slfs: ideas for action chapters 5 and 6; video for change chapter 4

SLFS: Ideas for Action chapters 5 and 6; Video for Change chapter 4Sarah Bishop2/12/13

Ideas for Action chapter 5: “Theorizing and Fighting Racism” http://gorillavid.in/wbd7crl1tikp

The values assigned to differences of race have been determined largely by politics rather than science or common sense,

Manifest destinythe U.S., as an Anglo-Saxon nation, was destined to rule the whole continent.

A Legal History of Racism

“The contradiction between belief in equality and their desire to treat others unequally necessitated the development of increasingly sophisticated systems of justification” (Kaufman 2003, 124).

This justification enforced the belief that the U.S. belongs to its white citizens.

The 1600s and 1700s 1676European colonial powers

establish “white” as a legal concept Circa 1776defines “white” as English,

German, and Dutch people but excludes Irish, Italian, and Polish people

Nationalization Act of 1790allowes “free, white immigrants” to be eligible for citizenship

Naturalization Act of 1795makes it harder for immigrants to become citizens

The 1800s 1865thirteenth amendment; abolishes

slavery throughout the entire United States 1868fourteenth amendment; allows

blacks born in the US to be US citizens Naturalization Act of 1870permits "aliens

of African nativity and persons of African descent” to become naturalized citizens of the US. Other non-whites were excluded from the act.

1870fifteenth amendment; prohibits government in the US from denying a citizen the right to vote based on race/color

1876intoduction of Jim Crow Laws

The 1900s 1954Brown Vs. Board of Education

declares the segregation of schools unconstitutional

1955beginning of the Civil Rights Movement (Opposed by the KKK)

1965voting rights restored and protected

Immigration and Nationality Services Act of 1965dramatically opens entry to the U.S. to immigrants other than traditional European groups

Institutionalized racism

Overtly biased laws Rules that organizations use The legacies of racism that perpetuate

unequal outcomes Institutions tolerance for racist actions

by people in positions of power

Fill in the blanks

“13 percent of drug users are African American. ____ percent of those arrested for using drugs, ___ percent of those convicted, and ____ percent of those who go to prison are African American” (Kaufman, 2005, __).

The legacy of Racism

“When something bad happens to a white person, this lens encourages us to think of that person as an unfortunate victim. When something bad happens to a person of color, the lens encourages us to think that he or she somehow did something to bring the problem on his or her self. When a person of color walks into a store, this lens produces an image of that person untrustworthy and likely to steal” (Kaufman, 2005. 133).

Discussing Race

Most Americans believe racism is wrong but feel uncomfortable discussing it.

White guilt is when whites feel they must feel guilty when looking at racial history, which they do not want to do or feel they deserve, so they have no choice but to avoid discussing race

Forms of Racist Consciousness

Aware blatant Aware covert Unaware/unintentional Unaware self-righteous

Internalized racism http://www.youtube.com/watch?v=

WG7U1QsUd1g

Challenges and approaches

Assimilate or socially transform?

Single-issues approach vs. a multisystems approach

Ideas for Action chapter 6: “Theorizing and Fighting Gender-Based Oppressions” Quiz: can you recall from the reading

the year that the federal law outlawed discrimination on the basis of gender in education institutions that receive federal funding?

What Feminism Isn’t

“Feminism is represented in the mass media as an extremist fringe of women who want to glorify ugliness and hate men” (Kaufman 2003, 152).

Gender vs. Sex

Sex is a biological difference Gender is a social difference Sex and gender are treated differently in

different cultures. How is gender constructed? Nature vs.

nurture. The baby x study

Gender formation in the U.S.

The separation of public and private spheres and the myth of the nuclear family set the standards for today’s dominant conceptions of masculinity and femininity.

Discussion Question If women are seen as second class

citizens when compared to men, why were women and children sometimes put before men?

Ex: nearly 75% of those who survived the sinking of the Titanic were women and children, of each class. Why???

Main Schools of Feminist Thought Liberal Feminism argues that women

should be able to be just like men and have access to the public sphere.

Radical Feminism- argues that the values of the private sphere—the cooperation and nurturance associated with women-should come to rule society.

Socialist Feminism argues that the whole setup of public and private spheres is a political operation that must be challenged

Working Women Socialist feminists have worked hard to

establish the activities of the private sphere as work

If such work is considered, a married women with children works an average of one month a year more than her male partner.

America needs part time jobs with benefits and generous parental leave policies.

Key Quote

“As women have tried to escape from the confines of the heterosexual nuclear family and the ways that motherhood limits their access to money, prestige, and a sense of accomplishment, they have been blamed for not doing what men have never done” (Kaufman 2003, 166).

Food for Thought

75% of murder victims in the U.S. are male. Why?

Approaches to Organizing

National Organization for Women (NOW)

The Human rights Campaign Fund (HRC)

Video for Change chapter 4: “Video Production: Filming a Story” Keep you camera in the shade after

filming

Pointing your camera lens at the sun or another strong light can permanently damage it

Technique

Shot a series makes a Sequence

Sequence a series makes a scene

Scene a series makes a video

Shots!

Extreme long shot Long shot Mid-shot Close-up Extreme close-up

Getting Quality Footage

Auto focus is best in good lighting with limited movement

When filming multiple moving subjects in low light, use manual focus

When in doubt…wide shots are almost always in focus

Lighting

Artificial light gives an orange tinge while outdoor light gives a blue tinge

Reset the white balance if lighting conditions change, by zooming in on a piece of white paper or turning the camera off and on

Key lights, fill lights, and backlights In low light, pictures will be of poorer quality Softer light it better for portraits

Moving the Camera

For every shot in which you move the camera, shoot five still shots.

Hold shots for 10-15 seconds. Get still shots before and after camera

movements. Basic camera movements: pans, tilts,

and zooms. Do not overuse.

Sound

Use headphones when recording to evaluate sound

Filming in rooms with sound-absorbent materials in them such as carpets, curtains, or soft furnishings is preferred.

Control what you can

Tips

Bracket your shots Demonstrate cause and effect Avoid “yes” and “no” questions in

interviews Don’t ask leading questions

Types of Footage

Cutaway Reaction shots A Roll B Roll Verite

Group Activity

In two groups of four each… come up with a scene one of you might

have in your film (an introductory or key scene)

Break it down into a story board and draft a shooting plan for the scene

See the bullet points on pages 161-162 for guidance

Remember…

“No matter how compelling we think an issue or story is, it is our job to present that story in a way that engages the audience’s intellect, their emotions, their senses of humor and justice, while not oversimplifying the issue or irresponsibly representing people or situations” (Duchesne, 2005, 149).

Sources Duchesne, Joanna. “Chapter 4: Video Production:

Filming a Story” in Video for Change: A Guide for Advocacy and Activism, edited by Sam Gregory, Gillian Caldwell, Ronit Anvi, and Thomas Harding, 122-166. London and Ann Arbor: Pluto Press, 2005.

Kaufman, Cynthia. “Theorizing and Fighting Racism” and “Theorizing and Fighting Gender-Based Oppressions” in Ideas for Action, 121-184. Cambridge, MA: South End Press, 2003.

On my honor, I have read the assigned material in its entirety, and I have not given, received, or witnessed any unauthorized collaboration on this work.

Pictures Used http://www.google.com/search?

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