Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Topic: Humans or victims? Does humanitarian photography rob its subjects of agency?
Paper details:ESSAY PROPOSAL
TITLE: Humans or “victims”? Does humanitarian photography rob its subjects of agency?
I would like to argue that there is an ethical inherent dilemma in humanitarian photography. In seeking to represent human suffering in the absence of a wider context, it produces stereotypes that aim to elicit sympathy in the audiences that “consume” the images. Is this exploitative of the audiences? On the other hand, the stereotypes tend to reduce the sufferers to “victims” potentially denying the other aspects of their humanity. This denies their agency in face of their situation. PLEASE USE RELEVANT PICTURES AND CASE STUDIES TO REFLECT THE TOPIC AND THEMES
Together these mutual effects on observers and observed might play a part in entrenching harmful patterns of dependency found more generally in humanitarian aid practices.
Some of the themes that I will be discussing /arguing will be:
•Theme 1. Exploiting empathy; exploiting suffering Byford (2018); Kotilainen 2016; Nissinen 2012) for arguments about mutual exploitation – case studies to illustrate, e.g. Wilmot 2017 .Theme 2. Denial of agency of sufferers
Where agency is attributed to sufferers, humanitarian photography has tended to stress the threat potential of sufferers to western observers ( Bleiker et al 2013; Musaro, 2016; Zhang and Hellmueller 2017). Where images have portrayed human suffering, sufferers are portrayed as helpless victims, unable to act to improve their situation – i.e., a denial of agency ( Dencik and Allan 2017).
Does the literature help to explain this skewed attribution of agency – sufferers are able to act in order to threaten, but not to help themselves?
What does this say about the objectification of sufferers in the medium of humanitarian photography? Questions I will be discussing….Theme 3. Constructing dependency via humanitarian photography
How humanitarian photography is used to instil a dependency relationship between western aid-givers and ‘victim’ recipients. Examples from humanitarian relief advertising.Theme 4. Breaking the mould?
What can the photographer do to avoid the problems arising from their imaging of humanitarian suffering?Are the same problems of mutual exploitation and objectification of victims, etc. inherent in satellite/surveillance imagery as in the images framed by a photographer? (Herscher 2014)
In addition to these key literature I will also be discussing the recommended reading and the relevant work of :
oltanski, L., (1999). Distant suffering: Morality, media, and politics. Cambridge, UK ; New York, NY: Cambridge University Press. Available as ebook at bbk libraryChouliaraki, Lilie. (2006) The Spectatorship of Suffering. London: Sage. Available as ebook at bbk library.
de Laat, Sonya 2017 Regarding Aid: The photographic situation of humanitarianism The University of Western Ontario Supervisor Sharon Sliwinski The University of Western Ontario Graduate Program in Media Studies A thesis submitted in partial fulfillment of the requirements for the degree in Doctor of Philosophy
https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=6906&context=etd
Fehrenbach, Heide, and Davide Rodogno. 2015. ‘“A Horrific Photo of a Drowned Syrian Child”: Humanitarian Photography and NGO Media Strategies in Historical Perspective’. International Review of the Red Cross 97 (900): 1121–55. https://doi.org/10.1017/S1816383116000369.
Gorin, Valérie. 2012. ‘Looking Back over 150 Years of Humanitarian Action: The Photographic Archives of the ICRC’. International Review of the Red Cross 94 (888): 1349–79. https://doi.org/10.1017/S1816383113000568.
Mallipeddi, R. (2016) Spectacular suffering: Witnessing slavery in the eighteenth-century British Atlantic. Charlottesville: University of Virginia Press. Available as ebook at bbk library.
Nissinen, Sanna Maarit. 2012. ‘In Search of Visibility: The Ethical Tensions in the Production of Humanitarian Photography’. https://doi.org/10.21954/OU.RO.0000EEBD.
Wells, Karen. 2007. ‘Narratives of Liberation and Narratives of Innocent Suffering: The Rhetorical Uses of Images of Iraqi Children in the British Press’. Visual Communication 6 (1): 55–71. https://doi.org/10.1177/1470357207071465. (available at academia.edu)
———. 2013. ‘The Melodrama of Being a Child: NGO Representations of Poverty’. Visual Communication 12 (3): 277–93. https://doi.org/10.1177/1470357213483059. (available at academia.edu)
Roland Bleiker et al (2013) ‘The visual dehumanisation of refugees’ Australian Journal of Political Science https://doi.org/10.1080/10361146.2013.840769
Roland Bleiker (ed.) (2018) Visual Global Politics (Routledge) https://www.routledge.com/Visual-Global-Politics/Bleiker/p/book/9781315856506
Judith Butler (2007) ‘Torture and the ethics of photography’ Environment and Planning D: Society and Space https://doi.org/10.1068/d2506jb
Jovan Byford (2018) ‘The Emotional and Political Power of Images of Suffering: Discursive Psychology and the Study of Visual Rhetoric’ in Stephen Gibson (ed.) Discourse, Peace and Conflict (Springer) https://link.springer.com/chapter/10.1007/978-3-319-99094-1_16
Lilie Chouliaraki, Michael Orwicz and Robin Greeley (eds) Special issue of Visual Communication: The Visual Politics of the Human 2019 (editorial https://doi.org/10.1177/1470357219846405 )
Lilie Chouliaraki and Tijana Stolic (2019) ‘Photojournalism as political encounter: western news photography in the 2015 migration ‘crisis’ Visual Communication https://doi.org/10.1177/1470357219846381
Heide Fehrenbach and Davide Rodogno (eds.)(2015) Humanitarian Photography: A History (Cambridge University Press)
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. 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