one article’s terrorist is another’s patriot

Last night I tweeted the following about the New York Times article, “Militia Charged With Plotting to Murder Officers“:

Militia Charged With Plotting to Murder Officers http://s.nyt.com/u/UEU  <-- No use of the word "terrorist" for all white group. Terrible.

The tweet resulted in a few responses (the second of which, from @kichigai,  made the strong case that “I can’t help but think their being Christian helped kill off the label. IE: Terrorists can be white (Jihad Jane) but only Muslim.”) and then this morning @christateston pointed me to a blog post, “What’s Wrong With This Picture?” that made a very similar argument:

The folks at The Times tie themselves into knots denying that this is political extremism: although the terrorists “were plotting to kill law enforcement officers in hopes of inciting an antigovernment uprising” they were “motivated by apocalyptic religious scenarios more than any secular political fears.” Right. If Islamist fundamentalists were indicted for exactly the same activities the press would be having a field-day. But these salt-of-the-earth white Americans surely couldn’t be terrorists could they?

When I first read the piece my first thought was the same: if this had been about non-Christian, non-white group any derivative of the word terrorist would be used throughout. So, I decided to check it out.

I went back to the last terrorist group to be apprehended in the US that I could remember: the group that came to be known in the media as the Fort Dix Six. This group of 6 Muslim men in southern NJ were arrested for and later convicted of plotting to attack military personnel stationed at Fort Dix, which spans several townships in Burlington County, NJ. I went to nytimes.com to read their report of the group’s arrest. The article title, “6 Arrested in Plot to Attack Fort Dix,” is similar to “Militia Charged With Plotting to Murder Officers,” because they both involve a form of the verb, “plot.” That is where the similarities end. The latter title, by starting with the word “militia,” clearly locates the group within a particular socio-cultural freedom group that has a rich (and mostly positive) history in the United States dating back to the Revolutionary War. The lack of a group definition in the former article title locates the emphasis on the object of the attack—a military fort—and allows the reader to assume that the article is about a terrorist group.

The subjectivities of the titles are followed through in the text of the articles. The article about the all-white Christian militia uses the word “terrorism” only once, in a one-sentence paragraph that passively (and barely) equates the group’s desired actions with terrorism: “In April 2009, the Department of Homeland Security produced a report warning of a rising threat of right-wing terrorism, citing factors like economic troubles, the election of a black president and perceived threats to United States sovereignty.” Conversely, the article about the Muslim group uses a version of the word terrorism seven times. Here we see the articles represented visually (200 words, Coolvetica font, rounded edges, all words lower-case; I have modified the color in the latter):

Wordle of Militia Charged With Plotting to Murder Officers
Wordle of Militia Charged With Plotting to Murder Officers
Wordle of 6 Arrested in Plot to Attack Fort Dix
Wordle of 6 Arrested in Plot to Attack Fort Dix

A closer look at the text shows that the majority of uses of the words “terror” or “terrorist” are much more active in their implications, including this statement from former DA Chris Christie:

“Terrorist attacks are not always going to be on the grand scale of September 11th,” Mr. Christie said. “But keep in mind that terrorist attacks are about creating terror, and an attack on an American military institution in our country clearly would have created the type of terror that people like these who believe in Jihad want to perpetrate on American citizens.” He added, “We believe this attack has now been completely defused.”

Here, we have the obligatory invoking of September 11 which in the media must accompany any discussion of terrorism. That rhetorical move locates all acts within the history of the United States being attacked and the resulting War on Terror. The militia article locates the actions of ring-wing groups within the recent downturn of the economy, the election of a black president, and other groups:

Mark Potok, who leads a program that tracks right-wing groups for the Southern Poverty Law Center, said it first took note of the Hutaree last year amid a surge in new “Patriot” movement groups, race-based hate groups, extremist anti-immigrant groups, Christian militants and other variations.

The implications of this sentence are that racism, anti-immigrationism, Christian fundamentalism, and “other variations” (which one can only assume are sexism, homophobia, and antisemitism), are, in fact, patriotic. The label, “Patriot,” just like the label, “militia,” locates the discussion within a rhetorical and visual field that dates back to the writing of the Declaration of Independence and extends through the creation of the Patriot Missile. Regardless of if there are quotation marks around the word Patriot, the label succeeds in removing us several steps further from an indictment of the group’s actions as terrorist—which they certainly are.

This article is, of course, indicative of a larger problem in the news media: the inability to call something what it is when it involves white Americans. We saw this in NPR’s refusal to call water-boarding torture and the overall inability of the mainstream media to call racism at (mostly white) Tea Party rallies and anti-health care protests racism (see Joan Walsh for a good reporting of the racism).

What we label things is important rhetorically and pragmatically; classifications structure realities.

Update 3/31/10 9:10 am: Another article, this one from CNN, similarly opts to favor terms other than terrorist, which only appears once.

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CCCC 2010 Abstract and Prezi

My 2010 Conference on College Composition and Communication presentation is entitled, “Revealing Meaning, Broadcasting History: Notes on the Composition of Oral History Video.” I am pleased to be presenting on the panel, “Images, Rhetoric, and the Construction of Meaning” with friends and colleagues, Christa Teston and Billie Hara.

Here is the abstract as submitted:

In her 2004 CCCC Chair’s address, Yancey observed that “literacy today is in the midst of a tectonic shift.” Indeed, writing is no longer just about using a keyboard to put words on a screen, nor is it about using a pen to put words on paper. Writing, in our highly mediated, highly visual culture, is the mashing-up of images (still and moving), words, and music (Bezemer and Kress, 2008; Elbow, 2007; Haas, 2008). This literacy consists of being able to understand the complex, evasive relationships among texts and images—and how those relationships impact and are impacted by contemporary cultures. Witte (1992) argued for the importance of understanding how meaning is made using nonlinguistic sign systems, especially if we as a field are to construct a “comprehensive or a culturally viable understanding of ‘writing’ or ‘text.’” Toward that end, this panel will discuss the ways in which visual texts afford meaning making in multiple modes of communication in and out of the classroom: digital photography (Speaker 1), oral history video (Speaker 2), and medical images (Speaker 3).

Speaker 2 explores how visual literacy is both complicated and enhanced when the composition metaphor is applied to the processes and electronic spaces used to create texts in an emerging video genre: the oral history video. By using established methodologies for obtaining, transcribing, and archiving interviews (Anderson and Jack, 1991), oral histories provide important alternate perspectives on historical events (Ritchie, 2003). Frisch (2006) suggests that video has been underutilized in oral history, that there are “worlds of meaning that lie beyond words…in context and setting, in gesture, in tone.” Speaker 2 discusses an assignment in which upper-level writing students adapted traditional oral history research methodologies and composition processes (pre-writing, drafting, editing, cutting, pasting, and so forth) to compose oral history videos. Using only the affordable Flip Video camera, free editing software, and YouTube, the video oral histories became powerful primary documents that challenged students to rethink what it means to write in our visual culture. They also suggest how popular, low-tech media can be use to construct meaningful, multimodal texts that reveal voices on important social issues that might never have been recorded, preserved, and broadcast to a world eager to watch, listen, learn about what others think and do.

I created a Prezi to accompany the presentation. The 5 minutes lead into the 10 minute video, “Selections from Three Student Oral History Videos.” Five minutes was dedicated to discussion of the video and what was learned from/in the course. That is, the bulk of the Prezi was designed to be summarized in the on-site presentation with the hopes that people would follow-up and see it online.

As always, comments and questions are more than welcome.

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flip video workshop prezi

On March, 10, I led a workshop at Rowan entitled 6 7 Recommendations for Using Flip (and other) Video Cameras in the (non-video) Classroom (download a video of the full workshop [.mp4]). The workshop was offered as part of the terms of a grant I received to be able to purchase 20 Flip Video cameras for my spring 2009 section of Writing, Research, and Technology. I’ve used them in fall 2009 and spring 2010, as well. I was asked to model the workshop after my blog post “6 recommendations for teaching with the flip video camera.” That post led to my use of the Flips to be featured in an eLearn Magazine article, How Tiny Camcorders are Changing Education.” In the article I mention a 7th recommendation. Hence, the title of the workshop.

I used the following Prezi to help structure the workshop. Enjoy!

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how to prevent and fix loss of recording time on a flip ultra video camera

As you know, students in my Writing, Research, and Technology sections are using Flip video cameras to create video oral histories and other short video essays. We are using Flip Ultra cameras (non-HD, model F260W), which has 60 minutes of record time. After the first semester of use (spring 2009), I noticed that several of the video cameras appeared to have no videos on them yet the record time had dropped to less than 60 minutes. The drop wasn’t substantial—maybe a minute or two—and I attributed it to upgrades in the software.

After the fall 2009 semester, however, I noticed that several had a substantial loss of record time. Two indicated that they had 20 minutes of record time remaining, and one had just over 4 minutes remaning. I explored the memory to verify that video files hadn’t been renamed (the Flip will not recognize renamed videos) and that there were no video files outside the DCIM folder or inside the DCIM and 100VIDEO folders. All were empty.

Stumped, I called tech support. Here is what they told me. The loss of record time problem occurs when users who want to delete videos drag video files from their camera to the trash and then eject the Flip video camera before emptying the trash. (Deleting files in this way is much faster than having to delete them manually.) It seems that the problem is especially pervasive for Mac users. This makes sense; in spring 2009 the class met in a PC lab and I had only 2 Mac home users. In fall 2009 class met in a Mac lab and half the students were Mac home users. I recall telling students that they could drag video files to the trash.

So, to prevent the a loss of record time on a Flip video camera: if you drag video files from the Flip to the trash to delete them, make sure you empty the trash before you eject the camera from the computer.

If, however, you are like me and have a camera that already has a loss of recording time the fix is easy.

Here is how you restore full record time in a Flip Ultra video camera (note: this fix may be specific to my model camera–F260W):

  1. You will need a non-networked PC to fix the problem. The tech support woman and I tried several cameras several times on my Mac and each time the fix failed.
  2. Make sure that the video camera has no videos on it and/or that you have a copy of all videos that you want to save.
  3. Connect your camcorder to your PC.
  4. Close any window that pops up asking what you would like to do.
  5. Double click or open My Computer.
  6. Right click on the Flip Video icon.
  7. From the menu, select Format.
  8. Under File System, open the drop down list and choose FAT (this should be the default).
  9. Click Start and then click OK on the warning window.
  10. A bar will appear with the status of the formatting. Depending on the speed of your computer, the formatting process could take a few seconds to several minutes.
  11. When complete, properly eject the Flip from your computer.
  12. Turn it on. You should now have 60 minutes of record time.

I tried this with 3 cameras—the two with 20 minutes and the one with 4 minutes—and both were fully restored to 60 minutes. The process could have been simpler.

Good luck!

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