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Media, Visual Arts and Drama

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Browsing Media, Visual Arts and Drama by SDG "SDG4"

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    An exploration of how word choice and framing contribute to agendasetting in the reporting of gender-based violence in three KwaZulu-Natal community newspapers (November 2021 to December 2022)
    (2023) Mangoro, Munyaradzi.; Scott, Claire.
    This study primarily concerns how word choice and framing contribute to agenda-setting in reporting gender-based violence (GBV) in three KwaZulu-Natal (KZN) community newspapers from November 2021 to December 2022. Three weekly English community newspapers, namely, Zululand Observer, Maritzburg Echo and South Coast Sun, were purposively selected and provided the data for this study. The key objectives of this study were to look at descriptive and emotive words used in the GBV-related articles posted by the three publications; to determine if any changes occurred in the framing of articles during the 16 Days of Activism campaign period of November to December 2021 and November to December 2022, and to determine how word choice and framing prioritised the issue of GBV in terms of the media agenda setting. This study was guided by framing theory. A mixed-method research approach was used to collect and analyse the data. Quantitative content analysis was used to tally all GBV-related stories published during the period of study and to record all descriptive and emotive words used in these stories. Qualitative thematic analysis was used to group these words according to similarities and connotations to identify emerging themes on GBV. Because GBV is an issue that comes out of the private into the public sphere through being reported in community newspapers and other media platforms, it is important for this study to look at word choice and framing and, for this reason, initiate future debate on media responsibility when reporting on GBV. Looking at national stats-to-story-frequency and priority ratio, findings indicate that GBV was not given priority in the publications under review. Overall, 42% of all the GBV-related stories discussed in this study were posted during the two 16 Days of Activism time periods discussed. This indicates an outstanding visibility of GBV-related stories compared to the rest of the study period. Lastly, literature on GBV and the media in South Africa is very broad, but the study of word choice in the media, especially community newspapers in South Africa is yet to be thoroughly explored through research. This study acknowledges literature on analysing discourse around GBV in the South African media, that has been done by scholars such as Kulne Oparinde & Rachel Matteau Matsha, Floretta Boonzaier, Peace Kiguwa, Nechama Broodie, Amanda Gouws, Nicky Falkof and Mille Phiri, just to mention a few. The study of word choice needs attention as it is critical in understanding, significantly reducing and possibly eradicating GBV. This study suggests that the three publications need to increase the salience of GBV stories by dedicating more space to such stories weekly. Equivalency framing in the use of descriptive and emotive words is encouraged, as they are eye-catching, appealing and interesting to the readers.
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    Social media activism and simulated democracies: a comparative exploration of #FeesMustFall (South Africa) and #Jallikattu protests (Tamil Nadu, India)
    (2024) Govender, Kameshwaran Envernathan.; Sewchurran, Anusharani.
    Social media's transformation into public spheres has influenced activism and shifted protests and social movements into digital spaces. The #FeesMustFall movement (2015) campaigned for free education in South Africa. #FMF was precipitated by the #RhodesMustFall movement (2015) which called for the removal of the statue of Cecil Rhodes at the University of Cape Town, which represented colonialism. #RMF called for the decolonisation of education and #FMF reiterated the same. In parallel, the #Jallikattu protests (2017) in Tamil Nadu was against the Supreme Court's ban of 'Jallikattu’ a 2000-year-old cultural sport with bulls. The protests were triggered by the cumulative grievances of the people of Tamil Nadu against India's union government. The temporal proximity, student-led activism, social media influence of the protests and the nations being post-colonial democracies invoked the interest for this inter-continental comparison of protest cultures. This study explores a unique comparison of democracies via protest movements in South Africa and India. The researcher has collected data from blogs, e-newspapers, e-magazines, online news aggregators, e-editions of mainstream media, Facebook, Twitter, YouTube, and personal interviews to compare the discourses, which emerged from both these social campaigns. A snowball sampling method and open-ended interviews were used to collect data from student protestors, university faculty, media persons and the general citizenry. Foucault's discourse analysis and Yin's explorative case study analysis were used to analyse the collected data. Gidden's structuration theory provided a theoretical lens to how colourism, police brutality, racism, casteism, sexism, centres of protests, media bias, and diaspora support affected the social movements. Baudrillard’s simulacra and simulation theory afforded further analysis of the levels of democracies in both these nations. Drawing from the above events and narratives the researcher posits a simulation of democracy in South Africa and India disrupting normative ideals.
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    Understanding the impact of the digital divide and new methods of learning on humanities students at UKZN during the coronavirus pandemic.
    (2023) Akinlabi, Oyinkansola Oyindamola.; Pitcher, Sandra Jane.
    Typically, the digital divide refers to the separation between those who have access to digital information and communications technology (ICT) and those who do not (Dewan & Riggins, 2005). However, more recently, scholars and thought-leaders have acknowledged that the concept is multifaceted and should consider various socio-political factors, as well as economic ones. The University of KwaZulu-Natal (UKZN) is home to a diverse range of students of different genders, ages, socio-economic backgrounds, and racial backgrounds. The use of digital technology plays a huge role in the academic processes for students at UKZN. It is imperative that all students have access to, and are familiar with, digital technology to successfully complete their academic tasks. This became even more important in the wake of the Coronavirus pandemic, which made it necessary for most teaching and learning to be done virtually with the use of digital technology. However, just like in most communities, there is a gap between the availability of digital platforms and students’ access, and their cognitive ability to use these platforms. This research explores the experiences of UKZN Humanities students as they navigated their new level of dependency on digital technology for learning during the Coronavirus pandemic. It highlights how the digital divide has impacted their use of digital technology while learning virtually, their peculiar experiences and actions taken due to virtual learning, as well as how they compare virtual learning to contact learning.