, threatens sacred Enlightenment values.

Third, the university is now routinely depicted on the political right as one of a number of elite social institutions (including “the media”) that has been captured by “wokeness” and the forces of “cancel culture” (Labica, 2021). Yet, in tandem with these discourses, it is not hard to cite examples of how the culture of scholarly critique is being “cancelled” in a rather different way by forces within and outside the neoliberal university. This was exemplified by events at the University of Leicester in 2021, when several critical management studies and political economy academics (Halford, 2021) were made redundant for doing research that was deemed to be at odds with the future strategic vision of the university’s business school. It was illustrated in a June 2021 motion passed by Danish parliamentarians on the boundaries between science and politics, which was described – in a letter co-signed by over 3,000 academics – as an attack on “critical research and teaching” in areas like “race, gender, migration and post-colonial studies” (Myklebust, 2021). It also takes a distinctly French form in the image of academic departments that have been taken over by the forces of “islamo-gauchisme”, or in the assumption that even talking about race indicates activist commitments at odds with a normative conception of proper science (Dawes, 2020; Mohammed, 2021). Universities can, and do, respond differently to external political attacks, and sometimes in ways that affirm a principled commitment to scholarly critique. This was illustrated by cross-university support for a September 2021 conference Dismantling Global Hindutva, despite the “harassment and intimidation” of speakers and organizers “by various Hindu right-wing groups and individuals staunchly opposing the conference” (Naik, 2021). Nonetheless, the transnational dynamics of such attacks point to the normalization (Krzyżanowski, 2020) and mainstreaming (Mondon & Winter, 2020) of far-right discourses globally. It is not difficult to imagine a dystopian future for the university where attacks against critical academics become more common, or where the managerial class of more universities capitulate to the agenda of reactionary publics.

Format and papers

Our description of the pre-conference theme is intended to be suggestive rather than exhaustive: we welcome diverse paper proposals that confront all the contradictions and possibilities of the current political moment, both from a critical communication and media studies perspective and a wider interdisciplinary horizon. The conference will be organized as short keynote and roundtable panels that will create space for conversation between panellists and audience questions. We also encourage submissions that reflect plurality in terms of region, career level, ethnicity, gender, class, disability and sexual orientation.

The format of the conference is hybrid. Speakers can present either in person or online (the precise online platform is subject to confirmation). The on-site gathering will take place at the Université Paris Nanterre. Registration costs for paper presenters and in-person attendees will be US$35, to help cover basic conference expenses, including catering costs. We also hope to open the event (at no cost) to a wider online audience.

Paper proposals should be submitted as short abstracts of 150 to 250 words (not counting references). They should be sent as PDF attachments to the email address critiqueICA2022@gmail.com, with the pre-conference title listed in the abstract. The deadline for abstract submission is Friday March 4, 2022. Please also include a short bio note of 100 words maximum. And please clarify how you are planning to attend the pre-conference, indicating “don’t know yet” if you are not sure.

The pre-conference chairs are Sean Phelan (Massey University/University of Antwerp), Simon Dawes (Université Versailles St-Quentin-en-Yvelines) and Pieter Maeseele (University of Antwerp). Any questions about the pre-conference should be emailed to Sean at sean.phelan@uantwerpen.be.

Abstracts should be framed as short provocations that speak clearly to the pre-conference theme. Potential sub-themes include:

• Critique, the university and the politics of knowledge production
• Reflections on the post-critique debate
• Critique, post-critique and capitalism
• Critique, media and journalism
• Critique, post-critique and communication studies
• Critique and digital culture
• Critique, Marxism and socialism
• Critique, suspicion and reactionary politics
• Critique and the left
• Critique, race and racism
• Critique, gender, and gender theory
• Critique and the politics of social justice
• Critique and ideology
• Critique and critical discourse studies
• Critique, meaning and identity
• Critique, science and activism
• Anti-critique, critical theory and reactionary pedagogy
• Anti-critique and the transnational far right
• Far-right appropriation of critical discourse and signifiers

Advisory committee

• Sarah Banet-Weiser (USC Annenberg)
• Lilie Chouliaraki (LSE)
• Mohan Dutta (Massey University)
• Jayson Harsin (American University of Paris)
• Thierry Labica (Université Paris Nanterre)
• Robert Porter (University of Ulster)
• Veronique Rauline (Université Paris Nanterre)
• Gavan Titley (Maynooth University/University of Helsinki)
• Sahana Udupa (Ludwig-Maximilians-Universität München)

Institutional supporters

• ICA Division: Philosophy, Theory and Critique
• ICA Division: Race and Ethnicity in Communication
• Department of Communication Studies, University of Antwerp
• Centre d’histoire culturelle des sociétés contemporaines, Université de Versailles Saint-Quentin-en-Yvelines (UVSQ), France
• Université Paris Nanterre

Selective references

Billig, M. (2013). Learn to Write Badly: How to Succeed in the Social Sciences. Cambridge University Press.

Dawes, S. (2020, November 2). The Islamophobic witch-hunt of Islamo-leftists in France. openDemocracy. https://www.opendemocracy.net/en/can-europe-make-it/islamophobic-witch-hunt-islamo-leftists-france/

Fassin, D., & Harcourt, B. E. (2019). A Time for Critique. Columbia University Press.

Felski, R. (2015). The Limits of Critique. University of Chicago Press.

Goldberg, D. T. (2021, May 2). The War on Critical Race Theory. Boston Review. https://bostonreview.net/race-politics/david-theo-goldberg-war-critical-race-theory

Halford, S. (2021, May 11). BSA President writes to Leicester VC on the proposed closure of Critical Management Studies and Political Economy. https://es.britsoc.co.uk/bsa-president-writes-to-leicester-vc-on-the-proposed-closure-of-critical-management-studies-and-political-economy/

Jay, M. (2020). Splinters in Your Eye: Essays on the Frankfurt School. Verso Books.

Krzyżanowski, M. (2020). Normalization and the discursive construction of “new” norms and “new” normality: Discourse in the paradoxes of populism and neoliberalism. Social Semiotics, 30(4), 431–448.

Labica, T. (2021, November 30). De l’ « islamogauchisme » au « wokisme »: Blanquer et la cancel-culture des dominants –. CONTRETEMPS REVUE DE CRITIQUE COMMUNISTE. https://www.contretemps.eu/islamogauchisme-wokisme-decolonialisme-cancel-culture-blanquer/

Latour, B. (2004). Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern. Critical Inquiry, 30(Winter), 24.

Mohammed, M. (2021, May 14). Islamophobic Hegemony in France: Toward a Point of No Return? Berkley Forum. https://berkleycenter.georgetown.edu/responses/islamophobic-hegemony-in-france-toward-a-point-of-no-return

Mondon, A., & Winter, A. (2020). Reactionary Democracy: How Racism and the Populist Far Right Became Mainstream. Verso Books.

Myklebust, J. P. (2021, June 10). Uproar as MPs claim university research is ‘politicised.’ University World News. https://www.universityworldnews.com/post.php?story=20210610103648390

Naik, R. H. (2021, September 7). US academic conference on ‘Hindutva’ targeted by Hindu groups. Al Jazeera. https://www.aljazeera.com/news/2021/9/7/us-academic-conference-dismantling-global-hindutva-hindu-right-wing-groups

Phelan, S. (2021). What’s in a name? Political antagonism and critiquing ‘neoliberalism.’ Journal of Political Ideologies, 1–20.

Rancière, J. (2011). The Emancipated Spectator. Verso Books.

Smyth, J. (2017). The Toxic University: Zombie Leadership, Academic Rock Stars and Neoliberal Ideology. Springer.

Tebaldi, C. (2021). Speaking post-truth to power. Review of Education, Pedagogy, and Cultural Studies, 43(3), 205–225.

Mediální Studia (Media Studies) - Special Issue

Download the full issue PDF

Andra Siibak, Pille Pruulmann-Vengerfeldt, Risto Kunelius, François Heinderyckx, and Ilija Tomanić Trivundža - Introduction to Special Issue

STUDIES

Lisa Schulze - Exploring moving interviews: A three-step approach to researching how wheelchair users navigate PDF

Francesco Bonifacio - Encountering algorithms in the urban space: a matter of knowledge. An enactive ethnography of riders’ work PDF

Lydia Kollyri - De-coding Instagram as a Spectacle: A critical algorithm audit analysis PDF

Berit Renser - “Am I really cursed?” self-disclosure in a spiritual Facebook group: conceptualizing networked therapeutic culture PDF

Josephine Lehaff - They get a lot of news from Facebook: The impact of social media on parental news modeling in the digital media landscape PDF

Bissie Anderson - The relational UX: Constructing repertoires of audience agency in pioneer journalism practice PDF

Marina Rossato Fernandes - Partner or model? The Latin-American perception of the EU in the supranational audiovisual policies PDF

About the Journal

Mediální studia / Media Studies (ISSN 2464-4846) is a peer-reviewed, open access electronic journal, published in English, Czech and Slovak twice a year. Based in disciplines of media and communication studies, it focuses on analyses of media texts, media cultures, media professionals practices, and media audiences behaviour. We especially support the emphasis on the dynamics of local-global knowledge on media and its mutual connections. The journal is indexed in Scopus, MLA, Central and Eastern European Online Library (CEEOL), and European Reference Index for the Humanities and the Social Sciences (ERIH PLUS).

Contact: medialnistudia@fsv.cuni.cz

August 10-12, 2022

Hybrid format

Submission deadline: 28 February 2022

54th Annual Conference of the International Visual Literacy Association

Hosted by the Department of Language and Communication Studies and the MultiLEAP (Multiliteracies for social participation and learning across the life span) profiling area of the University of Jyväskylä, Finland

Conference theme

The past two years of ongoing restrictions caused by the worldwide pandemic have shown the importance of the visual in the everyday. Our lives have become more visual than ever before – from intense visual-sharing practices with relatives and friends, video conferencing and online education, to the visual presence of pandemic contexts in cityscapes, artistic practices in local communities, media feeds including charts and graphs, and creation of remixed images as a commentary to the crises. It has become clear that we increasingly need visual literacy in terms of image creation, reception and visual thinking. Therefore, in these current unpredictable (visual) times, we aim for the impossible – to envision the futures of visual literacy.

We invite scholars, educators, students, and practitioners from all over the world to discuss theoretical insights and to share research, artistic, and educational practices around the concept of visual literacy and/or in dialogue with multimodality, multi-sensory experiences and multiliteracies. The concept of visual literacy has been used for over five decades in education, art, museum studies, information design, photography, and new literacies research, but currently we have reached the point when we need to (re)build and (re)discover the (new) connections between the variety of theories, disciplinary traditions and educational practices in visual literacy and beyond.

Presentation types

• Paper presentation (onsite and online)

Presentations (20 min + 10 min discussion) by one or more speakers are meant to introduce ongoing or completed projects related to visual literacy in any discipline or area of practice. Theoretical contributions are also welcome. For this format participants can choose to present online if they are not able to travel to the conference site. There will be an online session stream in addition to the onsite parallel sessions.

• Multimedia paper presentation

The Multimedia Paper Session (60 min) will have a dedicated slot in the program without any parallel sessions. Each presenter will have a separate spot to display any materials through which they want to present their work, e.g., poster(s), photographs, drawings, multimedia, etc. This format is a less formal opportunity to discuss work-in-progress, educational experiments, pedagogical practices, or introduce completed projects to the audience in a more interactive way. Presenters will have about one minute for a pitch talk, after which they will have the possibility to discuss their work with the members of the audience, supported by the multimedia artifacts of their choice.

• Workshop (60-90 min)

Workshop proposals should briefly describe the topic and the plan for the workshop. We encourage interactive formats that engage the workshop participants into either creation or sharing of ideas and experiences. Conference organizers can provide basic office supplies, if needed.

• Online Juried Art Exhibition

There is a possibility to submit art work of any kind in a digital format for the curated Online Art Exhibition that will be introduced during the conference. In addition, artists will have a possibility to introduce their work during the conference in a roundtable discussion. For more details, see the separate Call for Artists.

Proposal submission and deadline

Proposals for the paper presentations, multimedia papers and workshops should be submitted online as 300-500 -word abstracts with the title, using this online FORM. Submissions for the Virtual Art Exhibition should be made using this FORM. We will not consider any submissions sent by email.

Submission deadline: 28 February 2022

Please note: there will be no deadline extension for the abstract submissions in this conference!

Important dates:

• Abstract submission opens: 10 January 2022
• Abstract submission deadline: 28 February 2022
• Notification of acceptance: 31 March 2022
• Conference dates: 10-12 August 2022

About IVLA and annual conferences

The International Visual Literacy Association (IVLA) was founded by John Debes of Kodak and Clarence Williams of the University of Rochester. Lida Cochrane, an early and long-time member, recalled that Debes was writing programs at Kodak expounding the ideas that “visuals are a language … in order to use and create pictures … you are using a language and…visual literacy then came into being.” In 1968, Debes and Williams, along with a selected group of people interested in various aspects of visuals in education and communication met to plan a conference on visual literacy. This group initiated IVLA with the first conference in March 1969, when about 350 people from many disciplines gathered in Rochester to present papers and discuss their theories and applications of visuals. Since then, the association members and participants have traveled the world. Symposia and then conferences have been held each year and starting in 2001, the annual conference became truly international when it began to travel outside the US every third year. Conferences have been hosted in England, Sweden, South Africa, Cyprus, Brazil, Canada, among others, and many states in the U.S. Connecting & Sharing – Envisioning the Futures of Visual Literacy is our 54th conference, hosting the third online art exhibit.

More information

For more information on the conference program, keynotes, location and travel, visit the conference website: https://ivlaconference.org or https://ivla.org/ivlaconference2022

A Special Issue of Asian Journal of Communication (Call for Papers4th Draft)

Deadline: February 15, 2022

Guest Editors:

1. Dr. Jin-Ae Kang, Associate Professor, School of Communication, College of Fine Arts and communication, East Carolina University, USA; (kangj@ecu.edu)

2. Dr. YoungJu Shin, Associate Professor, Hugh Downs School of Human Communication, College of Liberal Arts and Sciences, Arizona State University (Youngju.Shin@asu.edu )

3. Dr. Do Kyun Kim, Richard D’Aquin/BORSF Endowed Professor, Department of Communication, College of Liberal Arts, University of Louisiana at Lafayette (do.kim@louisiana.edu ).

4. Dr. Peter J. Schulz, Director of the Institute of Communication and Health at the University of Lugano, Switzerland, and Professor of Communication Theories and Health Communication (peter.schulz@usi.ch ).

In recent years, Anti-Asian sentiment has notably increased across different countries. Especially, hate crimes against Asian populations have surged since the start of the COVID19 pandemic (Pillai, Yellow Horse, & Jeung, 2021). In fact, hate crime targeting Asians in 16 of the largest US cities had increased 149 percent between 2019 and 2020, while overall reports of hate crimes declined by 7 percent over the same period (Martin & Yoon, 2021). According to the research conducted by Pew Research Center (Ruiz, Edwards & Lopez, 2021), one-third of Asian Americans expressed their fear of racial discrimination or anti-Asian terrorism, and 45 percent actually experienced diverse incidents caused by impulsive or systematic racism. In addition, a recent survey report presented that 40 percent of US adults believed that more people have expressed racist views toward Asians since the pandemic began (Ruiz, Horowitz, & Tamir, 2020). The situation is the same in European countries. Janke and Schäfer (2021) reported that 74 percent of Asian descents in Germany experienced derogatory nonverbal expressions, facial expressions, or gestures, while 27 percent experienced institutional exclusion and 11 percent experienced physical assault. They also pointed out almost 85 percent of respondents believed that Asians were responsible for the spread of the COVID19 pandemic in Germany. Anti-Asian hate crimes in the U.K. have also increased by 21 percent during the first three months of 2020 compared with the same period in 2019 (Grierson, 2020).

Responding to such empirical incidents, academic society has called for studies regarding the racism against Asians (Gao & Liu, 2021). Some studies focus on the psychological issues about of anti-Asian stigma, while the others try to understand such incidences through sociological approaches (i.e., Misra et al., 2020; Wu, Qian & Wilkes, 2021). However, anti-Asian sentiment and crimes should be reconsidered from the communication perspective as communication is a fundamental cause of and shapes psychological bias, social discrimination, and political environment against Asians. However, the recent literature shows a very narrow scope that tends to deal with anti-Asian phenomenon and historically endured sufferings of Asians as a temporary trend during the COVID 19 pandemic. Therefore, this special issue aims to pinpoint the causes, processes, consequences, and solutions of the anti-Asian sentiment from diverse communication perspectives.

There are still many unaddressed points. Stereotypical and prejudiced narratives toward Asians such as model minority, yellow perils, or hyposexuality of Asian women in media representation have prevailed even before the COVID-19 crisis and continued to exacerbate during the pandemic (Li & Nicholson, 2021). Hate speech and polarization in social media incite prejudice toward Asian Americans and causes racial stigma associated with the spread of the coronavirus. However, there is still little research on the influence of social media on anti-Asian racism. The overt and covert racism against Asians needs further investigation in the interpersonal and organizational communication settings (Woo & Jun, 2021). More importantly, extant literature barely addresses how Asians take actions to react to and cope with discrimination and combat against anti-Asian racism. Anti-Asian racism prevalent in Asian counties also need to be addressed to better understand anti-Asian racism in and out of the Asian continent. Therefore, more effort should be made to explore the prolonged social issue of discrimination and prejudice against Asians, beyond the impact of the COVID-19 pandemic.

This special issue focuses on the phenomenon of anti-Asian sentiment, with perspectives from media representation, interpersonal and organizational contexts, and social movement. We invite papers that analyze the causes, dissemination, and consequences of anti-Asian racism from the communication perspectives related to social support, social media, international relations, immigration, social movement, prejudice, micro-aggression, inter-group dynamics, etc. Additionally, we welcome manuscripts that address the role of communication and activism and their influences on dismantling racism and prejudice against Asians.

As this special issue strives to create and continue the social discourse on anti-Asian racism and, simultaneously, contribute to preventing further anti-Asian racism, we hope to provide researchers, practitioners, and policy decision-makers with insights for communicative policy making and campaigns for social change to promote justice, diversity, equity, and inclusion in the global community.

We welcome diverse theoretical and methodological approaches for this feature topic. Possible topics to be addressed include, but are not limited to:

1. Media representation of Asians: Media coverage on Asians and anti-Asian hate crimes

2. Cross-national and/or cross-cultural comparative studies of anti-Asian sentiment

3. Intra-Asian racism: Anti-Asian racism that are found within Asian countries such as hostile sentiment against Africans or Indians in China, or against Chinese in Korea or Japan.

4. Influence of COVID-19 on anti-Asian sentiment and racism

5. Social media, free speech, and anti-Asian hate speech

6. Anti-Asian hate crime and mental and physical health

7. Interpersonal communication about anti-Asian racism, coping strategies, and social support

8. Issues of justice, diversity, equity and inclusion regarding anti-Asian prejudice in an organization setting: leadership prototypes, stereotypes and micro-aggression in workplaces, etc.

9. Diversity, inclusion, and equity issues focusing on Asians or anti-Asian sentiment among the professionals in media industry such as journalism, public relations, advertising, film, etc.

10. Activism among Asians against anti-Asian racism: activism in digital media, social change, mobilization, and political engagement of Asians or Asian ethnic organizations

11. Communication strategies responding to anti-Asian sentiment and hate crime

12. Effects of anti-Asian sentiment / crime in schools including K-12 and higher education

Information about submission

Extended abstracts should include the title of the paper, the purpose of the study, the uniqueness of the study, and the theoretical and/or methodological approach. The length of an extended abstract would be between 500 - 800 words (excluding references). All submitters should provide their affiliation, position, email address, and short bios (50-100 words each). Please send your abstract as one word file with the subject line: [Asian Journal of Communication] Feature Topic by Feb 15th ,2022.

A complete manuscript should be between 6000 and 9000 words in length, including tables, references, figure captions, endnotes. An abstract with about 150 words should be presented on the first page of the complete manuscript. All complete manuscripts should be submitted following the Asian Journal of Communication standard submission process (see here: http://www.tandfonline.com/action/authorSubmission?journalCode=rajc20&page=instructions).

Timeline:

Extended abstract submission deadline: February 15th, 2022

Decision for abstract acceptance deadline: March 1st, 2022

Full paper submission deadline: June 30th, 2022

First round review decisions: August 15th, 2022

First round revisions due: September 30th, 2022

First Publication Decision & (if needed) Return for the second revision: October 30th, 2022

Second round revisions due November 20th, 2022

Final editorial decision: December 15th, 2022

References

Gao, Q., & Liu, X. (2021). Stand against anti-Asian racial discrimination during COVID-19: A Call for action. International Social Work, 64(2), 261–264. https://doi.org/10.1177/0020872820970610

Grierson, J. (2020). Anti-Asian hate crimes up 21% in UK during coronavirus crisis. The Guardian. https://www.theguardian.com/world/2020/may/13/anti-asian-hate-crimes-up-21-in-uk-during-coronavirus-crisis

Janke. C.& Schäfer, C. (2021). Frequent anti-Asian attacks in Germany during COVID-19, Mediendienst Integration, https://mediendienst-integration.de/artikel/frequent-anti-asian-attacks-in-germany-during-covid-19.html

Li, Y., & Nicholson, H. L. (2021). When “model minorities” become “yellow peril”—Othering and the racialization of Asian Americans in the COVID‐19 pandemic. Sociology Compass, 15(2), e12849-e12861. https://doi.org/10.1111/soc4.12849

Martin, T. M. & Yoon, D. (2021). From BTS to Britain, Anti-Asian Racism Gets New Attention outside the U.S. The Wall Street Journal. https://www.wsj.com/articles/from-bts-to-britain-anti-asian-racism-gets-new-attention-outside-the-u-s-11617201163

Misra, S., Le, P. D., Goldmann, E., & Yang, L. H. (2020). Psychological impact of anti-Asian stigma due to the COVID-19 pandemic: A call for research, practice, and policy responses. Psychological Trauma: Theory, Research, Practice, and Policy, 12(5), 461. https://doi.org/10.1037/tra0000821

Pillai, D., Yellow Horse, A. J., & Jeung, R. (2021). The Rising Tide of Violence and Discrimination Against Asian American and Pacific Islander Women and Girls. https://stopaapihate.org/wpcontent/uploads/2021/05/Stop-AAPI-Hate_NAPAWF_Whitepaper.pdf

Ruiz, N. G., Edwards, K. & Lopez, M.H. (2021). One-third of Asian American fear threats, physical attacks and most say violence against them is rising. Pew Research Center, https://www.pewresearch.org/fact-tank/2021/04/21/one-third-of-asian-americans-fear-threats-physical-attacks-and-most-say-violence-against-them-is-rising/

Ruiz, N. G., Horowitz, J. M. & Tamir, C. (2020). Many Black and Asian Americans say they have experienced discrimination amid the COVID-19 outbreak. Pew Research Center, https://www.pewresearch.org/social-trends/2020/07/01/many-black-and-asian-americans-say-they-have-experienced-discrimination-amid-the-covid-19-outbreak/

Woo, B., & Jun, J. (2021). COVID-19 racial discrimination and depressive symptoms among Asians Americans: Does communication about the incident matter? Journal of Immigrant and Minority Health. 1-8. https://doi.org/10.1007/s10903-021-01167-x

Wu, C., Qian, Y., & Wilkes, R. (2021). Anti-Asian discrimination and the Asian-white mental health gap during COVID-19. Ethnic and Racial Studies, 44(5), 819-835. https://doi.org/10.1080/01419870.2020.1851739

October 12-14, 2022

Örebro University, Sweden

Deadline: March 1, 2022

Welcome to the 26th Arab US Association for Communication Educators Conference (AUSACE). The conference will be hosted by and held in Örebro, Sweden between 12-14 October 2022.

The aim of this year’s conference is to explore and critique how journalism is redefining its identity and reimagining its practices against the economic, cultural, and technological challenges especially in a fake news era.

Studies show that fake news and false rumors spread six times faster on Twitter than any attempts to correct or clarify in response. Many more people are only seeing the first version of a story, not the following ones with updates, making it even more imperative that journalists get the facts right on the first go. Incidents of racism, anti-Semitism and Islamophobia have risen past their previous peak levels following the 9/11 terrorist attacks and the 2010 Arab spring. Misinformation, hateful rhetoric and discourses about the motives, and citizenship status of these groups have all led to harassment, graffiti, and mass shootings. From fake news to the deep fake, being in a digital era expanded possibilities for fabrication and falsehood are endangering the fourth estate, especially when many people are turning their minds to the future of journalism.

Given crises in our political and cultural worlds, along with advances in multi faceted communication technologies, we must turn our attention to the future of journalism. How, in the future, are we to know the difference between truth, myth and lies? And how can our scholarship and education help? We are open to work that considers the role of journalism and journalists, as well as media and communication studies that consider professional cultures and practices, organizational and economic conditions, local and hyper local media, civic engagement and public sphere, text and content, and audiences.

We invite proposals that address this multifaceted phenomenon focusing on topics that include, but are not limited to, the following:

1. Professional identities and organizational cultures

2. Local and hyper-local media

3. Social and civil functions of local journalism and impact on the public sphere

4. Participatory/citizen journalism, community media

5. Audience

6. Emerging trends in digital storytelling, immersive journalism, data visualization

7. New forms of journalism activism including but not limited to migrant journalism, political activism, etc.

8. How the public and journalists contribute to, perceive, and deal with misinformation, disinformation, and fake new

Successful abstracts will be considered for inclusion in a Special Issue proposal to be submitted to Nordic Journal of Media Studies and Cultural.

Working language for the conference is both Arabic and English.

Please send abstracts to Ahmed El Gody: ahmed.elgody@oru.se

For further inquiries regarding AUSACE, contact the President, Dr. Yousef Alfailakawi: yalfailakawi@yahoo.com

Key dates:

• Abstract of 250-500 words maximum submission is March 01, 2022.
• Authors notified of acceptance: April 04, 2022
• Full papers due: August 22, 2022

Please send abstracts to: Ahmed El Gody

For inquiries regarding AUSACE, contact the President,

Dr. Yousef Alfailakawi Yousef Alfaiakawi

Makings Journal (special issue)

Deadline: March 21, 2022

The theme for this special issue of Makings is ‘Creative Higher Education: Curriculum and Pedagogy’. The aim is to bring together research which explores curricula and pedagogies for Art, Design and Media courses, with an emphasis on practical arts and media production courses. We welcome submissions from emerging researchers and educators with limited experience of academic research. We encourage a diverse range of submissions from conventional to practice-based contributions (visual, video, audio, etc.) for the ‘Studio’ section of the journal .

Despite having an important role to play, the cultural and creative industries are among the most effected by the pandemic, resulting in a very challenging employment landscape for creative graduates. Over the last few years, we have witnessed significant changes in Creative Higher Education, specifically for practice-based subjects which have suffered from restricted access to resources and facilities. There are a highly diverse range of courses linked to the cultural and creative industries but there is relatively little knowledge about the pedagogy and curriculum offered through these courses (Cunningham and Flew, 2019). Inequalities of access to opportunities, digital poverty and ongoing insecurities across the cultural and creative industries workforce have heightened the need to tackle issues of social justice in the curriculum. Saha (2013) argues that a ‘critical multicultural pedagogy’ can only be developed through the students’ experience of making and engaging in creative processes to produce new narratives.

Art, Design and Media courses have tended to prepare students as ‘industry-ready’, nurturing enthusiasm for cultural and creative industries work, sometimes with less opportunities for critical, ethical and socially engaged debates. The current insecurities facing Creative Higher Education and the cultural and creative industries sector present an opportunity to interrogate current practices and encourage educators to engage critically with the future of learning and teaching in Art, Design and Media courses. In addition, the Covid-19 pandemic has further problematised the sector, on the one hand demonstrating its vulnerability and underlying inequalities (Banks and O’Connor, 2021), whilst on the other hand demonstrating levels of agility and innovation in the face of lockdowns and economic crisis (Travkina and Sacco, 2020).

This special issue seeks to encourage research-informed teaching (curriculum and pedagogy), which explores contemporary debates for Art, Design and Media education. An exploration of Creative Higher Education Curriculum and Pedagogy could consider the following themes:

• Sustainability and Creative Higher Education Curriculum and Pedagogy
• Social justice and inequalities in Cultural and Creative Sectors
• Research informed curriculum for practice-based arts and media courses
• Creative thinking as a pedagogy to address sustainability in the curriculum
• DIY approaches to explore ethical and social justice in the cultural and creative industries
• Creative methodologies for teaching and learning
• Rethinking pedagogic pathways to creative and cultural work
• Critical Praxis: pedagogies and curriculums for change
• Educating in a pandemic: challenges and opportunities

Please submit a 300-word abstract for the journal’s next issue, themed “Creative Higher Education: curriculum & pedagogy” for a guest edited special issue of Makings – an open-access, peer-reviewed journal on the cultural and creative industries. Practice-based contributions (or contributions in the form of shorter think-pieces, essays, or in various multimedia formats) will be published in the Studio section of the journal. For more information please contact Annette Naudin annette.naudin@bcu.ac.uk. For more information about the journal and contributor guidelines please check Makings journal.

Timeline

Abstracts and acceptances:

Submission deadline for abstracts by Monday 21st March 2022

Acceptance by Friday 29th April 2022

Articles:

Final articles / contributions by Monday 4th July 2022

Revised articles / contributions by Monday 5th September 2022

Publication October / November 2022

Writing retreat (online):

There will be an invitation for early career or emerging researchers, whose abstracts have been accepted, to take part in an online half day writing retreat. This is an opportunity to develop your abstract into a full contribution in a supportive environment. The retreat will be facilitated by the special issue guest editors. This will take place in May 2022, exact date TBC.

Special issue guest co-editors

Dr Emma Agusita is a Senior Lecturer in Digital and Cultural Production and Media Communications at the University of the West of England. Emma has a background in creative production and a longstanding interest in the use of creative and media practices for social justice and civic participation. Her research interests include Creative and Participatory Pedagogies, Critical Visual Methodologies, Media Education and Creative Enterprise Education.

Dr Annette Naudin is Associate Professor with responsibility for Learning and Teaching at Birmingham Institute for Media and English. Annette is interested in the relationship between creative work and Higher Education curriculum and pedagogy. Annette has led a number of impactful research projects exploring cultural and creative industries work, cultural policy and inequality in the sector, working with organisations such as Arts Connect UK and Birmingham City Council. Annette is an Erasmus funded visiting Professor at the Latvian Cultural Academy.