Over the past four years, I have had the opportunity to take various classes within the Media and Politics minor program, which have allowed me to develop a deeper understanding of the relationship between media and politics. I took classes such as Understanding media contexts, Internet and society, and, Media law and ethics at Northwestern where my understanding of media texts was developed. At Georgetown, I took classes such as Introduction to International relations, International political economy, and Theory and politics of citizenship. It was while taking these classes that a crisis emerged in my home country of Ethiopia that received very lackluster and skewed reporting from all ends. I began asking questions about the power structures in international media and how much influence this has on the narrative of a smaller country such as Ethiopia. As a result, one of the most prominent themes that have emerged in my studies is the theme of power and globalization, as well as the subtheme of the relationship between the core and the periphery, or the interactions between the Global North and the Global South. For this reflection essay, I will be looking at what I took away from each course and how they served me in developing questions I hope to answer continuing forward.
In Professor Kristin Pike’s class on understanding media texts, we explored how broadcast television and other forms of media, program their shows to entertain their audience. This included studying the use of product placements in popular shows like Modern Family, analyzing the character design in shows like He-man, and examining the impact of imported children’s programming in the global south.
One of the key takeaways from this class was the understanding of the impact that these shows have on shaping our views of the world and ourselves. Through the study of product placements, we learned how subtle and overt advertising can shape our consumer choices and values. By analyzing the character design in shows like He-man, we learned how media representation can shape our understanding of gender roles and stereotypes.
However, one of the most interesting topics that we delved into was the impact of imported children’s programming on the global south. We learned about how these programs, often created in the global north, can shape the cultural, social, and economic values of the children who watch them in the global south. These programs can introduce new ideas, values, and ways of life to the children watching them, which can have both positive and negative effects.
On the one hand, these programs can expose children to new cultures, languages, and ways of thinking, which can broaden their perspectives and make them more globally aware. On the other hand, these programs can also introduce harmful stereotypes and reinforce colonial power dynamics. Additionally, these imported programs can also displace local programming and harm local media industries.
This discussion on imported programs reminded me of my childhood growing up watching several different channels on different languages and picking up languages such as English and Arabic. It made me think about how growing up with this sort of programming made it harder for me to learn to read and write in my mother tongue. It made me look around and see how bizarre it was that many of my classmates who hail from Arab countries find writing and reading in Arabic to be a bit challenging.
Overall, through the study of imported children’s programming in the global south, I learned the importance of critically analyzing media texts and understanding the impact they have on shaping our views of the world and ourselves.
In my recent Media law and ethics class, I was able to gain a comprehensive understanding of the intricacies surrounding the creation and dissemination of media content. The course delved into the complex legal and ethical considerations that journalists, filmmakers, and other media practitioners must take into account to produce fair and responsible content.
One of the key takeaways from the course was the importance of intellectual property in the media industry. I learned about the various forms of intellectual property, including patents, trademarks, and copyrights, and how these protect the creators of original works. This was interesting to me because it highlighted the need for media professionals to be mindful of their rights as well as those of others when producing content.
Another aspect of the course that particularly piqued my interest was the examination of defamation laws, both in Qatar and in the United States. Understanding the intricacies of these laws was crucial in highlighting the need for responsible journalism, and the importance of balancing the right to freedom of speech with the right to privacy and reputation. This also ties in with my growing interest in the blurred lines of privacy, especially when it comes to public figures versus private figures.
The media law and ethics class has opened my eyes to the complex and interrelated legal and ethical issues that arise in the creation and dissemination of media content. This knowledge will be invaluable in helping me to produce responsible and fair content as a media professional in the future. This class also led me to question intellectual property rights on an international scale. It is not uncommon to come across intellectual property appropriated from the global south to the north. The lack of proper international laws surrounding intellectual propertiy opens up questions about cultural exploitation.
In my class with Professor Banu Akdenizli, we explored how digital technologies affect society and social transformation on an economic, social, and political level. We evaluated and contrasted the usage patterns and goals of social media and digital platforms across various platforms and cultural contexts.
One of the key topics we discussed was the prevalent danger of online security. One of my most memorable discussions in class was the continued breach of privacy by big tech companies through the use of online terms and conditions. We also talked about the idea of the internet as a vast, lawless world where society’s true reflection appears. It is a space where sexism, homophobia, and discrimination are rampant, and it is not something we can deal with as of now because regulators are struggling to understand this world.
Another interesting takeaway I had from this class is how the online world bleeds into reality. I wrote my final paper on this very subject, and some examples I listed were the antics of online fandoms during the Tulsa Trump rally that skewed the turnout numbers, leading to some embarrassing headlines for Trump. Another example is how some white supremacist hashtags were drowned out by fandoms in support of the #blacklivesmatter movement.
All-in-all the main takeaways I’ve had from this class are about the anarchic nature of the internet, the regulation issues, online data privacy issues, and the power of the community in such spaces. The class has helped me to understand the importance of being aware of how digital technologies are shaping our society, and the need to critically evaluate their impact on our daily lives. The class has also helped me to understand the importance of protecting our data and the need for regulations to ensure that tech companies are held accountable for their actions.
In my Introduction to International relations class at Georgetown I learned about how International relations is a complex and ever-evolving field that encompasses a wide range of issues and perspectives. The course I took on international relations provided a comprehensive overview of the different frameworks used to look at the world of diplomacy and international politics. One of the key takeaways from the course was the recognition of the archaic nature of international politics. Despite advancements in technology, globalization, and communication, international relations continue to be governed by age-old power dynamics and relationships between states.
The course also delved into the different frameworks used to understand international relations, including realism, idealism, and structuralism. Realism emphasizes the role of power, interests, and self-preservation as driving forces behind international politics. Idealism, on the other hand, focuses on the role of moral and ethical values, international cooperation, and the promotion of peace. Structuralism recognizes the role of underlying systems, such as the international system and globalization, in shaping international relations. An example to illistrate this would be the Cold War, where the United States and the Soviet Union engaged in a global struggle for power and influence. Both sides sought to protect their national interests and maintain their own security, often at the expense of others.
The relationship between the core and the periphery was another important aspect of the course. This refers to the unequal distribution of power, resources, and influence between developed and developing nations. The course emphasized the importance of addressing these inequalities to achieve a more equitable and sustainable international system. One example of how the relationship between the core and the periphery can be addressed to achieve a more equitable and sustainable international system is through fair trade practices. Fair trade is an approach to international trade that prioritizes the social, economic, and environmental well-being of farmers and workers in developing countries.
My international relations class helped me understand the concept of the core and the periphery, and how the power dynamics between developed and developing countries impact international relations. This concept has played a crucial role in my academic pursuits, as I continue to explore the relationship between the two regions to create a more equitable and sustainable international system.
Through the course, I was able to understand the Realist perspective and its focus on power and self-interest, as well as the Idealist perspective that prioritizes ethical and moral values in promoting peace and cooperation. We also explored the Structuralist perspective, which emphasizes the role of underlying systems in shaping international relations.
Furthermore, we examined specific cases such as the United Nations peacekeeping efforts in Rwanda and Bosnia, the impact of globalization on the world economy, and the role of non-state actors in shaping international relations.
Overall, this course has broadened my perspective on the complex issues facing our world today and has taught me the importance of taking a multidimensional and critical approach to understanding international relations.
In my International Political Economy course, I engaged with a wide range of topics and perspectives related to the relationship between politics and economics on a global scale. One of the highlights of the class for me was the in-class debates we had on various topics. These debates helped me to better understand the complexities of the world economy and the different opinions and theories that exist.
We discussed topics such as globalization and its consequences on the world economy, global inequality, and the role of multinational corporations. In particular, the discussions we had on the concept of global inequality were particularly thought-provoking. Some of my classmates argued that global inequality is an inevitable outcome of globalization while others argued that it could be solved through collective action.
The debates helped me to see the different arguments and perspectives in a new light. For example, when discussing the multinational corporation in China during the Covid pandemic and its impact on the global economy, I was able to better understand the different ways in which these corporations can impact the world economy. Some classmates argued that multinational corporations were primarily responsible for exacerbating global inequality, while others saw them as a necessary component of globalization that helped to spread wealth and prosperity around the world.
Overall, the debates in class were an important aspect of my learning experience in this course. They allowed me to consider different viewpoints, think critically about complex topics, and communicate my ideas effectively. I believe that this kind of engagement helped me to gain a deeper understanding of the material and to become a more informed citizen in the world.
In my current ongoing college course on the theory and politics of citizenship, I have been exploring the complex and dynamic nature of citizenship in our modern world. Through the course, I have been exposed to various aspects of citizenship such as the hierarchy of citizenship and the different criteria that can be used to grant citizenship to individuals.
One of the key concepts that have stuck with me is the idea of the hierarchy of citizenship, which reminds me of the concept of the core and the periphery in international relations. This idea highlights the unequal distribution of citizenship rights and opportunities among individuals based on their place of birth, race, gender, or socio-economic status. This has been particularly evident in our discussion of the functional criteria for granting citizenship, where we have seen several examples of citizenship being given to footballers in Qatar based on their ability to serve the state’s functional needs.
Another issue that we have explored in this class is the problem of statelessness and its serious implications for individuals and society as a whole. Statelessness refers to the condition of individuals who are not recognized as citizens by any state, leaving them without the protection and rights that come with citizenship. This is a major human rights concern that can lead to significant social, economic, and political vulnerabilities. A recent presentation on the Baddons of Kuwait particularly piques my interest. The presentation on the Baddons of Kuwait may have also provided an opportunity to discuss the broader issue of statelessness and its global implications. Statelessness affects an estimated 10 million people worldwide and is a significant challenge to achieving the United Nations’ Sustainable Development Goals. The presentation to me highlighted the need for governments, international organizations, and civil society to work together to address the root causes of statelessness.
This course overall has been eye-opening and has provided me with a deeper understanding of the politics and theory of citizenship. I am in the process of learning about the many challenges that citizens face in their efforts to secure their rights and the obstacles they face in obtaining citizenship status. Through this course, I have come to appreciate the importance of promoting and protecting citizenship rights and the need to ensure that the right to citizenship is accessible to all individuals, regardless of their background or circumstances.
Overall, the Media and Politics minor program has allowed me to develop a comprehensive understanding of the complex relationship between media and politics. The classes I took have equipped me with the tools to analyze media messages critically, understand the power dynamics at play, and assess the impact of media on society and politics. I believe that this knowledge will be valuable to me in my future studies and career, and I look forward to continuing to explore these themes in my future endeavors.
Reference
Essentials of International Relations. (2018). Google Books. https://books.google.com.qa/books?id=-mSbDwAAQBAJ&printsec=frontcover&dq=the+essentials+of+international+relations+books&hl=en&sa=X&redir_esc=y#v=onepage&q&f=false
Haasch, P., & Davis, D.-M. (2020, June 22). Everything K-pop stans have done to protest Trump and racism online. Insider; Insider. https://www.insider.com/kpop-trump-tulsa-rally-hashtags-fancams-donations-activism-online-stan-2020-6#another-way-k-pop-stans-proved-their-power-was-by-flooding-the-dallas-police-departments-iwatch-dallas-app-2
Klink, F. F. Rationalizing Core-Periphery Relations: The Analytical Foundations of Structural Inequality in World Politics. https://doi.org/2600708
TikTok Teens and K-Pop Stans Say They Sank Trump Rally (Published 2020). (2023). The New York Times. https://www.nytimes.com/2020/06/21/style/tiktok-trump-rally-tulsa.html
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