The relationship between censorship and student publications Essay Example for Free

The relationship between censorship and student publications Essay Pushing the limits of free speech and then killing it is not an uncommon theme for todays student press. Civil disobedience and censorship of student publications has been a hot-button issue since the 1960s and remains a crucial, yet under-examined area of free speech. In an assumed tolerant democracy which flaunts philosophical ideals like a free market of ideas, censorship laws have undermined the essential function of student newspapers as an outlet for challenging, insightful and investigative journalism. The following essay seeks to examine the relationship between censorship and student publications by specifically drawing on the Rabelais case. Accordingly, this essay further attempts to explore the legal and philosophical reasoning behind censoring student newspapers. In 1998, the Full Court of the Federal Court handed down its first decision which directly involved the right to political communication of a student publication1. The court held that an article advocating theft published in the La Trobe University student publication, Rabelais, instructed in matters of crime and was not protected by the implied constitutional freedom of speech.2 The appellants four editors of the publication argued that the article addressed issues of wealth distribution in a capitalist society and constituted political communication.3 Prior to Rabelais, Australian courts have never squarely confronted political communication in relation to the National Classification Code.4 Whilst the Federal Courts decision to uphold the findings of the Classification Review Board generated another proponent of control on the boundaries of political communication, it simultaneously limited the journalistic scope of student publications in challenging the moral and political patterns of society. The implications of Rabelais have since posed an explicit threat to the autonomy of student publications by which student journalists are left confined within the legally permissible censorship system.5 A common principle validating restrictions on free speech is balancing. In the case of Rabelais and similar articles in nature published in other student publications, striking a reasonable balance between political material and Australias censorship laws fosters the argument that the protection of political communication is not absolute. Judicially-considered concepts underpinning political communication6 is often subject to the maintenance and protection of the system of representative government.7 By strict adherence to this generalization, virtually all political dissent and civil disobedience is then liable to interfere with the maintenance and protection of the government system. Heerey J8 provided further insight, claiming this relationship to accommodate an imbalance in which the protection of representative democracy overrides the protection of dissent9 by student publications: It should be noted that Anarchist theory extended from non-violent writers and political leaders like Tolstoy, Thoreau and Ghandi to Proudhon (property is theft) the Anarcho-Syndicalists whose creed was that unions should become militant organizations dedicated to the destruction of capitalism and the state. All this may be in one sense politics, but the Constitutional freedom of political communication assumes indeed exists to support, foster and protect representative democracy and the rule of law. The advocacy of law breaking falls outside this protection and is antithetical to it. 10 However, the argument brought forward by his Honour is severely flawed. The knowledge needed to draw political comparisons from the works of Tolstoy, Thoreau and Ghandi lies in the mere fact that the writings of these revolutionaries were not refused classification, but available to the public for debate and reflection. In this instance, measuring competing interests on the basis of political ideologies in power would easily translate into banning all commonly dissenting student publications.11 The classic role of student publications in discussing socio-political affairs beyond the bounds of moral and legal civility is one which indeed supports, fosters and protects the system of representative democracy. This lends itself to another critical failure in determining classification of student publications. In refusing classification of Rabelais, the Review Board directly addressed the legal aspect of inciting crime, compromising the publications implied rights to political communication.12 It did so by appraising the article in isolation from other writings of political nature, published in the same edition.13 Setting aside possible constitutional questions, the approach in reviewing student publications does not distinguish between student and mainstream media. If a student press is to function as the dutiful outlet of alternative and challenging thought in society, then such definition should allow for exceptional free speech privileges. To give further reference to the limited interpretation of the role of student publications in Australia, there is a high probability that the article in question would have been permissible to publish in other countries, particularly the United States. Not only does the existence of a U.S. Bill of Rights expressly protect the rights of individuals to free speech, but an implicit rule applied by U.S. courts entitles student journalists to the highest level of First Amendment protection to sustain the traditional libertarian function of student publications. 14 The rule that student publications enjoy freestanding exemptions of restrictions underlying the First Amendment emanates from legislation based in the state of California, which expressly duplicates First Amendment rights to college and university students. 15 One can hardly ignore the advantageous effects of a similar law being implemented in Australia. Like the United States, it is widely maintained that student publications in Australia should remain wide-open free speech zones, where every form of speech is permitted and censorship controls are turned off.16 However, the recent introduction of the Voluntary Student Unionism bill17 before parliament has additionally threatened the agenda of student publications. Although the bill, which traces back to 197418, sets out to render universal student unionism voluntary, it could potentially be the first law that directly undermines students right to free speech by defunding Australias student press19. The Western Australian (WA) VSU model, which came into force in 1997, has cut funds directed to all student publications in the state, while other student advocacy bodies were lost completely.20 In conclusion, although Australia has a robust commitment to freedom of speech, on a practical level, this commitment is too often regulated by prevailing moral and legal protocols. As evidenced by the legal implications brought forward by the Rabelais case, there remains little conscious acknowledgement of the significant function of student media in challenging dominant viewpoints. Given the undoubted importance of the court in interpreting political communication, the process in determining such can only be rendered valid and objective if the historical and philosophical principles underpinning student media are taken into consideration. The burden here is not only on the narrowed definition of political communication, but the lack of an accountable and tolerant classification system. Similarly, the Rabelais case reawakens the time-worn argument of implementing an express free speech right in Australia. Given that student publications are dedicated to political dissent and civil disobedience, and thus vulnerable to legal ramifications, it would arguably seem fair to grant student media the privilege of special free speech rights, over and above all the general speech rights Australians enjoy. A law similar to that of the United States would allow society to recognize the doctrine of academic freedom and protect and maintain the free market of ideas in a representative democracy. As Parsons once said: The creative writer should enjoy a latitude greater than would be of proper to the journalist and newspaper published who deal with fact.21 1 Brown v Members of the Classification Review Board of the Office of Film and Literature Classification (1998) 154 ALR 67 (hereinafter Rabelais) 2 The article provided a step-by-step guide on how to shoplift. Pursuant to the Classification (Publication, Films and Computer Games) Act 1995, publications that describe, depict, express or otherwise deal with matters of crime will be refused classification 3 Note 1. The Federal Court upheld the decision of the Chief Censor to refuse classification (i.e. ban) of Rabelais. The charges were later dropped. 4 Clayton, M. (2005). Interview. [Interview with Christopher van Opstal, 24/05/2005]. See also Classification (Publication, Films and Computer Games Act) Act 1995 5 Boey, H. (2005). Interview. [Interview with Christopher van Opstal, 19/05/2005]. Duncan, J. (2005). Interview. [Interview with Christopher van Opstal, 19/05/2005]. Fomiatti, L. (2005). Interview. [Interview with Christopher van Opstal, 19/05/2005]. Belford, A. (2005). Interview. [Interview with Christopher van Opstal, 19/05/2005]. 6 For example, in Australian Capital Television v The Commonwealth (1992) 177 CLR 106, six members of the High Court acknowledged the implied freedom of communication in government and political matters. Other judicially-considered cases in Rabelais, include Theophanous v Herald Weekly Times (1994) 182 CLR 104; Lange v Australian Broadcasting Commission (1997) 189 CLR 520; Levy v The State of Victoria (1997) 189 CLR 579 7 Pearson, M. (2005). Interview. [Interview with Christopher van Opstal, 23/05/2005] 8 French J and Sunberg J were the two other judges in Rabelais 9 Heerey J refers here to dissent as writings which advocate breaking the law or anarchy 10 Note 1 (Heerey J). By contrast, the appellants council argued that advocating theft was an appropriate means of reallocation of resources of political dissent or as a central tenet of Anarchist theory. The same argument is brought forward by Des Clark, Chief Censor of Australia. Clark, D. (2005). Interview. [Interview with Christopher van Opstal, 26/05/2005] 11 Clark, D. (2005). Interview. [Interview with Christopher van Opstal 26/05/2005]. Clayton also points out that a publication which incites crime must be banned under regulations by the OFLC, even though the publication may be of political nature. Note 4. 12 Note 4. See also Clayton, M. 1998 Censorship, Free Speech and the Rabelais Case, Legal Date, Vol. 10, No 1.; Clayton, M. and Borgeest, T. 1998, Free Speech and Censorship after the Rabelais Case, Media and Arts Law Review, Vol. 3 at 194 13 Note 1. The Rabelais edition also discussed political issues of death penalty in the United States and pending execution of a former black activist, Mumia Abu Jamal 14 Goodman, M. (2005). Interview. [Interview with Christopher van Opstal, 23/05/2005] 15 Pursuant to s 76120 of the California Education Code, the governing board of a community college shall adopt rules and regulations relating to the exercise of free expression by students. See California Education Code Section 66301. 16 Boey, H. (2005) Interview. [Interview with Christopher van Opstal, 19/05/2005] 17 Higher Education Support Amendment (Abolition of Compulsory Up-front Student Union Fees) Bill 2005 18 Aldrich, F. (2005). Interview. [Interview with Christopher van Opstal, 27/05/2005] 19 Note 13. If impending VSU is passed by the Senate in July, it will be necessary to cut funds to the printing of student publications. This will result to the disappearance of most student publications. 20 Hastings, G. (2004) VSU Legislation Experiences in WA, Victoria, and Federally, NUS Research at 5 21 Pollak, M. 1990, Sense and Censorship, Reed Publishers, Sydney, at p. 284

Initiative Essay -- Education Educational Papers

Initiative The aftermath of Proposition 227, formally titled the English Language for Immigrant Children Initiative, is as varied as the bilingual teaching methods it replaces. The issue of how to educate limited English proficient (or LEP) children has become so politicized that the research on the subject is difficult to interpret. However, two aspects that appear to be problematic for all of California’s school districts are the vague language of the initiative (which is now law), and the lack of methodology for the new "sheltered immersion" programs. The resulting confusion has created a bilingual education system more fragmented than ever. According to the state Department of Education, approximately 1.4 of the 5.5 million school children in the United States are classified as LEP. Of those 1.4 million children, eighty percent are Spanish speaking and the remainder identify fifty-three other languages as their primary language (Prop #227 1). Prior to the passage of proposition 227, 70 percent of California’s LEP students received instruction primarily in English, including 31 percent who received specialized instruction in English only, 22 percent received specialized instruction in English with some primary language support, and 17 percent receive no specialized services: The remaining 30 percent were in traditional bilingual classrooms and received a great deal of instruction in their primary languages (Prop #227 1). It is clear from the variety of services that had been offered (or not) that "bilingual education" varied greatly in the amount of primary language support that was used. It was also only used to teach approximately 50 percent of the LED student population. The amount of primary language support is t... ...ll Kemper. "Sheltered Immersion: Contrasts and Controversy". 1-4. Online. Internet. November 14,1998. Available http://coe.sdsu.edu/people/jmora/pages/seivcanadian.html. "Proposition #227: English Language in Public Schools". 1-9. Online. internet. November 15,1998. Available http://www.sen.cagov/ftp/sen/sor/_home/educate/prop227.htm. Puente, Maria, Carol Morello. "Bilingual Battle Still Rages In Classroom". USA Today. November 13,1998: News; 4A. Online. Internet. November 15,1998. Available http://web.lexis- nexis.com/universe/doc...23&md5=84077f81fr06bb22396cd3alf8be5ed8. Ramirez, Jaime. Telephone interview. December 1,1998. Terry, Don. "Bilingual Education Lives After All". New York Times. October 3, 1998: Section A; 7. Online. Internet. November 7,1998. Available http://web.lexis- nexis.com/universe/doc...ae&_md5=11a5d46e28d2958c8088df8df8267172c64.

The Buddhist Architecture

The Buddhist architecture has a lot of history that comes along with the culture, India is known for being the center of Buddhism as well as the highlight Buddha teachings. Different parts of Buddha life is instilled in the architecture. According to â€Å"The Buddhist Architecture† (2007), â€Å"Caves or grottoes are the oldest form of the Buddhist architecture. They are also known as the rock-cut monasteries, which were hewn from the cliffs and rock walls of the valleys. In India, the most significant cave is Junta caves, near modern Arranged, Maharajah's. † (Para. Two and Four).The caves had played a large part in the history of Buddhist architecture; it was more than Just a building or even a simple rock. According to â€Å"The Buddhist Architecture† (2007), â€Å"Pagodas are the principle form of Buddhist architecture, which are used as religious multistory Buddhist towers, erected as a memorial or shrine. The most important factor was Consciousness, which is the ultimate reality. † (Para. Two and Four). There are various buildings associated with religion, but the one that came out at the most in my search was, â€Å"Amphibian Temple,† this place is known or being a place where â€Å"Buddha† obtained inspiration and enlightenment.There were other temples in China called, â€Å"Ethane Temple†, â€Å"Lama Temple†, and † Gangue Temple† these temples hold a lot of education surrounding Buddhism and what it represents, it is an important place to be visited while in China. The Elder (2008) website â€Å"Numerous churches, monasteries, convents and shrines show sites connected with the earliest years of Christianity, and the life and ministry of Jesus and his disciples. The design of these constructions was affected as much by the religious traditions of the individual Christian community.Christianity was instilled in the buildings such as churches, even from the rooftop the column of a church . â€Å"Plans. ?Many Early Christians shadowed the basilicas model for their new churches (up. 198, 206) and may also have used old Roman halls, baths, dwelling- houses, and even pagan temples as places of worship. Walls. ?These were still constructed according to Roman methods of using rubble or concrete, faced with plaster, brick, or stone (p. 210 B). Mosaic design was added internally (p. 21 1), and sometimes also externally on west facades; though little regard was paid to external architectural effect (p. 09). † (â€Å"Early Christian Architecture – Comparative Analysis†, 1921). The walls expressed certain parts of the religion was alters, roofs and openings in a church. Some names of the buildings surrounding this architecture were, â€Å"The Church of the Holy Sepulcher, Jerusalem and The Church at Gal. Loused. † Islamic architecture and art pieces were in different areas that Islam either dominated or still remains dominant while still embodying M uslim precepts in its themes. The earliest architectural monument of Islam is the Dome of the Rock Jubbah al-Sahara) in Jerusalem, created in 691-92.Some Muslims believe it to be the area from which Muhammad rose to heaven. â€Å"It has mosaics depicting scrolling vines and flowers, Jewels, and crowns in greens, blues, and gold. Similar in some aspects is the later Great Mosque of Damascus (built c. 705-14) the culture of Islamic Spain reached its apogee in Moorish art and architecture. The Mud © Carlyle of Spain employed through the 18th cent. And, important until much later in time, is founded on this architecture. † (â€Å"Islamic Art And Architecture 2012).

Stereotypes ESL Lesson Plan

One thing we share as humans is our vulnerability to both prejudice and stereotyping. Most of us hold prejudices (thoughts or tendencies based only on limited knowledge) against certain things, ideas, or groups of people, and it is very likely that someone has been prejudiced against us or thought of us stereotypically as well. Prejudice and Stereotyping are heavy topics. Yet, people’s (sometimes subconscious) beliefs profoundly affect everyone’s lives.  If these conversations are led right, ESL classes can provide safe spaces for our students to dive deeper into such broad, sensitive, and yet so crucial aspects as race, religion, social status, and appearance. The estimated time for this lesson is 60 minutes, but it is strongly suggested to be used in tandem with the Extension Activity below. Objectives Enrich students vocabulary about the topic of prejudice and stereotypes.Become aware of the complexities and negative consequences of prejudice and stereotypes.Develop deeper empathy and tools to help themselves and others out of the outsider feelings created by prejudice and stereotyping. Materials Board/Paper and markers or projectorWriting utensils for the studentsPosters labeled with names of the countries corresponding to the students in your class and yourself (make sure you include a poster for the U.S as well)Slide/Poster prepared with a list of possible stereotyping characteristicsTwo Posters—one labeled Insider, one Outsider—each has a column for Feelings and BehaviorsSlide/Poster prepared with a list of possible questions about stereotypes Key Terms prejudice origin romantic stereotype orientation respectful national discrimination hard-working race bias emotional included excluded well-dressed unfair assumption outgoing tolerant punctual nationalistic talkative sociable serious quiet formal aggressive polite humorous rude lazy sophisticated educated ignorant hospitable casual flamboyant reliable stern Lesson Introduction Begin the lesson by acknowledging that as ELLs, your students will experience, and probably already have experienced, feelings of being an outsider. Perhaps they have even been victims of prejudice and stereotyping based on their levels of language, accent, or non-American looks. Let your students know that in this lesson you will talk about these topics in more depth—all in an effort to help them navigate such situations and also enlarge their vocabulary on the topic. It is a good idea to solicit students’ opinions on the meaning of prejudice and stereotype at the very start, and only then provide them with the actual definitions. A good reference for this part is a basic dictionary, such as the Oxford Advanced American Dictionary. Make sure you write or project the words and definitions on the board. Prejudice: an unreasonable dislike of or preference for a person, group, custom, etc., especially when it is based on their race, religion, sex, etc. A victim of  racial prejudiceTheir decision was based on ignorance and prejudice.Prejudice  against somebody/something:  There is much less prejudice today against women in the medical profession. Stereotype: a fixed idea or image that many people have of a particular type of person or thing, but which is often not true in reality. Cultural/gender/racial stereotypesHe doesnt conform to the usual stereotype of the businessman with a dark suit and briefcase. Instruction and Activity—Insider/Outsider Exercise Objective: Identify the feelings and behaviors when people feel like insiders and outsiders, learn how to cope with them, generate empathy and solutions to help others. Outsider Feelings List all the student nationalities on different posters on the board and by nationality, have students name the stereotypes (only) about their own countries and cultures (to avoid any animosity). 5 minHang the posters around the classroom and invite students to walk around with pens or markers and add any other stereotypes that they have heard. (Reinforce that what they are writing down isn’t necessarily what they believe, simply what they heard to be said.) 3 minRing a bell or play a sound to announce the transition, in which you model the next step in the activity: The students will move onto introducing themselves to others by sharing two negative outsider feelings that they experienced while reading the national stereotypes (i.e., â€Å"Hi, I am angry and confused.† â€Å"Hi, I am shy and uncomfortable.†)  Display the bank of possible words on the board, and preview it with students before continuing the activity. 8 minAfter a few minutes, ask students to s it back down and call out the negative feelings they have heard (while you record them on the Outsider poster). 3 min Insider Feelings Now, direct your students to imagine they are on the inside of a certain group. (Provide some examples: Maybe they are back in their country or belonged to a group as kids, at work, etc.) 3 minStudents call out insider feelings and you record them on the corresponding poster. 3 minAt this point, prompt students to describe the behaviors that correspond to each situation—when they were outsiders and insiders. (Let students come up with their own or even let them act them out if they don’t have the right word for the behaviors or you can suggest and/or act out additional ideas.) Examples: Outsider—feel alone (feeling), shut down, don’t dare, dont communicate much, speak low, stand away from the group (behaviors); Insider—opposite (that’s what we want for our students). 8 minAcknowledge to your students one more time that in their lives as non-native English speakers, they will sometimes experience feelings of being an outsider. And sometimes in their lives as humans, they will witness someone else feeling that way.Remind them of the goals of this activity and brainstorm how they can apply what they learned. Goal 1: Cope with Outsider FeelingsInstruct students to list a few Insider moments and to remember these and their corresponding feelings when they find themselves in Outsider situations. 4 minGoal 2: Empathy and Help OthersDirect students to imagine they meet someone who is feeling like an outsider and discuss possible reactions/solutions. (Maybe they’ll be able to empathize with them more thanks to their own experiences. And based on their personal knowledge of the different negative feelings, they may be able to offer the person constructive help—offer water to diffuse anger, a joke, personal anecdote, or a friendly conversation to help them relax.) 5 min Lesson Extension—Discussion on Prejudice and Stereotypes Go back to the beginning of the previous activity, and remind your students of the meaning of prejudice and stereotype. 2 minAs an entire group, identify the areas on which people sometimes base inclusion or exclusion. (Possible answers: sex, sexual orientation, beliefs, race, age, appearance, abilities, etc.). 7 minProject or write the following questions on the board and invite students to discuss these in small groups. They should also be ready to later share their ideas with the entire class. 10 min What do you think about the stereotypes listed in the Insider/Outsider activity?Are they true or not? Why?  Where do some of these stereotypes come from?  Can they be useful?  What can be the problem with these labels?What prejudiced attitudes and behaviors can stereotypes and labeling lead to?  How could these stereotypical and prejudicial views be tackled?   Differentiation The best lessons have differentiation strategies infused within each and every step. Guidelines/questions/vocabulary always postedAfter assigning an activity, either model/provide examples of what it should look like OR have students tell you back what their understanding of the assignment is.Circulate among your students frequently, check in on them, and offer additional support in the form of one-on-one explanations and modeling.Because of the different learning styles out there, this lesson includes a variety of activities, some of which require students to move their bodies; write, read, and speak; work independently, in small groups, or as a whole class. Assessment For homework, exit ticket, and/or the lesson’s assessment, ask your students to write a paragraph-long reflection on the ideas that came up during the lesson.  Provide the required minimum of sentences, based on your students’ levels. Requirements: Correctly use at least four of the new terms relating to stereotypes and four character adjectives.Choose a stereotype or two from the list that you may have been guilty of, and: explain why some people might think that label is incorrectexplain how people targetted by this stereotype might be affected Differentiation here would include variety in the number of sentences and/or vocabulary used and possibly a fill-in-the-blanks text. Important Considerations Consider the issue of sensitivity among your students. You could inform them ahead of time that you will be exploring a controversial subject matter and it is not your intention to upset anyone. However, if anyone is offended during the class, inform them they are free to speak to you or email you afterward. If any disclosures are made, you will need to follow your school’s child protection procedure. Be aware that some students may express negative attitudes. It is important to allow them to voice their views and they should be probed, but this should be followed by clearly stating that as a community of learners, you don’t tolerate offensive and harmful attitudes and promote the importance of respect towards difference. Sources Kite, Mary E.  Activities for Teaching about Prejudice and Discrimination. Virginia Ball Center, Ball State University, 2013, Muncie, IN.â€Å"Lesson 5—Prejudice and Stereotypes. Equality and Human Rights Commission, 29 Jan. 2019.