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This assignment will be the final part of your project.

You will record a video of yourself presenting a synopsis of your capstone project. Your challenge is to summarize the key points of your case study and main take-aways of your critical analysis. This will be used to score the Oral Communication outcome for UCC assessment.

Directions for Oral Presentation Video:

Time limit: 2 minutes maximum. Points will be removed if your video exceeds the time limit or if it’s way under the limit. The video should be between 1:45 – 2:00 minutes.

Record it in a quiet space to make sure the audio and video is clear.

This is an oral presentation. Make eye contact with the camera as much as possible.

Canvas allows you to playback your video before you submit, so you can record as many times as you need before. You will only have ONE submission attempt.

Do not wait until the last minute to upload your file. Files need time to upload based on size and connectivity. Technical difficulties will not be an acceptable excuse for not completing your assignment on time.

Attached are part 2 and 3 of the project (part 1 was not done). Please summarize key points using part 2 and 3 of the project

Racism in Sports
Susana Hoyos
IDS 3309 How We Know What We Know
Racism in sports is not a new phenomenon as it has been present for decades for the
target group is often black people. Authorities are reluctant to enforce policies that will ensure
the end of this trait. They usually turn a blind eye despite the presence of effective technology to
combat this problem. It is present at different soccer levels, starting from the youth level to the
most iconic teams in Europe’s top leagues. Europe is well known for its superiority in sports;
hence it is worse affected. The idea that most politicians are against the idea of African
immigrants into Europe; the media further fuels it by using microscopic criticism and headlines.
In 2019, during the midseason of the premier league competition, two of Europe’s biggest
clubs Tottenham and Chelsea were set to clash. In the 63rd minute, Chelsea defender Antonio
Rudiger fell victim to racism from Tottenham supporters. He believed that the rival fans were
chanting monkey sounds towards him as a form of racist tactic to lower his morale. Antonio
Rudiger was seen putting his arms under his armpits to indicate that he was subjected to racism.
Anthony Taylor, the referee, was compelled to stop the game due to a new policy recently
introduced. European soccer management body UEFA introduced a new protocol to take action
midgame against any racist actions noted.
The protocol indicates that a match shall be abandoned if the stadium announcer issue two
warning strikes against any racist behavior experienced during the game. This policy was put in
place, as most players experience racism while playing. The offenders rarely get punished
accordingly, as they are only banned from the stadiums for a brief period. Rudiger took to twitter
to air his grievance, “It is really sad to see racism again at a football match, but I think it is very
important to talk about it in public; if not, it will be forgotten again in a couple of days as always.
He acknowledges the fact that no serious action will be taken against the perpetrators due to skin
privilege (Wagner, Gygax, Ribordy (2012)
This pandemic does not only affect black people but also people of Asian origin. SonHeung-Min, one of the top-rated players in the premier league, is a striker for the iconic
Tottenham club. During the match with Chelsea, rival fan-made racist comments about Son,
which led to his arrest. As predicted in the end, the police and Tottenham management
concluded that they could not find any concrete evidence to support the racist claim by Antonio
Rudiger hence sidelined the case. Social media has been an online platform in which racism can
be spread anonymously, fueling the rise in cases. This has forced coaches and high profile
players to call out social media companies to enforce regulations to limit this.
The news coverage of such topics does not always offer sympathy and solutions to those
affected by racist chants rather display microscopic criticism. Reporters on the local level
undermine the success of black players using a backdoor. Anthony Joseph from MailOnline once
criticized Tosin Adarabioyo, a new young talent brought to Manchester City because he bought a
high-end mansion for his mother despite being new to the club. During the same period, another
young player Phil Foden also bought a lavish home for his mother but did not receive the same
backlash that Tosin experienced due to his skin color. However, the reporter denied his racist
backlash claims, saying that players are finding new unheard of grounds to define racism
(Maguire, 1991).
The coverage of such incidences in the media is frequent; however, minimal attention is
put upon it and is dismissed quickly. However, across other continents, especially where the
affected group comes from, the pain is felt clearly as they are incidences in which most can relate
to. The media attempts to portray the racism acts in broad daylights and offer solidarity despite
minimal actions that can be put in place due to jurisdiction. (Muller, Van, de Roode, 2008). Such
actions have led to the growth of movements that have spread globally. The black lives matter
movement started due to the racism experienced by black civilians, which reported police
brutality against blacks. The rule of law and police do not protect black people as much as whites
get due to their skin privilege. It is common for the police to shoot unarmed African Americans
in the US and is rarely covered in the media outlet.
In conclusion, racism will be a never-ending problem in the foreseeable future as it is
experienced by minority groups that the governing bodies turn a blind eye to. Such actions
sicken the community as the minority groups attempt to fight for equal rights and opportunities
as their voice is left unheard. Across the globe, the neglect of the black and Asian community is
common with minimal effort to effort effective solutions.
Maguire, J. (1991). Sport, racism, and British society: a sociological study of England’s elite
male Afro/Caribbean soccer and rugby union players. Sport, Racism and British society:
a sociological study of England’s elite male Afro/Caribbean soccer and rugby union
players., 94-123.
Müller, F., van Zoonen, L., & de Roode, L. (2008). We cannot just do it’alone! An analysis of
Nike’s (potential) contributions to anti-racism in soccer. Media, Culture & Society, 30(1),
Wagner-Egger, P., Gygax, P., & Ribordy, F. (2012). Racism in soccer? Perception of challenges
of black and white players by white referees, soccer players, and fans. Perceptual and
motor skills, 114(1), 275-289.
Media Literacy on Racism in Sports
Susana Hoyos
IDS 3309 How We Know What We Know
Professor Michael Rodriguez
November 22, 2020
Media Literacy on Racism in Sports
The whole process of researching on my topic, racism in sport has influenced my
understanding of media literacy. First, it allowed me to think and learns critically. This allowed
me to decide to choose between the relevant information and conclude effectively (Jones-Jang,
Mortensen & Liu, 2019). The research has also allowed my capability in terms of being smart
wise in the consumer of the information. This allows credibility in the dissemination of
information. When writing on an important issue, the writer usually has his or her point of view
(Bulger & Davison, 2018). Through the extensive research, I have been able to recognize my
prowess in giving out my point of view, cautiously and thoughtfully. This, therefore, has an
impact on the way I analyze and give my valid point of view on racism in sports, only focusing
on the crucial points that would leave an effect on the respective audience. The research on this
fascinating topic gives a sense of media responsibility. In other words, after doing the research, I
have to conclude and convey my thoughts through the application of different channels of media
outlets using effective communication.
The topic in the paper is racism in sports. Media literacy involves a broad topic. The
analysis, interpretation and evaluation of the topic, racism in sports and other messages in the
media concerning the issue have made me more active conscious and active receiving audience
about what is happening in the sports. Through applying a range of different contexts in studying
the topic, media literacy has enabled me to discover the main reasons why there is racism in
sport, how the victims of racism feel, what actions that relevant bodies in the sport take to
combat the issue and also, the history of racism in sports (Craft, Ashley, & Maksl, 2017).
Through media literacy, I was able to study the sociological and political aspects, which gave me
the ability in comprehending how people became critical and active individuals when it comes to
racism in sports. Also, gaining experience on how racism can be addressed through different
media, and identifying the gaps that underlie in reporting a solving the issue in different
countries that racism is prevalent.
Media literacy needs legitimacy. To achieve this is more of evidence-based research that
is in contrary to the traditional methods which were only based on opinion. Evidenced-based
means that a person can give a clear account of why certain different activities happen on the
topic of interest. For an example, as a media literacy student, I would be able to explain the
origin of racism in sport, why it is happening and what are the crucial steps that should be
implemented in a bid to stop the issue (Guess, 2020). Remember, all these are done based on the
evidence acquired through extensive research on the topic. A clear framework is usually
required, to be applied during research to avoid bias and other inconsistencies that can result in
time wastage and provision of false information on the main issue. As opposed to traditional
media literacy, the current media has also shifted focus, by engaging more personnel, and
application of different materials in coming up with evidence information that is undisputed, and
relevant to the audience.
In the media, the knowledge generated by people can also legitimize the acts of the
powerful and promote change at the collective level. Still, it can also restrict and influence the
attitudes of people that are necessary for greater social change. The relationship between world
views and the political conclusions drawn by the public, the connection between policy
conclusions and political action and those conclusions and the individual and collective
undertakings for behavioral change are to be explored (Jang & Kim, 2018). My research has
shown that the media have a promoting role to play – in facilitating policy actions through the
repetition and strengthening of messages and the absence of alternative– and also in influencing
behavior, especially in the case of other forms of institutional support. It can also help to instill in
the discussion, including racism in sports, doubts and uncertainty and can minimize
commitments. The media are a contentious environment where the most significant interests will
dominate over particular messages. As we have seen, however, the difficulty of the process of
reception can then cause changes in attitude and behavior.
Let us take a holistic view before we promote media literacy as part of a cure for the
current socio-technological disease. This means that let us be clear about the problem and define
the position of the media or digital technology if any! We might also ask for a “change theory” to
explain how the various components of a possible solution can work together (Boyd, 2017).
What about a responsible – local, national and international – organization, now optimistic, that
coordinates and assesses all these measures? And what about a responsible organization? Then
let’s find out to all the other players so we can express what part of the solution media literacy
can bring and what will be the contribution of others, regulators, lawmakers, organizations of
civil society, the media themselves, thereby avoiding the insidious temptation to get media
educators to dump the whole issue.
Boyd, D. (2017). Did media literacy backfire? Journal of Applied Youth Studies, 1(4), 83.
Bulger, M., & Davison, P. (2018). The promises, challenges, and futures of media literacy.
Craft, S., Ashley, S., & Maksl, A. (2017). News media literacy and conspiracy theory
endorsement. Communication and the Public, 2(4), 388-401.
Guess, A. M., Lerner, M., Lyons, B., Montgomery, J. M., Nyhan, B., Reifler, J., & Sircar, N.
(2020). A digital media literacy intervention increases discernment between mainstream
and false news in the United States and India. Proceedings of the National Academy of
Sciences, 117(27), 15536-15545.
Jang, S. M., & Kim, J. K. (2018). Third-person effects of fake news: Fake news regulation and
media literacy interventions. Computers in Human Behavior, 80, 295-302.
Jones-Jang, S. M., Mortensen, T., & Liu, J. (2019). Does media literacy help identification of
fake news? Information literacy helps, but other literacies don’t. American Behavioral
Scientist, 0002764219869406.

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