Browsing by Author "IUPUC Liberal Arts"

Now showing 1 - 4 of 4
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    Living Among Confederate Icons: Perpetuating White Supremacist Beliefs and Blindness to Black Suffering
    (Social Justice Research Institute, 2023-10) Sarapin, Susan H.; Ledet, Richard; Morris, Pamela; Emeigh, Sharon; IUPUC Liberal Arts
    Almost 160 years after the American Civil War, where the Union defeated the Confederacy and ended slavery in the United States, approximately 1,910 tributes remain to Confederate military leaders located on public property in the 11 original Confederate states, particularly in cities with an exceptionally high density of Black residents. To Blacks, this iconography delivers a clear message of White supremacy. Six states have enacted laws to protect and preserve these memorials, making it almost impossible to use the court system to move them to private property. This paper explores connections between support for a myth called the Lost Cause, which is a revisionist history intended to spread misinformation about the true cause of the American Civil War, and attitudes toward placement of Confederate symbols on public land. We show that there is significant belief in the Lost-Cause myth among many White U.S. Southerners. Furthermore, we find those who believe most in the myth are the least likely to want to move the monuments or end taxpayer support for their maintenance.
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    Mis-Framing of Sex Trafficking in News Reports: Crimes, Offenders, and Victims
    (IGI Global, 2022) Morris, Pamela L.; Desmond, Scott A.; IUPUC Liberal Arts
    Media shapes public perceptions about sex trafficking; how and under what circumstances sex trafficking occurs and by who and to whom are framed by news reports. This study examines a four-year span of U.S. news reports of law enforcement and judicial actions against sex traffickers (2017-2021). Articles were coded to determine the frames presented to readers. The results confirm that journalists continue to reduce trafficking to a crime problem, over-represent certain kinds of victims and perpetrators, and fail to educate readers about the definition of, causes of, and remedies for sex trafficking. Such reporting needs to improve the way it educates audiences about causes, solutions, perpetrators, and survivors. This is vital to better prepare the public—and law enforcement—to participate in combatting sex trafficking through reporting, funding services, and shaping effective public policy.
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    Taking the Great Leap Forwards: Teaching Woody Guthrie in the College Classroom
    (Working-Class Studies Association, 2022-12-24) Fazio, Michele; Zoeller, Aimee; Fernandez, Mark F.; Carney, Court; Stadler, Gustavus; IUPUC Liberal Arts
    This essay explores the work of Woody Guthrie and other folk artists who have followed in his tradition of documenting working-class people’s experiences in song. In addition to outlining the creation of the Teaching Woody Guthrie Faculty Learning Collective–a group of teacher-scholars, activists, and musicians who are dedicated to collaborating across disciplines to illustrate Woody Guthrie’s relevance in today’s precarious world–the essay includes suggested curriculum to teach folk music and political activism in the college classroom.
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    Woody Guthrie: People Are the Song: Supplemental Interdisciplinary College Curriculum
    (Woody Guthrie Center, 2022) Carney, Court; Fazio, Michele; Fernandez, Mark; Stadler, Gustavus; Zoeller, Aimee; IUPUC Liberal Arts
    The following curriculum was developed by the Teaching Woody Guthrie Faculty Collective, with support from the Woody Guthrie Center. The Collective is comprised of Court Carney, Michele Fazio, Mark Fernandez, Gustavus Stadler, and Aimee Zoeller. The general purpose of the curriculum is to introduce students to Woody Guthrie, with a specific aim of considering current and historical social problems and phenomena from Guthrie’s perspectives, philosophies, and methodologies. The lessons begin with a short introduction and include discussion prompts and engaging activities that can be implemented across college disciplines, including but not limited to: English, history, sociology, economics, and political science.