[GEOGRAPHY] Using geography to understand media portrayals of the conflicts in Israel/Gaza and Ukraine 🌍

Since early October 2023, a war has raged in Israel and Gaza. Whilst this article won’t go into the intricacies or histories of the conflict here, it will attempt to use geography to understand how western media outlets have discussed this war, as well as the war in Ukraine. We’ll dive into Edward Said’s concept of Orientalism, which describes how Asia and the Middle East has been presented through art, news, films, and discourses in a stereotypical, inaccurate way, for hundreds of years. Although this is a tricky concept to understand, it’s really important to know about for any budding undergrad geographers, since we talk about it all the time. So, let’s get cracking.

💡 Things to consider

• Imaginative geographies: “Imaginative geographies” is a phrase also coined by Edward Said, who argued that certain shared, social meanings surround locations and groups of people. For instance, the Disney film Aladdin (1992) portrays Arabia as an exotic, mysterious and dangerous place. By homogenising the region in this way - which colonialists did hundreds of years ago - Orientalist stereotypes are given credence. These tropes include the belief that Middle Eastern men are dominating and aggressive and that Middle Eastern women are simultaneously submissive and weak, and sexually promiscuous. But, Orientalist stereotypes look different in different contexts: after the 9/11 attacks on New York City, President George Bush portrayed the women of Afghanistan as in need of saving from their oppressive husbands, and equated the religion of Islam with violence. The effect this had on Muslims across the Global North was of rising Islamophobic hate crimes, and a feeling of alienation in their home countries. This shows how imaginative geographies are sneaky - they operate in lots of different ways.

• Imaginative geographies of Ukraine: There were some really interesting imagined geographies about the war in Ukraine, which expressed both overtly and more subtly. For instance, one Ukrainian official was interviewed by the BBC, and said:

  “It’s very emotional for me because I see European people with blue eyes and blond hair … being killed every day.”

  This physical description suggests that Ukrainian refugees are more worthy of our help and support than, for example, Syrian or Afghan refugees. These notions were added to by the long-standing portrayal by the West of Russia as an evil, barbaric, nation, a stereotype which is rooted in the Cold War and fears surrounding the spread of  communism. The idea that the Ukrainian conflict was so worrying because it was the ‘first war in Europe since World War Two’ spread widely throughout the media, ignoring the role that the UK and US played in sustaining conflicts and committing atrocities in places such as Afghanistan and Iraq. And this ideology arguably crept into UK government policy too - the Homes for Ukraine scheme provided white refugees with secure accommodation, whilst Afghan refugees were forced to stay in hotels. Therefore, we can see how positive the media narratives were surrounding Ukraine, particularly in the face of a hostile, anti-western aggressor.

• The imaginative geographies of Israel/Gaza: Some British politicians have recently expressed support for Israel's right to self-defence. For example, Keir Starmer condemned Hamas as a terrorist organisation that does not represent the Palestinian people. The potential effects of this imaginary - that Israel must act within international law, whilst also stamping out evil Hamas/Palestinians - have been multifaceted: anti-Semitic attacks on Jewish schools, resignations from Muslim Labour members, and violence from far-right counter-protestors during a peaceful pro-Palestine march in London. In the case of Israel/Gaza, we see lots of imaginative geographies vying for attention, and Orientalist stereotypes have spread to the highest levels, with even US President Joe Biden having to retract false claims about Hamas militants. It is therefore crucial that we understand the complex histories of Israel and Gaza, as well as the West's interactions with Eastern countries, in order to form our own opinions and for policymakers to ensure that war crimes are being punished on both sides.

🔎 Find out more

• https://www.thecourieronline.co.uk/disneys-aladdin-and-orientalism-time-for-a-rethink/

• https://georgewbush-whitehouse.archives.gov/news/releases/2001/09/20010920-8.html

• https://www.theguardian.com/commentisfree/2022/mar/02/civilised-european-look-like-us-racist-coverage-ukraine

• https://foreignpolicy.com/2023/10/10/israel-palestine-conflict-gaza-hamas-war-geography-history/

[EDUCATION] Bilingualism: Is there really an advantage to knowing another language? 🗣️

We might think about bilingualism and the ability to communicate in another language as simply an interesting trait or skill that one possesses. However, in the field of educational research it has been suggested that there may be a cognitive ‘bilingual advantage’ which provides benefits in classroom learning to those who have acquired more than one language. This hypothesis is based on the theory that the experience of using two languages has an effect on brain structure. As a result, researchers and educators have become increasingly interested in the implications of bilingualism in educational settings. For this educational scoop, we are going to explore the theoretical background and evidence supporting a bilingual advantage in order to conclude if there really are benefits to knowing another language!

💡 Things to consider

• How do we define bilingualism? As outlined in the APA Dictionary of Psychology, bilingualism can be broadly defined as “the regular use of two or more languages by a person or within a speech community”. Whilst this is a good starting point for a definition, we know that bilingualism extends beyond an idea of ‘use’ and also incorporates ideas of fluency and proficiency with regard to reading, writing, listening and communicating. As a result, bilingualism can often be a difficult idea to define, leading to a wealth of research which attempts to pick apart the components that make up this concept.

• Historical view of bilingualism: Research from the 1920s initially suggested that the use of two languages in the home was associated with worse performance in intelligence tests. Additionally, more recent research from the 60s led to the suggestion that bilingual learners had a weaker grasp of language than monolinguals. These findings led to a negative perception of bilingualism with some critics even discouraging the use of multiple languages in the home. However, such research was considered flawed due to issues with the methods used, including a failure to control variables. In the present day, with more sophisticated research methods and better influence over variables, more evidence has been produced in support of bilingualism, opposing these earlier views.

• Is there really a bilingual advantage in education? Research has demonstrated the existence of many cognitive benefits to bilingualism which in turn produce educational advantages. For example, bilingualism has been found to improve memory as the constant switching between languages results in enhanced memory formation and retrieval. Additionally, it has been suggested that bilingualism also leads to superior problem-solving skills due to the ability to consider several perspectives, as well as advanced language skills. These enhanced cognitive traits can be said to have educational benefits as it leads to an advantage for bilingual students in their ability to memorise information and content, use flexible thinking and exhibit a developed grasp of language and grammar rules.

🔎 Find out more

• https://lingopie.com/blog/the-power-of-bilingualism-advantages-in-education-and-career/#what-does-it-mean-to-be-bilingual

• https://www.psychologytoday.com/intl/blog/life-bilingual/201411/bilingual-cognitive-advantage-where-do-we-stand#:~:text=In the study of bilingualism%2C one such trend

[PSYCHOLOGY] Consciousness = a theatre?! 🧠

The concept of consciousness has been puzzling philosophers, psychologists (and everyone in between) for centuries. What is it? How does it arise? And what is its relationship to the physical brain?

In this scoop, we’re going to explore a theory of consciousness called the global workspace theory. This theory proposes that consciousness is a form of information processing. It occurs when sensory data for an experience go to a ‘global workspace’ and are distributed to other ‘brain centres’. It is this broadcast of data to other centres that constitutes consciousness.

Academics often use the analogy of a stage on a theatre. We can depict conscious content as resembling the part of the stage that is lit up by a spotlight. When a certain part of the stage is lit up (i.e. when sensory input, memories, or internal representations are given attention), the rest of the stage is ‘in the dark’ (i.e. unconscious).

💡 Things to consider

• The evidence for the global workspace theory: The global workspace theory is supported by a number of lines of evidence, including neuroimaging studies that have shown that different brain regions are activated when we are conscious of something. For example, when we see a face, our visual cortex, amygdala, and prefrontal cortex are all activated. Therefore, we could say that our spotlight is only shining on these areas. This spotlight, thought to represent consciousness, enables the coordination of different brain areas, leading to global activation.

• The limitations of the global workspace theory: The global workspace theory does not explain all aspects of consciousness. For example, it does not explain how we are able to experience qualia, which are the subjective qualities of our conscious experiences, such as the feeling of redness or the taste of sweetness. Do you think this is more of a psychological questions, or a philosophical question?

• The ethical implications of the global workspace theory: A number of ethical implications arise with the global workspace theory. For instance, if consciousness is simply a product of the physical brain, then it raises the question of whether or not animals are conscious. What do you think our theory would say about that? And, does it mean we should treat animals in a certain way given our conclusion? It also raises the question of whether or not artificial intelligence could ever become conscious. If so, would it be conscious in the same way?

🔎 Find out more

• Baars, B. J. (1988). A Cognitive Theory of Consciousness. Cambridge University Press.

• Owen, A. (2017). Into the gray zone: a neuroscientist explores the border between life and death.

• https://www.youtube.com/watch?v=_tU0dyDXcFc

[LANGUAGES] Spain and gender equality: an ongoing journey? 🚻

Franco’s dictatorship, as explored in another scoop, has had long lasting effects on Spain, its national identity, and its population. Responsible for the sociocultural and economic stagnation of the country, the dictatorship actively contributed to existing inequalities in Spanish society, seeking to promote a very traditional view of family, society, and marriage. It is unsurprising that gender inequality became not only a feature of the dictatorship itself, but also a lingering shadow for many years - or decades - later. Spanish women could not even open their own bank accounts without the permission of their husbands until the 1980s. So, following this period of stagnation, can we say that Spain has caught up? How can we measure this?

💡 Things to consider

• Looking at the data: In the 2022 Global Gender Gap Report, Spain ranks 12th for gender equality, out of a total of 146. Whilst this seems encouraging, this by no means suggests that Spain has eradicated sexism. In fact, Spain’s gender pay gap (14.2%) is higher than the OECD’s overall average of 13.8%. Concerningly, Spain’s rates of gender-based violence is significantly higher than the OECD average: 25% of women have experienced gender-based violence in Spain, compared to 16% for the rest of the OECD. And these numbers may only be the tip of the iceberg. Are there any potential causes for these statistics? Do you think they are conclusive?

• Steps to move forward: There are many legal policies that have been implemented to push Spain towards greater equality. The National Strategy for Gender Equality (2021-2025) sets out clear goals to reduce gender-based violence, increase the visibility and number of women in leadership positions, and decrease the gender pay gap. In addition, legislation from 2007 ensures that discrimination is a punishable offence; employers have a legal duty to combat gender inequality in the workplace. Do these policies translate into tangible change? Have they gone far enough?

• Defining sexism: there is no doubt that sexism is a very complex notion, and discovering its roots, manifestations and influences is by no means an objective process. There is no universal measurement of sexism, and it is impossible to make one definitive sweeping statement about an entire country. To what extent do you think differing cultural norms affect our perception of a country as “sexist”? Do you think Spain is wrongly stereotyped as a sexist country?

🔎 Find out more

• Gender Equality Index | 2022 | ES | European Institute for Gender Equality (europa.eu)

🗳️ Poll

👀 Keep your eyes peeled for…

• 20th November: Sheffield East Asian Studies Taster Session

• 21st November: UEA Webinar (International Relations) - The Coming Storm

• 21st November: Oxford and Cambridge Application Webinars for students from the West Midlands

• 21st November: Subject Matters - Importance of your Post-16 Subject Choices Webinar

• 21st November: Sidney Sussex Application Q + A

• 22nd November - Sheffield Mathematics Taster Session

• 22nd November: QMUL Linguistics Taster Session

• 22nd November - Physical Geography Taster Session

• 22nd November: Oxford Interviews Explained Webinar

• 22nd November: Wolverhampton Student Finance Webinar

• 23rd November: Cambridge Applicant Webinar Series

• 23rd November - Sheffield Engineering Taster Session

• 25th November: Oxford Physics Taster Morning (Year 12)

• 26th November: Balliol College Frontier Programme (STEM)

• 26th November: Balliol College Floreat Programme (Humanities)