Stevenson University School of Design Faculty and Staff Works
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- ItemQueen Phiona and Princess Shuri—Alternative Africana "Royalty" in Disney’s Royal Realm: An Intersectional Analysis(Social Sciences, 2018-10-20) Harris, Heather E.; Stevenson University School of Design; Business CommunicationThis paper explores the representations of two of Disney’s Africana royals, Phiona from the Queen of Katwe and Princess Shuri from Black Panther. Taking into consideration the pedagogical impact of media to reinforce ideologies of White supremacy and privilege, the depictions of these alternative royals in Disney’s royal realm are analyzed using intersectionality theory. The girls’ intersecting identities are juxtaposed with Collins’ matrix of domination concept. The analysis revealed that, while both Phiona and Shuri are challenged by the legacy of colonialization, capitalism, and globalization that constitute the matrix of domination, their approaches to these challenges are different as a result of the unique ways that their identities intersect. The author stresses that while it is commendable of Disney, and Hollywood, to allow for the affirming portrayals of these Africana girls on screen, the gesture is baseless unless a tipping point is reached where such films, and those depicting other non-dominant groups, become the norm rather than the exceptions. In other words, the challenge for those in the industry is not to resist the matrix of domination that stymies the creation of films that reflect the spectrum of the lived and fantastical experiences of Africana, and people of color; rather, the challenge is to dismantle it.
- ItemMoms & Meds: Navigating Pregnancy and Psychiatric Medication(Janson Media, Alexander Street Press, 2015) Fiasconaro, Dina; Cullen, Lucas; Brooks, Brian II; Chaney, Corey; Johnston, Craig; Cipriano, Joe; School of Design; Film & Moving ImageMoms & Meds: Navigating Pregnancy and Psychiatric Medication is a feature documentary film that explores the options women face when they want to have children, but take psychotropic medication for mental illness. The film follows multiple women who are dealing with this issue. Other interviewees include doctors, advocates and family members who influence, and are affected by, these decisions. The film focuses on the personal stories of the women, and the many facets, both positive and negative, of making such decisions. It addresses the struggle and emotional turmoil, as well as the hope and perseverance of the featured women, and advocates for their ability to make the best individual and personal choices for themselves and their families.
- ItemCommunication Ethics: Literacy Dialogue and Difference(Sage Publications, 2009) Arnett, Ronald C.; Fritz, Janie M. Harden; Bell, Leeanne M.; School of Design; Business CommunicationThe pragmatic necessity of communication ethics -- Defining communication ethics -- Approaches to communication ethics: the pragmatic good of theory -- Communication ethics: in the eye(s) of the theory of the beholder -- Dialogic ethics: meeting differing grounds of the "good" -- Public discourse ethics: public and private accountability -- Interpersonal communication ethics: the relationship matters -- Organizational communication ethics: community of memory and dwelling -- Intercultural communication ethics: before the conversation begins -- Business and professional communication ethics -- Health care communication ethics -- Communication ethics literacy and difference: dialogic learning.
- ItemDialogic Learning as First Principle in Communication Ethics(Atlantic Journal of Communication, 2010-07) Arnett, Ronald C.; Bell, Leeanne M.; Fritz, Janie M. Harden; School of Design; Business CommunicationThis article frames a dialogic learning theory of communication ethics based upon Buber (1955, 1958), Gadamer (1988), Freire (2000), and Arendt (1998). This communication ethics theory privileges dialogic learning as first principle, accompanied by attending and listening as one searches for temporal answers emerging among three coordinates: (a) communicative partners (self and Other), (b) communicative content, and (c) the communicative demands of the historical moment. We situate a communication ethic within a philosophical and pragmatic first principle: dialogic learning (Arnett, Fritz, & Bell, 2009), working within the tradition of Levinas (2001) that ethics is first philosophy and first principle (Bergo, 1999). [ABSTRACT FROM AUTHOR]