Browsing by Subject "Censorship"
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Item Divergent Narratives on Chinese Internet Censorship: Western-centric versus Local Perspectives(2021-05) Deutmeyer, DanaChinese Internet censorship refers to the Chinese government’s policies that attempt to control the circulation of online information. Internet censorship as a focus of study produces multiple, incongruent perspectives, especially among Western academics and authors. This thesis discusses “black-and-white” and “shades-of-grey” perspectives of Chinese Internet censorship. “Black and white” perspectives present Internet censorship as necessarily being oppressive, and are informed by Western-centric biases rooted in an ideologized, essentialized view of democratic principles and Orientalism. “Shades of grey” perspectives emphasize understanding censorship from a local perspective, including how it prompts the development of certain online behaviors. Under the umbrella of Chinese censorship lies various aspects, including the goal of the government to prevent collective action, as well as the underlying motivation of producing a shared understanding of reality. It also includes how netizens experience Internet censorship, how they react to it, and the influences it has on online culture. Importantly, this discussion of Chinese Internet censorship also considers how the West interprets it, which is usually in a very critical manner, as censorship is viewed as antithetical to Western-centric essentialized values of democracy and freedom.Item The implications of Internet filters in secondary schools.(2008-04) Finsness, Lisa SchneiderPresident Bill Clinton signed the Children's Internet Protection Act (CIPA) into law in 2000, requiring schools and libraries to install specific technology that blocks Internet access to visual [not text] depictions that are obscene, child pornography, or harmful to minors. Advocacy groups, such as the American Civil Liberties Union as well as many educators voiced concern that this law would infringe on intellectual freedom and countered that it was far better to teach students to be effective users of information than to "censor" the Internet. Advocacy groups also began investigating whether CIPA affected students' ability to access information they needed for school. This study explores whether Internet content filters block information secondary students' need to complete Minnesota Academic Standards, and if they do, how teachers and technology administrators react. Professional development in media and information literacy and the extent to which teachers prepare their students in these areas also were examined. Participants for this study were district technology administers and teachers who taught those subject. Data collection included surveys, in-depth interviews, and systematic URL checks. This study can be used as a baseline to further examine the effect Internet content filtering might have on a students' ability to access information. Additionally, findings also may influence school districts to examine how well their teachers are prepared to teach the media and information literacy skills their students need to be effective users of information.Item Winter/Spring 2010 Silha Bulletin, Volume 15, Number 2(University of Minnesota, 2010) University of Minnesota: Silha Center for the Study of Media Ethics and Law; Kirtley, Jane E.; Parsley, Jacob; DeFoster, Ruth; Snyder, Cary; Cannon, Sara