Suchergebnisse

This article critically examines The New York Timesphotojournalistic coverage of Rwanda from 1989 through the events of 1994. It shows which stories were left out (French/South African arms sales, Belgian colonial heritage, and World Bank/IMF interventions) and which errors were retained (tribalism as causation, dark continent/exoticisation theories). The images that the media projected to the United States public show the multiple ways in which agency remains unproblematised especially with regard to gender and stigmatisation. Through these images, the rhetorics of journalism frame much of our understanding of global events and consequently our responses to them. Finally, this article ends by making an argument for using critical social theories to engage the media and politicians for change.

Ten totally and congenitally blind children, aged 3–9, and a matching group of 10 sighted children were asked to describe, first from memory and then through tactual exploration, selected common objects. The aim was to examine the children's mental representation of the objects. Through a statistical and qualitative analysis of the number and types of attributes that the children assigned to the objects, the author was able to compare the similarities and differences between the blind children's tactually based conceptualization of objects and the sighted children's visually guided conceptualization. The findings led to conclusions about the nature and development of language in blind children, the educational needs of congenitally blind children, and the common linguistic experiences of blind and sighted children.