THE PSYCHOLOGICAL, SOCIAL, AND ECONOMIC ANNIHILATION OF HAITI: The role of the Western Media<br />Nicole J. Sealey<br />Ti...
Introduction<br />Topic: Haiti (as a microcosm of the African Diaspora) through media representation of natural disasters<...
Historical Disbursement of Peoples of African Heritage<br />
Global Impact<br /><ul><li>Afro-Caribbeans
African-American
Africans
Afro-peans (Across Eastern/Western Europe)
Afro-Asians</li></li></ul><li>Critical Discourse Analysis<br />Two levels of evaluation:<br />Meso-level evaluation of art...
ARTIFACT in EVIDENCE: Part I<br />Watch the Video Online at: http://www.youtube.com/watch?v=ibqhestHouA<br />
Overt Messages<br />Violent<br />Criminal<br />Poor<br />Unclean<br />Uneducated<br />Helpless/“pitiful”<br />Exoticism<br...
Putting things into Context:  An Examination of Haiti’s History<br />Back story:  “Savage Imperialism” [1659-1791]<br />17...
U.S. Military Occupation of Haiti [1915-1934]
Coups/”Democratic” period [1930-1957]
U.S./Canadian/French- Backed Haitian Dictators and Despotic government (Duvalier era 1957-1986)
Recent, 2004 U.S supported removal of Jean Bertrand Aristide/US backed proxy wars</li></li></ul><li>ARTIFACT in EVIDENCE: ...
Analysis of the Role of the Media<br />Tool of Manipulation: Profits are the bottom line<br />Earthquake Relief funds larg...
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The annihilation of haiti & the role of the western media for class

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This presentation was part of a doctoral assignment on critical anaysis of presentation of Haiti and the Western Media. This presentation summarizes the types of Western Media's roles in the representation of Haiti, one of the nations in the African diaspora. The song "Forgive Them Father" belongs to Columbia. I do not own any of the clips, photos, or music shown in this compliation. This video was created expressly for EDUC 893 media presentation at George Mason University.

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The annihilation of haiti & the role of the western media for class

  1. 1. THE PSYCHOLOGICAL, SOCIAL, AND ECONOMIC ANNIHILATION OF HAITI: The role of the Western Media<br />Nicole J. Sealey<br />Tiah E. McKinney<br />June 18, 2010<br />
  2. 2. Introduction<br />Topic: Haiti (as a microcosm of the African Diaspora) through media representation of natural disasters<br />Media: Major news and media outlets<br />Purpose: To uncover intentional racialization and demonization within discourse and imagery present in the Western media which socially engineers the general population’s perspective of persons of African heritage.<br />
  3. 3. Historical Disbursement of Peoples of African Heritage<br />
  4. 4. Global Impact<br /><ul><li>Afro-Caribbeans
  5. 5. African-American
  6. 6. Africans
  7. 7. Afro-Latinos (Central & South America)
  8. 8. Afro-peans (Across Eastern/Western Europe)
  9. 9. Afro-Asians</li></li></ul><li>Critical Discourse Analysis<br />Two levels of evaluation:<br />Meso-level evaluation of artifacts’ production and consumption, focusing on how power relations are enacted. <br />Macro-level evaluation of inter-textual understanding, trying to understand the broad, societal currents that are affecting the artifact being studied.<br />Areas of analysis:<br />Lexicon (analysis of spoken or written language)<br />Rhetoric (analysis of discourse practice, including production, distribution and consumption and the analysis of discursive events as instances of sociocultural practice).<br />Historical dimension through lens of Post-colonialism<br />
  10. 10. ARTIFACT in EVIDENCE: Part I<br />Watch the Video Online at: http://www.youtube.com/watch?v=ibqhestHouA<br />
  11. 11. Overt Messages<br />Violent<br />Criminal<br />Poor<br />Unclean<br />Uneducated<br />Helpless/“pitiful”<br />Exoticism<br />“Heathens” who are deserving of calamity<br />
  12. 12. Covert Messages<br />“White man’s burden”/“Western Savior”<br />Low Moral Character<br />Unruly/untrustworthy<br />Lazy<br />Unattractive<br />Low Value to Society<br />Menacing (reason to fear)<br />
  13. 13. Putting things into Context: An Examination of Haiti’s History<br />Back story: “Savage Imperialism” [1659-1791]<br />1750’s -Become the richest and most coveted colony in the Western Hemisphere. <br />Produced about 60 percent of the world's coffee and about 40 percent of the sugar imported by France and Britain. <br />Saint-Domingue played a pivotal role in the French economy, accounting for almost two-thirds of French commercial interests abroad and about 40 percent of foreign trade. <br />System depended on brutal institution of slavery<br />12 year war: Haitian Revolt [1791-Nov 17, 1803]<br />Major victory against largest & most-powerful naval task force & world powers<br />Set off a chain of events that closed the door to slavery<br />Punishment for creating the 1st free Black republic in the Americas (economic, psychological, social and spiritual)<br />Global economic embargo imposed by U.S. and Europe<br />Non-recognition of Haiti as sovereign state<br />France demand for financial reparations - $21 Billion (2004 dollars) loss of slave property<br /><ul><li>Western Interlopers
  14. 14. U.S. Military Occupation of Haiti [1915-1934]
  15. 15. Coups/”Democratic” period [1930-1957]
  16. 16. U.S./Canadian/French- Backed Haitian Dictators and Despotic government (Duvalier era 1957-1986)
  17. 17. Recent, 2004 U.S supported removal of Jean Bertrand Aristide/US backed proxy wars</li></li></ul><li>ARTIFACT in EVIDENCE: Part II<br />Watch the Video Online at: http://www.youtube.com/watch?v=C25PYcdAcDA<br />
  18. 18. Analysis of the Role of the Media<br />Tool of Manipulation: Profits are the bottom line<br />Earthquake Relief funds largely diverted to NGOs, <1% getting to Haiti<br />Tragedy Industry<br />Children as Pawns<br />Celebrity image promotion<br />Distortion of perception to promote status quo <br />Desensitization/Objectification<br />Controlling sympathy via image choice<br />Reinforcing superiority/inferiority<br />
  19. 19. Conclusions<br />Motifs operandi<br />‘play up’ negative activities of the “other” (e.g., looting);<br />‘down play’ positive activities of “other” (e.g., good Samaritans)<br />Positioning the Western dominance as “savior” (e.g., numerous photos of White American Soldier rescues)<br />Objectification of members of African Diaspora commonplace in media<br />Exploitive mechanisms used in reporting devoid of sensitivity<br />Racialization as a ingrained sociocultural practice<br />
  20. 20. Advice for Educators<br />Don’t perpetuate stereotypes; take the time to investigate and understand the standpoint/positionality of individuals of African heritage<br />Acknowledge that individuals of African heritage live all over the world and at different socioeconomic levels<br />Don’t believe that only children of African heritage benefit from seeing/hearing about people of African heritage in history & literature<br />Positive acknowledgement of roles and contributions from individuals of African heritage must be incorporated year-round (not just Black History Month or as an ‘add-on’ to the ‘regular curriculum’)<br />
  21. 21. Resources for Research<br />HAITIAN MEDIA STORM: http://www.haitianmediastorm.ca/<br />TRUTH ABOUT CLINTION/BUSH PRESIDENCIES: http://www.youtube.com/watch?v=NRi_MJX-C_M<br />Farmer, P. (1994). The uses of Haiti. Common Courage Press; Monroe, ME.<br />Hallward, P. (2008). Damming the flood: Haiti, Aristide and the politic of containment. Verso, New York.<br />Robinson, R. (2007). An unbroken agony: Haiti, from revolution to the kidnapping of a president. Basic Civitas Books; New York.<br />
  22. 22. Online Resources<br /><ul><li>Jean & Alexander Heard Library @ Vanderbilt http://www.library.vanderbilt.edu/central/afam.html
  23. 23. K-12 History Resources @ Stanford
  24. 24. http://library.stanford.edu/depts/ssrg/africa/history/hisk12.html
  25. 25. http://www-sul.stanford.edu/depts/ssrg/africa/africaneducation/</li></ul>Teaching-africa-K12.html<br /><ul><li>African Studies @ Columbia University Libraries</li></ul>http://www.columbia.edu/cu/lweb/indiv/africa/cuvl/teaching.html<br /><ul><li>Africa, Africa America & African Diaspora @ UC Berkeley</li></ul>http://orias.berkeley.edu/africa/TeachingAfricaLinks.htm<br />
  26. 26. Thank you!<br /> from Tiah & Nicole<br />

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