In August 2009, the Arab European League(AEL) website published a cartoon in what is believed to be an attack initiated at the Jews.
Holocaust Cartoon (source: AEL Website)Given the historical past of the Nazi-era whereby the Jews were humiliated and tortured, this cartoon emerged on a pro-Arab website in Netherlands; the same country in which the Prophet Muhammad cartoon emerged. Therefore, many considered this Holocaust cartoon an act of cultural retaliation by the Arab world.
The AEL website, in their defense, claimed that they were merely informing the viewers of what had transpired in the past. According to Bugeja (1997), messages that are being conveyed to the audience should be true. From a narrow perspective, it is arguable that AEL did emphasize on the truth as it presented historical facts. Based on that argument, their action of publishing the cartoon was of informational value.
However, from a broader perspective, the intent behind the publishing of the cartoon is questionable. The country it was published in is the same of which Prophet Muhammad’s cartoon emerged soon before. Therefore, it appears to be done out of rage. Davies(2008) states the whilst honest reporting is utmost priority, it should be done with no malicious intent or to fit a specific interest. Gilleard & Gilleard(2002) goes on to say that highly sensitive issues should be presented in a way whereby it would not be construed as a provocation aimed at the audience. This contradicta the Holocaust cartoon as the Jewish man was shown poking the skeletons with a stick and therefore, the manner in which the cartoon is presented is seen as one that degrades and insults the community affected.
What can be done to ensure that ‘attempting to inform’ is not used as a pretext to ‘attempt to insult’?
Due to the heavy cultural influence and background, there should be a degree of moral duty exercised by the publishers. This is supported by Natasa (2008) whereby the intercultural essence of communication is stressed upon as a fundamental base of conflict management. Nordby (2008) strengthens the argument of the need of moral action in this context by suggesting imposing individual values that would outweigh culturally-shaped values held by publishers. This is done on the assumption that culturally-shaped values are not universal and are potentially biased towards a certain culture or community.
The AEL website, in their defense, claimed that they were merely informing the viewers of what had transpired in the past. According to Bugeja (1997), messages that are being conveyed to the audience should be true. From a narrow perspective, it is arguable that AEL did emphasize on the truth as it presented historical facts. Based on that argument, their action of publishing the cartoon was of informational value.
However, from a broader perspective, the intent behind the publishing of the cartoon is questionable. The country it was published in is the same of which Prophet Muhammad’s cartoon emerged soon before. Therefore, it appears to be done out of rage. Davies(2008) states the whilst honest reporting is utmost priority, it should be done with no malicious intent or to fit a specific interest. Gilleard & Gilleard(2002) goes on to say that highly sensitive issues should be presented in a way whereby it would not be construed as a provocation aimed at the audience. This contradicta the Holocaust cartoon as the Jewish man was shown poking the skeletons with a stick and therefore, the manner in which the cartoon is presented is seen as one that degrades and insults the community affected.
What can be done to ensure that ‘attempting to inform’ is not used as a pretext to ‘attempt to insult’?
Due to the heavy cultural influence and background, there should be a degree of moral duty exercised by the publishers. This is supported by Natasa (2008) whereby the intercultural essence of communication is stressed upon as a fundamental base of conflict management. Nordby (2008) strengthens the argument of the need of moral action in this context by suggesting imposing individual values that would outweigh culturally-shaped values held by publishers. This is done on the assumption that culturally-shaped values are not universal and are potentially biased towards a certain culture or community.
Reference List
Bugeja, M. J. 1997, "The value of instruction for a commitment to truth", Journalism and Mass Communication Educator, Vol. 51, Iss. 4, pp. 63-67.
Davies, M. M. 2008, “Fair and Balance Reporting”, Journal of Children and Media, Vol. 2, Iss. 3, pp. 305-310, Routledge.
Gilleard, J. & Gilleard, J. D. (2002), “Developing Cross-Cultural Communication Skills”, Journal of Professional Issues in Engineering, Education and Practice, Vol. 128, Iss. 4, pp. 187-200.
Natasa, B. M. (2008), “Re-imaging Understanding of Intercultural Communication, Culture and Culturing”, Journal of Intercultural Communication, Iss. 17., pp. 23-29.
Nordby, H. (2008), “Values, Cultural Identity and Communication: A Perspective from Philosophy of Language”, Journal of Intercultural Communication, Iss. 17., pp. 8-16.
Bibliography
Halliday, M. A. K. & Hasan, R. 1985, 'Chapter 1: Context in Situation' in Language, context and text: aspects of language in social semiotics perspective, Deakin University, pp. 3-14.
Davies, M. M. 2008, “Fair and Balance Reporting”, Journal of Children and Media, Vol. 2, Iss. 3, pp. 305-310, Routledge.
Gilleard, J. & Gilleard, J. D. (2002), “Developing Cross-Cultural Communication Skills”, Journal of Professional Issues in Engineering, Education and Practice, Vol. 128, Iss. 4, pp. 187-200.
Natasa, B. M. (2008), “Re-imaging Understanding of Intercultural Communication, Culture and Culturing”, Journal of Intercultural Communication, Iss. 17., pp. 23-29.
Nordby, H. (2008), “Values, Cultural Identity and Communication: A Perspective from Philosophy of Language”, Journal of Intercultural Communication, Iss. 17., pp. 8-16.
Bibliography
Halliday, M. A. K. & Hasan, R. 1985, 'Chapter 1: Context in Situation' in Language, context and text: aspects of language in social semiotics perspective, Deakin University, pp. 3-14.
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