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University of Toronto Mississauga
Ivanka Knezevic

Class Outline Need to know models of mass media communication 60 mc/ 4/6 short answer ½ essay economics and entertainment Course SOC309H5F Lecture 13/06/2013 Topic: Censorship Key educational goals/outcomes for today: Understand that practice of censorship is much broader than its traditional definition. Be able to recognize censorship in activities that are not usually described as such. Know main agents of censorship and their position concerning public accountability. Know main areas of censored content and understand why they are censored. Readings Beisel, Nicola. 1990. “Class, Culture, and Campaigns against Vice in ThreeAmerican Cities, 1872-1892”, American Sociological Review, 55: 44-62. Lindner, Andrew M. 2008. “Controlling the Media in Iraq.” Contexts (7: 2) 32-38. Questions to guide the reading/to think about ahead of time for students Beisel uses two factors to explain support for censorship of pornography as a result of class struggles. Explain her argument. Beisel explains lack of elite support for anti-vice campaigns in Philadelphia by the composition and strength of immigrants in that city. Relate her argument. Summarize main differences between reporting by embedded journalists, in contrast to stories by other journalists in Iraq. What are, according to Lindner, causes of these differences? Compare the prominence of published stories by journalists in different positions. What was the governmental intention in developing the embedded journalists programme? Was this intention successful? A GENDA FOR CLASS In-class course evaluations Final examination format Introduction Today we discuss some basic and lesser-known characteristics of censorship. It is important to remember that the powerful in every society attempt (and often succeed) in limiting the range of communication available to the population. This need not be done by direct prohibition: making the content difficult to access (through rating systems some parts of the population, by making access difficult by storing/showing content in locations with controlled access, or by “embedding” journalists in military units) is just as effective. Digital exclusion  Earlier digital divide by class gender and global location has been replaced by digital exclusion: lack of ICT access and skills in a society where many activities (eg employment, education, welfare) are digitized and most of the population has ICT access  Internet follows the technological innovation adoption curve If the innovation confers a social economic advantage early adopters get it, late adopters are excluded from it  SES is a strong correlate of the content of internet use  Dimaggio: internet use by men and women in N>America equalized by 03’the inequality appeared again in 07’, particularly in human capital enhancing skills  ICT uses by Can students during lec is gendered (women; email, SNS=social network sites; men: google lecture content, work on assignment games. In general internet use provides emotional but not cognitive, benefits to students  SES=social economic status The main concepts for today Censorship – definition  Legal def’n governmental denial of freedom of speech. This is NARROW  Reichman 2001: censorship is the removal-, suppression or restricted circulation of literary, artistic or educational materials. Images, ideas and info-on grounds that these are morally or otherwise objectionable in light of standards applied by the censor  1559: index librorum prohibitorum  Suppressed in 1966 but an admonitum can still be issued to warn catholics of a dangerous publication.  Ex phillip Rushton-racist wrote books..UofT has chosen censorship to protect students. Ex Harry potter-Christians do not like it bc it advocates witchcraft-doesn’t need complete removed also suppressed or restricted Agents of censorship 1. Specialized gov’t institutions (censorship board
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