How to write a good essay? Framework Thesis & interrelated variables Topic sentences Analysis and examples Conclusion Citation in text References

Critical Framework Rhetorical modes: metaphor, contrasts, rhetoric vs. reality 1. Conceptual themes 2. Linking sub-concepts 3. Developing a thesis

Thesis & interrelated variables Dependent Higher education issues: curricular, corporatization, cost & access, gender/class/race, etc. b. Independent Factors that impact on the issues you study: popular cultural views, public perceptions, and politics of education shaped by media representations Linking : Cause and effect (a & b) Correlations (a & b)

Topic sentences At the beginning of each paragraph

Analysis and examples Analyze contrasts (why and how) not describe (what) Use examples

Conclusion: Your main findings Limitations of your research Suggestions for further research

Purpose & Role of the University in Society 1. significant in shaping society education is concerned with the future of society 2. develop social values among students social consciousness activism

Education is concerned with the future of society 1. < two hundred years old. Democratic access polyvalent curriculum 2. "empty" technocratic arguments: necessity of specialized knowledge training delivery of services competitiveness in global marketplace.

Teach students (Morrison, Giroux) Rights to participate in shaping society Democracy respect for persons, the best way of making decisions.

Purpose & Role of the University in Society 1. significant in shaping society education is concerned with the future of society 2. develop social values among students social consciousness activism

Popular culture vs. critical media narratives/ images Your topics 2012-2013 Foucauldian Frameworks on: Plagiarism and its Popular representations Disciplining through Social Media and Punishment: Youth, Facebook and Privacy. Excesses that turn SM into peer disciplining: Popular purposes of and representations on social media. The Power-Knowledge Paradigm A Foucauldian Analysis of Institutionalized Discipline Power: How does Media exercise bio (or disciplinary) power over society (or individual) Corporate Control of the Education System and its popular representations

Foucault, Power and Discipline as applied to School as portrayed in the Media Foucault’s Concept of Madness and Women in the Popular Media Disciplining the body through body modification Docile Body and Women in Education Instrumental/scientific knowledge: Biomedical technologies and Popular Media Propositional knowledge (Codes, rules, obedience and conformity) and Popular representation of Courts and obedience to laws

Expertise vs. Self-Knowledge Social Media, Students and Universities: Disciplining students Commodification of the Body and Docility Science and Body Experts & Docile Body Students as Consumers of Knowledge Power/knowledge: Content and Influences of Reality TV Commodification of Students and their Learning Finding Foucault in Plagiarism Technologies of surveillance: self and sexual objectivity, identity construction The Manufacturing of the Consumer as a Docile Body

Essay P2: required elements: I. Your theoretical support II. Your refuting of those who oppose your thesis: III. Critical media: Cartoons, Lyrics, documentaries Statistics (reliable) IV. Popular media: movies & TV shows print media (content analysis) sensational & agenda setting media magazines & images

Foucault’s theoretical themes on Power and Disciplining the Body: 1. Power transforms the frameworks that underlie our knowledge 2. Government and other institutions control power and make rules – power and violence go together to discipline us 3. Thesis of Foucault's Discipline and Punish: Disciplinary techniques that keep criminals under control become the model  for controlling/operating other modern institutional social sites: schools, hospitals, factories, and other social institutions  4. Prison discipline pervades all of modern society

How does society determine who controls power and and how to determine its exercise? Cultural values determine how society exercises control over its people. Who defines what is ‘normal’?

What are the Mechanisms of power and normalization? Business and politics empowers technologies and experts as scientific advancements 2. Techno-scientific research and inventions to normalize the ‘abnormal’ Self & Social Body

What is accredited as scientific and as knowledge? Professionals as experts accredit & regulate ‘what’ knowledge is. Advanced scientifique technologies create and disseminate so-called ‘knowledge’

The forces that drive our history do not  so much operate on our thoughts, our social institutions, or even  our environment as on our individual bodies

Toni Morrison: The innate feature of the university is that not only does it examine, it also produces power-laden and value-ridden discourse. ... It becomes incumbent upon us as citizens/scholars in the university to accept the consequences of our own value-redolent roles. Like it or not, we are paradigms of our own values, advertisements of our own ethics-especially noticeable when we presume to foster ethics-free, value-lite education Henry A. Giroux: Neoliberalism has become the most dangerous ideology of the current historical moment. Not only does it assault all things public, sabotage the basic contradiction between democratic values and market fundamentalism, it also weakens any viable notion of political agency by offering no language capable of connecting private considerations to public issues.

Pierre Bourdieu: What I defend above all is the possibility and the necessity of the critical intellectual....There is no genuine democracy without genuine opposing critical powers.

Habermas: Why is public sphere important? Space for critical discussions on socially disadvantaged ‘Powerful media’ like ‘dominant class’ can be oppressive (Gramsci, 1971) Social inequities that are based on cultural power (Gramsci, 1971)

Nancy Fraser (1994): Why is public sphere oppressive? It is a metaphorical space where people do not engage in critical discussions on socially disadvantaged groups and discrimination against them. Gramsci’s (1971) : hegemony of popular cultural (media) discourse He explained how ‘powerful media’ like ‘dominant class’ can be oppressive Hegemony can emerge through media activities in the public sphere. These are social inequities that are based on cultural power although they may not be based on wealth.

(Gerstl-Pepin, 1998) • Media works as a “thin” public • No critical examination through public dialogue about how we are governed does not analyze issues but parodies opposing views How should we expose the hegemonic discourse? • Examine campaign discourse • Examine the media representations Ask: Do they reflect and reinforce public assumptions? Do they narrate and reflect what is popularly considered as true?

Do they emphasize the failure and inadequacies of the educational system • Media does not analyze educational issues • Why do they misrepresent or ignore them? • Media is the arena of public discourse Must it not carry on multiple discussions in prominent sections of its representations of socio-political & economic issues?

Mechanisms: Business and politics empowers technologies and experts as scientific advancements Techno-scientific research and inventions to normalize the ‘abnormal’ Self & Social Body