A Preamble for Teaching Media during the Trump Administration
Over the course of these harrowing couple of months since the election, one of the many questions that has plagued me is how media educators can effectively teach about media under the Trump administration. This spring semester, I’ll be teaching my cornerstone course Television & American Culture, where media & democracy are a core topic. I’ve racked my brain trying to figure out how to frame my approach to this topic, encouraging students to develop their own positions based on the course materials while not understating or ignoring how much of a threat to democracy I believe his approach to the media poses. Events in the first days of his administration have helped me develop an approach—here is what I’m thinking of saying on the first day of the class in mid-February (knowing that much may change in the coming weeks, making these examples seem quaint and inconsequential). I would love any feedback from fellow educators and citizens:
I want to say a few words about how I will approach politics in this course. As you all know, we have a new president occupying the White House, and his rise is directly connected to television – both in the typical ways that television news and advertising play key roles in elections, and the atypical way that his fame and reputation were largely built by his role as star and producer of The Apprentice, a reality TV show. Normally, this course engages with politics by providing the tools and contexts for you to analyze how the media impacts politics, and encouraging you to draw your own conclusions and political positions in light of that education. While I never attempt to hide my own political beliefs – a syllabus that foregrounds feminism, critical analysis of racial representations, and critiques of consumer capitalism is not apolitical! – students are never expected to agree with my beliefs to succeed in the course, as exams and essay will judge how you think and analyze, not what you think or believe.
However, the current administration and its engagement with the media is not normal. For a telling instance, on the very first day of Trump’s presidency, his press secretary Sean Spicer conducted a so-called “press conference” (with no questions permitted, it was really more of a statement or decree) in which he scolded reporters for (allegedly) misrepresenting the crowd size for Trump’s inauguration, while making false claims with no evidence that “this was the largest audience to ever witness an inauguration — period — both in person and around the globe.” The next morning, Trump’s political advisor and former campaign manager Kellyanne Conway said that Spicer was offering “alternative facts” to counter the media’s claims. The “fact” that Spicer’s claims were patently untrue, unsubstantiated, and easily disproved by visual evidence was dismissed by Conway as just a difference of opinion. This skirmish about the trivial matter of crowd size is typical of how the Trump administration treats and uses the press.
In my role as an educator and your role as students, treating facts as opinions or beliefs to be debated is unacceptable, whether they are trivial issues of crowd size or substantive matters of policy and practice. The fact that this administration actively works to undermine facts, to dispute science, to undercut history, and to normalize the distrust of knowledge, runs directly counter to the educational mission of our course and our institution. In this class, we will try to understand how television factors into Trump’s election and presidency, as I have done for the two previous administrations, and that assessment will not be sympathetic to the current president—you are free to disagree with my opinions on these topics. But no matter one’s political positions, we cannot dismiss or ignore factual evidence as a matter of political disagreement. Thus on day one, I would like to make my position quite clear: attempts to undermine knowledge, evidence, and facts is antithetical to being both a student enrolled in a college class, and an educated citizen in a democracy. That is not a partisan political opinion, but a position that is simply not up for debate in a classroom. If that assertion makes you uncomfortable, you might want to sign up for a different course, and perhaps rethink your relationship to education itself.
[Again, I would appreciate any feedback on this, and tales from what others have done to frame these discussions as educationally and politically effective.]
Update: I realize I forgot to include one important contextualizing factor, especially for other educators looking at this statement as an example or model: I am a straight, white male tenured full professor at a private institution that has very few students who openly supported Trump. Thus I am as insulated from repercussions as possible – most fellow educators are far less privileged in their situations and contexts, and thus part of the reason why I wanted to make such a statement public is that I am least at risk from doing so.
Filed under: Media Politics, Teaching, Television | 6 Comments