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8/16/2019 Reading and Watching Critically
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Africa: Sustainable Development for All?
Why sub-Saharan Africa and what is development?
Step 1.11: Reading and watching critically
BARBARA FENNELL-CLARK: I'm Professor Barbara Fennell-Clark, Professor of
Language and Linguistics, Dean of Chinese Affairs, and Director of the Confucius
Institute of the University of Aberdeen. In this course, we wish to raise your
critical awareness about the films you're seeing, the text you're reading, and the
data you are considering. In this course, we're going to challenge yourassumptions about the world, about sub-Sahara Africa, about aid, about a number
of things.
We'll be looking at a variety of texts from a variety of sources, a disparate array
of data, and a number of images. And what we wish to do here is to make you
mindful of the things that you have done subconsciously for many years when
you've been looking at texts or watching films or videos. We want to challenge
your assumptions, so that you can consciously make decisions about the things
you're looking at, the things you're seeing, and the things that you are hearing. So
that you can make considered judgments about the world, considered judgments
about sub-Saharan Africa, about aid, and about a number of things.
When we read a text or watch a film, we make assumptions that influence our
interpretation of what we're seeing. And as practised readers and viewers, we
tend to skim over some of the questions that the text or film clearly poses if we
look more closely at the language used or the images projected on the screen.
We make assumptions about the author, institution, newspaper, publishing house,director, scriptwriter, or film studios. And we often take what they're saying or
showing us at face value.
But when dealing with the topic of sustainable international development, which
is fraught with questions of political viewpoint, responsibility - also called agency
- and morality, we need to look at texts and films with fresh eyes and ask
questions more directly about issues such as the angle of the writer or director,
where is he or she coming from - quite literally sometimes - and what is
prompting him or her to produce this work. And also what influence does that
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have on the way the article, book, blog, or script is written, or the way the film is
made?
We also need to consider what is actually happening in the text? Who is doing or
has done what to whom? Who is taking or concealing responsibility for certainactions? And what is their attitude towards events? And furthermore, how is all
that intended to manipulate our interpretation of the film or text?
We will concentrate here on the language of texts, but will pick up issues to do
with film when appropriate. There is no doubt that we are all so used to reading
the written word that sometimes we no longer see exactly how what is being said
has been constructed and what effect this might have on our interpretation. Let
me give you an example. The phrase “Genocide in Rwanda”. Where the agents and
targets - that is, human beings - have been subsumed in a single abstract noun,
genocide.
This sort of language choice is the ultimate in depersonalisation. Where are the
people in this phrase? We need to look more closely at who is doing what to
whom, and indeed why in these types of constructions. Why the writer chooses
not to be explicit about agency here and conceals it or skips over it in some way.
In this instance the writer is focusing on genocide as a process, not on theperpetrators or the victims. He or she is depersonalising the process of killing
people. And responsible readers need to ask themselves why.
Now let's move away from this directly shocking example of the role of agency
and responsibility and look at some more subtle, but nevertheless still striking
examples. In the introduction to Rodney's book, How Europe Underdeveloped
Africa, we find the following statement from paragraph 14 of the Durban
Declaration of 2001. "Colonialism has led to racism, racial discrimination,
xenophobia, and related intolerance, and Africans and people of African descent,
and people of Asian descent and indigenous peoples were victims of colonialism
and continue to be victims of its consequences."
If we ask the question here who did what to whom, we see again that the word
colonialism is the subject of the sentence, not a person or a nation or government.
The focus here is again on the process of colonialism, as we might expect in a text
focusing on the history of how a situation has come about. And in a conference
which aims to bring about cooperation to alleviate the consequences ofcolonialism, rather than lay blame at any agent's door.
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Contrast this with another quote which appears at the very start of Rodney's
introduction to his book. "Britain controls today the destinies of some 350 million
alien people, unable as yet to govern themselves, and easy victims to rapine and
injustice, unless a strong arm guards them. She is giving them a rule that has itsfaults, no doubt, but such, I would make bold to affirm, as no conquering state
ever before gave to a dependent people."
We must take into account that this quote is from 1909, a time when Britain's
place in the world was very different from now. The tone is dramatically different.
It is self-congratulatory and superior, amongst other things. And the agent of
colonialism here – Britain - is clearly expressed, because credit, rather than
responsibility or blame, is being claimed for the state of affairs discussed.
Note that the vocabulary choice, which sets up a rather stark dichotomy of rulers
and government. Britain “controls”, “strong arm”, “guards”, “conquering state”.
Versus alien people are “unable to govern themselves”, “easy victims to rapine and
injustice”. Rapine means the seizing of property by force here.
We must be alert to this kind of us versus them set-up and probe the point of
view of the writer to establish on what grounds and for what objectives these
kinds of contrasts are established in a text. And we should also note the quiteliteral alienation of colonial subjects in this quote - alien people - and their
infantilisation in a phrase such as "easy victims to rapine and injustice," or "unable
to govern themselves."
This last quote is in many ways just a shocking and dehumanising as the genocide
headline we began with and clearly illustrates how we need to consider a person's
viewpoint in what he or she says, shows, or writes. Much of what we're doing in
this course is examining the evidence for and against such an observation or
viewpoint. We need to try to separate out facts based on robust evidence from
opinion or beliefs, which may not be verifiable.
Perhaps we should take a moment to consider what is a fact and what is an
opinion. A fact is an assertion that is or can be backed up by hard evidence,
whereas an opinion is simply a belief or a view about something. Writers often
mix fact with opinion, so it's very important for us to be critically aware of what's
going on in a text or film, so that we can make our minds up about what really
fact is.
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When we examine evidence, we need to ask the question, how reliable is it? How
relevant is it? And is it based on sound research? This is an issue which we're
going to return to on a number of occasions throughout the course.
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