NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ940276
Record Type: Journal
Publication Date: 2004
Pages: 7
Abstractor: ERIC
Reference Count: 44
ISSN: ISSN-1521-0960
Reading and Using Mass Communication Research on the "Other": Whiteness, "Folk Wisdom," and Objects of Research
Shah, Hemant
Multicultural Perspectives, v6 n2 p10-16 2004
An important resource for educators interested in incorporating material about mass media and race into their teaching might be academic research conducted in universities and media research organizations and published in academic journals. However, because certain forms of racial thinking "saturate" all forms of knowledge production in society, it is important for educators to be aware of race-related biases inherent in some of the research on media and race. Awareness of these biases should help educators as they read the research on media and race, sort through the growing literature on the topic, and make choices about how and with what effect information about media and race can be incorporated into their teaching. This essay reviews three biases apparent in some of the research investigating the relation between mass media and race. These biases will be illustrated with examples from recently published studies in journalism and mass communication academic journals. The three biases are related in important ways to the assumed normality of "Whiteness" that permeates U.S. society. Juxtaposed to Whiteness is the "Other," which is defined in the following sections in the context of discussing how the presumed differences between Whiteness and the Other generate social meaning, reinforce certain racial hierarchies, and effect the production of knowledge.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States