Suchergebnisse

The media frequently portray immigrants who arrive illegally in relation to political agendas, either supporting the dominant government discourse or a humanitarian discourse. African and Arabic immigrants who have arrived by boat in Spain and Australia are represented as being illegal, a threat (both potential and real), in need of assistance (medical and/or refuge), unhealthy, and culturally very different. The inclusion of images of African and Arabic female immigrants, are very limited in the media and include both hegemonic representations but also portrayals of them engaged in work. This article intends to be a contribution to the representation of immigrant women in the media drawing on a sample of texts from the Spanish and Australian press, online editions. Drawing upon critical discourse analysis and social semiotics to closely analyse four texts, we focus on the interpretation of visual representations in the images of these articles. The results show a similarity between the media in both countries to represent arriving female migrants using hegemonic discourses of illegality, unhealthiness and in need of medical assistance, a threat and danger which contributes to maintain the dichotomy of we-they, us-them. A second representation of working female migrants demonstrates a difference between the media in the two countries. The Spanish media present them in low paid, stereotypical and exploitative occupations in comparison to the Australian media where they are presented as inspirational and successful.

We live in an increasingly interdependent and interconnected world. The COVID-19 crisis has provided a stark reminder of the enormous educational inequities within and across countries around the globe. Featuring international language and literacy researchers who apply various tenets of global meaning making to disrupt and interrogate contradictions and tensions in global scholarship, Global Meaning Making focuses on a model of interrogating international literacy research and pedagogical pursuits with the ultimate goal of transforming how we engage in global endeavours. Organized around three major themes: Literacy Programs, Policies and Curriculum; Language of Instruction Policies and Practices and Engaging in Global Literacies, chapter authors reimagine global approaches that respect the histories, ways of knowing, needs, hopes and values of voices beyond the western, including those from the Global South: Asia, Africa, Oceania, and South and Central Americas. Each chapter outlines research the chapter authors are conducting or have conducted and describes implications for how their work utilizes tenets of global meaning making.