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Charles J. Stewart 《Communication Studies》2013,64(3):240-253
This essay applies Richard Gregg's theory of protest rhetoric to 705 American social movement songs from 1800 to 1985 to discover how songs enable protestors to identify against others and thus to locate themselves positively in the social hierarchy. Songs are ideal messages for ego‐enhancement because they are movement‐centered, concerned with social relationships, and highly self‐directed. Terms denoting innocent victimage and wicked victimizer dominate the selected songs, and the vision of reality is negative, dangerous, threatening, and unfair. Relatively few songs emphasize the unity, virtue, wisdom, or bravery of protestors. The self‐image contained in songs does not appear to express a strongly positive identity or locate the oppressed very high in the symbolic or social hierarchy. This self‐image would seem to fulfill three ego functions essential for the early phases of social movements: raising consciousness, allaying guilt, and reclaiming or proclaiming one's ego. However, a different self‐image is needed as movements grow, confront opposition successfully, achieve some goals, suffer setbacks, and splinter into factions. This analysis of songs indicates that protestors have difficulty making the essential transition from a self‐image of victim to one of power, worth, and virtue. They cannot extricate themselves from symbolically defensive positions in a hostile environment. 相似文献
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Charles C. Webber 《Religious education (Chicago, Ill.)》2013,108(5):292-299
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Louise Rowling 《Pastoral Care in Education》2013,31(1):17-21
The School Watch initiative is centred in South Wales and involves police liaison officers, primary schools and their pupils. In each interested school, the scheme is explained and the pupils then decide if they want to take part. A pupils' committee is elected which is given support and guidance by the liaison officer. A key element of the scheme is the involvement of the pupils themselves and the way the pupils' committee plays a major part in the choice and running of activities. The scheme benefits pupils both in terms of their personal and social development and in their attitudes to the police. The paper ends with a number of examples of the type of work that schools have undertaken within this scheme. 相似文献