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Media, Ideology and Hegemony provides what Raymond Williams once called the "extra edge of consciousness" that is absolutely essential to create, both on and offline, a better, more open, more equitable, and more democratic world.
When commercial media practices are insinuated into local cultures, existing cultural and media practices are often displaced and social inequalities are exacerbated—sometimes with the consent of consumers, but frequently confronting organized proponents. The Globalization of Corporate Media Hegemony provides case studies from five continents—from government-promoted telecommunications programs and technologies in Canada and Britain, MTV Asia's call-in request lines, and the pan-Latin ideology of a Mexican television variety show, to Islamic pop radio in Turkey, commercial radio in Africa, a "Millionaire" game show in India, and Hollywood's muted influence on Korean cinema, among others. Each case offers new insight into the particulars of an expanding corporate hegemony and together they invite the conversation on media globalization to consider the dynamics of class conflict and negotiation as an analytical perspective having prescriptive potential.
This book argues that media and capitalism no longer exist as separated entities, and posits three reasons why one can no longer exist without the other. Firstly, mass media have become indispensable to capitalism due to the media’s ability to sell the commodities of mass consumerism. Media capitalism also creates pro-capital attitudes among a target population and establishes an ideological hegemony. Thirdly, media capitalism provides mass deception to hide the pathologies of capitalism, which include mass poverty, rising inequalities, and the acceleration of global warming. To illuminate this, the book’s historical chapter traces the emergence of media capitalism. Its subsequent chapters show how media capitalism has infiltrated the public sphere, society, schools, universities, the world of work and finally, democracy. The book concludes by outlining how societies can transition from media capitalism to a post-media- capitalist society.
In the early part of the 20th century, state and corporate propagandists used the mass media to promote the valor and rightness of ascending U.S. hegemony on the global stage. Critics who challenged these practices of mass persuasion were quickly discredited by the emergent field of communication research - a field explicitly attempting to measure and thereby improve the efficacy of media messages. Three strains of critical cultural and media theory were especially engaged with the continued critique of the role of commodified, industrially produced, mass distributed culture- the Cultural Marxism of the Frankfurt School, the Cultural Materialism and active audiences of Cultural Studies, and Critical Political Economy of Communication. This book examines these three paradigms, illustrating the major tensions and points of agreement between them, particularly in relation to the dominant paradigms of administrative social science research and media ecology within communication and media studies more broadly. From the perspective of the emergent cultural environment, Hegemony, American Mass Media and Cultural Studies argues that the original points of disagreement between these paradigms appear less contradictory than before. In doing so it offers a new theoretical toolkit for those seeking to understand the current struggles for a more just, more democratic media, culture, and society.
Gramsci and Media Literacy: Critically Thinking about TV and the Movies offers a series of contemporary media analyses that use Antonio Gramsci’s theory of hegemony to explore how dominant ideologies in media delivery, historical storytelling, and gender in today’s mass media environment become the commonsense viewpoints that maintain power structures in civil society. Through a media literacy approach, case studies of ideological delivery through television and film illustrate why Gramscian media theory serves as a valuable tool for revealing the many ways hegemonic thought operates in the media sphere and in everyday life, and they offer hope for counterhegemonic understandings.
Communication, Culture and Hegemony is the first English translation of this major contribution to cultural studies in media research. Building on British, French and other European traditions of cultural studies, as well as a brilliant synthesis of the rich and extensive research of Latin American scholars, Mart[ac]in-Barbero offers a substantial reassessment of critical media theory.
Media, Ideology and Hegemony contains a range of topics that provide readers with opportunities to think critically about the new digital world. This includes work on old and new media, on the corporate power structure in communication and information technology, and on government use of media to control citizens. Demonstrating that the new world of media is a hotly contested terrain, the book also uncovers the contradictions inherent in the system of digital power and documents how citizens are using media and information technology to actively resist repressive power. This collection of essays is grounded with a critical theoretical foundation, and is informed by the importance of undertaking the analysis in historical perspective. Contributors are: Alfonso M. Rodríguez de Austria Giménez de Aragon, Burton Lee Artz, Arthur Asa Berger, Oliver Boyd-Barrett, Marco Briziarelli, Savaş Çoban, Jeffrey Hoffmann, Junhao Hong, Robert Jensen, Douglas Kellner, Thomas Klikauer, Peter Ludes, Tanner Mirrlees, Vincent Mosco, Victor Pickard, Padmaja Shaw, Nick Stevenson, Gerald Sussman, Minghua Xu.
This volume investigates ideological and hegemonic practices in globally and locally written English as a Foreign Language (EFL) textbooks, and explores whether these textbooks reflect the values, beliefs and norms of the native-speaker society by examining their ideological components and the hegemonic practices by means of which the source society or state seeks to influence learners of the language. It also attempts to clarify EFL teachers’ and students’ views on the underlying ideology and hegemonic practices in globally and locally written EFL textbooks. Studies on the relationship between ideology, hegemony and textbooks in applied linguistics have become more prevalent in recent decades, as the emergence of critical theory, critical pedagogy, and critical thinking skills from the 1920s onwards has led scholars to adopt a more critical perspective towards EFL textbooks, especially with regard to elements of ideology and hegemony. These two terms encompass a plethora of components, ranging from nationalism to religion. At the same time, the importance of metanarratives originating from the tenets of modernism has declined from the 1960s onwards, the assumption being that the world has entered a new age called postmodernism and post-structuralism that emphasizes the role of individuals and rejects efforts to reinforce post-colonialism, the effects of which can be seen in EFL textbooks. Accordingly, taking the elements of ideology and hegemony into account remains a vital aspect in the analysis of EFL textbooks.
Any social and political arrangement depends on acceptance. If a substantial part of a people does not accept the authority of its rulers, then those can only remain in power by means of force, and even that use of force needs to be accepted to be effective. Gramsci called this acceptance of the socio-political status quo "hegemony." Every stable state relies primarily on hegemony as a source of control. Hegemony works through the dissemination of values and beliefs that create acceptance and that serve the interests of the state and/or the ruling elite (the "hegemones"). Hegemony is most efficient if it remains invisible. A key hegemonic belief is the idea that there is no alternative to the current socio-political status quo or that the way things are is "natural." The current hegemony - that is, the set of values and beliefs that bolster the current socio-political status quo - is a hegemony of psychopathy: it promotes "cultural psychopathy" and destroys empathy and compassion, thus threatening everything that makes us human. The hegemony of psychopathy is responsible for massive human suffering. It must be fought and replaced with a counter-hegemonic set of values and beliefs that promote compassion and care. Fighting hegemony requires fighting the "pillars" that support it. Most important among these are the mass media and culture industry, and mainstream economics. The former is responsible for a continuous stream of hegemonic propaganda; the latter - among others - for providing a pseudo-scientific justification for the false belief that there is no alternative. The Hegemony of Psychopathy concludes with some considerations on tactics and strategy in the struggle against the hegemony of psychopathy, but does not - and cannot - offer any concrete advice. The Hegemony of Psychopathy is a publication of Brainstorm Books, a collaboration between Punctum Books and the Literature & the Mind specialization at the University of California, Santa Barbara.
Political progressives in Canada and the United States are deeply concerned by the manner in which their countries treat their poor. They are dismayed at the dismantling of the social welfare state, the weakening of public education systems and the grotesque and ever-growing inequality of wealth. To remedy this problem, citizens need to be more aware of how political ideology influences attitudes and actions, and they need to better comprehend the effects of hegemonic discourses in the corporate media and school curriculum. This book informs educators how to develop context-specific pedagogy that will help achieve a more enlightened citizenry and, as a result, a stronger democracy. Teaching about Hegemony: Race, Class and Democracy in the 21st Century promotes a progressive agenda for teaching that is rooted in critical pedagogy, it explains why ideological critique is necessary in raising political consciousness, it deconstructs white, middle-class hegemony in the formal school curriculum, and it examines corporate media and school curriculum as hegemonic devices. It also covers recent theory and research about race, class and democracy and how best to teach about these topics. Combining theory and sociological research with pedagogical approaches and classroom narratives, this book is fundamental for progressive educators interested in developing a politically conscious, progressive and active citizenry hungry for a stronger civil society.