Suchergebnisse

Among the many stories that emerged out of India during the pandemic, one was somewhat buried under the media discourse around the migrant crisis, lockdown regulations, and economic fallout. This was the story of striking accredited social health activist workers asking for fair wages, improved benefits, and better working conditions. The Covid-19 crisis highlighted the poor health infrastructure and the precarious, and often, stigmatized nature of frontline work, managed at the community level by paramedical workers, a significant proportion of whom are women. There has been considerable attention paid by feminist groups as well as health-related civil society organizations on the gender-based inequities that have emerged during the pandemic, particularly in relation to care work. This study explores how care work performed by the accredited social health activists was framed in the mainstream media, through an examination of articles in three selected English daily newspapers over one year of the pandemic. Drawing on theoretical work deriving from similar health crises in other regions of the world, we explore how the public health infrastructure depends on the invisible care-giving labor of women in official and unofficial capacities to respond to the situation. The systemic reliance on women's unpaid or ill-paid labor at the grassroots level is belied by the fact that women's concerns and contributions are rarely visible in issues of policy and public administration. Our study found that this invisibility extended to media coverage as well. Our analysis offers a "political economy of caregiving" that reiterates the need for women's work to be recognized at all levels of functioning.

This article argues that the amount and nature of disability representation in English and Telugu news media directly and indirectly serves neo-liberal objectives. Disability construction in the Indian print news media may be construed as a product of the political economy of representation. News articles present disabled people as having 'use value' in society, ready to be offered for 'exchange value' in the market. These insights are derived from a close reading of news articles using framing analysis, which allowed us to explore the underlying political economy of disability coverage in mainstream news. This article situates the symbiotic economic relations established through the media's consciously placed disability representation within the existing discourses related to disability. It also attempts to reevaluate the available themes on disability and media representation with a view to uncovering the implied meanings of political economy recurrent in print news in India.

The future of work is at the centre of debates related to the emerging digital society. Concerns range from the inclusion, equity, and dignity of those at the far end of the value chain, who participate on and off platforms, often in the shadows, invisible to policymakers, designers, and consumers. Precarity and informality characterize this largely female workforce, across sectors ranging from artisanal work to salon services to ride hailing and construction. A feminist reimagining of the futures of work-what we term as "FemWork" -is the need of the day and should manifest in multiple and various forms, placing the worker at the core and drawing on her experiences, aspirations, and realities. This volume offers grounded insights from academic, activist, legal, development and design perspectives that can help us think through these inclusive futures and possibly create digital, social, and governance infrastructures of work that are fairer and more meaningful

The ubiquity of digital and social media has led to considerable academic debate regarding their role in the lives of children and adolescents. The Global North, especially United States and Europe, has largely led this discussion in matters of research methods and approaches, as well as on conversations around screen time, wellbeing, media literacy, and digital citizenship. However, it is not clear to what extent and how these Anglo-Eurocentric approaches to digital literacy and social connectedness translate to the various local realities of the Global South, where increasing numbers of young people have either direct or indirect access to social media and the internet, but occupy very different social contexts. In India, for instance, low cost mobile phones, cheap data plans, and vernacularization of content have furthered access cutting across socioeconomic strata. What specific research priorities might emerge in this context? Which methods can be employed to study these issues? How can we contextualize existing knowledge to help support young people and their parents maximize the benefits of this digital/social world even as we take into account the nuances of the local? In this paper, we mapped local stakeholders and shared insights from in-depth personal interviews with community leaders from civil society, research and advocacy as well as professionals working with young people and parents in India as their work addresses some of these important questions. A thematic analysis of interview data helped the researchers scope out issues like lack of child-centered-design, dearth of knowledge about the opportunities and risks of social media among parents, and confusion on how to navigate this digital/social world. Suggestions about children's wellbeing, including what parents could do about this, the possibility of and the problems with regulation, and the need to focus on how parents can foster trust and a meaningful connection with young people that would frame their engagement with technology are made. Future research should consider these relationships within the new context of the COVID-19 pandemic and related issues such as degrees of digital connectivity and access, social isolation, virtual schooling, and parents working from home.

Newspaper reporting aimed at children has proliferated yet children's news has seldom been the subject of study. This project begins to fill that void by examining the "News for Kids" (NFK) section of the Atlanta Journal-Constitution. It examines international news reporting for children and specifically the representations of international others as they were portrayed in reporting on the centennial Olympic games. Does news for children structure the "other" into a hierarchy of difference from "us ?" Our findings suggest that powerful dominant discourses emerge which form a systematic strategy of representation. Since representation is one of the ways in which social meanings (e.g., preconditions for the functioning of social practices) are produced and circulated in society, this textual analysis helps break into over-determined discourses by identifying ideological constructions within the news reporting.

This article focuses on the role that teachers play in the gender socialisation of children in schools and how a change in teachers through gender sensitisation training is imperative to bring about larger gender equality in society. Educational institutions are among the primary traditional agencies of socialisation. Teachers are important members of both the school and the community and play a major role in shaping the attitudes and ideologies of children—and through them, their parents. The school as an institution has been a major site where one learns to be patriarchal or show an attitude of male domination. Teachers have the advantage of being outside of the family and are often role models for children. As teachers themselves are the products of traditional gender stereotypes and hierarchies, they may form stereotypes that affect the ways in which children grow up. Girls and women may also hold gender stereotypes, so female teachers may not escape the danger of falling into such thinking. In doing so, they often do not realise what impact they can have on children. School teachers are the vehicles of change, and every generation has a different kind of bond with the teacher. The role of teachers in enabling change is immense and it is useful to take advantage of this situation to move ahead. Often, teachers are women—especially at the primary-school level—as teaching young children is considered an extension of childcare. Care occupations have been extremely gendered and underpaid and teaching school children is seen as an extension of care. This article draws from and reflects on the impact of teacher training workshops conducted among primary school teachers in a low-income area in Hyderabad. Many of the teachers and students in these schools are both socio-economically and culturally marginalised. This article thus focuses on bringing about transformation among marginalised communities.