Koolide sulgemise protsessi kajastamine ajalehtes Postimees ja Молодёжь Эстонии aastatel 1999 - 2004

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dc.contributor.advisorJakobson, Valeria, juhendaja
dc.contributor.authorKrabu, Kirill
dc.date2006
dc.date.accessioned2010-10-21T07:59:59Z
dc.date.available2010-10-21T07:59:59Z
dc.date.issued2006
dc.descriptionThe aim of this thesis was to make clear, what is the role of press in forming of public opinion about closing of schools in Estonia. To make it, 2 daily newspaper, in estonian and russian languages were taken and analysed with content analysis. After that russian-languaged newspaper was also analysed with critical discourse analysis in aim to make clear more precise, how does it provide its auditorium with information. It was made because during content analysis some unusual results occured: russian-languaged press seems to have higher emotional level and low informational one in providing auditorium with information. There are 4 assignments of the thesis. Firstly, it was planned to know, what significance do newspaper give to the problem and with what facilities. I watched, how often are articles dedicated to this problem published, on what positions are these put and how do newspapers relate to the problem Another one assignment was to know, how do newspapers reflect closing of schools. For completing this assignment I watch, what topics are being watched together with the main one, what sources are being watched, who are main autors and what are mostly used keywords Third assignment was to know, what are mainly published reasons of closing schools. Also I planned to make clear, if press continues to watch, what happens to school after it is closed and to compare how estonian-languaged press watches russian-speaking schools’ problems and vice versa To say about hypothesis, so, on my opinion, press does not play a significant role in forming of publing opinion about the problem of closing schools. Also as a hypothesis I guess that newsapers are not in touch with problems of schools, where language of teaching differs from newspaper’s own. Third hypothesis is that newspapers don’t watch for what happens to closed schools. Fourth one is that russian-languaged press is more emotional and less informative about th e problem than estonian-languaged one. And the last one would say that russian- languaged press tries to give to the auditorium its own marks and understandings. This study has revealed, that press does not pay enough attention to the problem and its impossible to speak about a significant role of press in forming public opinion. Most often mentioned in publications reasons of closing schools were deficit of money for schools and lack of children. Press speaks very seldom about the process of closing schools. Newspapers mainly present the point of view of authorities, sometimes followed by the school’s position. State is usually presented as an acting subject and school as an object of activities. The content of positions is the result of discussing of main problems. Press doesn’t pay attention to what happens to closed schools. Estonian-languaged press pays attention to problems of schools with Russian language of instruction, while the Russian-languaged press doesn’t speak about schools with Estonian language of instruction. Because of the low frequency of publications, it’s possible to guess that press doesn’t play a significant role in forming of the public opinion about closing of schools.. Hypothesis, that newspapers don’t follow and reflect problems of schools with different languages was partially confirmed. Estonian-languaged newspaper follow the problems of schools with Russian language of instruction, while the Russian-languaged one concentrates on its own things. Also there was such a result of critical discourse analysis that some Russian speaking journalists make difference Estonian-speaking and Russian-speaking citizens of Estonia. So, this hypothesis turned to be wrong for the Russian-languaged press. Newspapers don’t follow the further destiny of closed schools, their pupils and workers. This hypothesis was confirmed, as the quantity of articles is small and these are dedicated to different schools. There are no articles that tell about what happened next with the closed school. The hypothesis that the Russian-languaged press is more emotional and gives less information was was confirmed by critical discourse-analysis. Russian-languaged press is highly indefinite, for instance, about sources, and it’s highly emotional, changing logical argumenataion with emotional one. In the Russian-languaged press the personal opinion of the journalist takes big places and is f high importance. It was also revealed by the critical discourse analysis. Mostly in the Russian- languaged press quoted information is not confirmed by the reference to its source, although information belongs to the kind where naming source is neccessary. It means that the opinion may belong to anyone, for example to the author himself and puts the validity of information under the question mark. Also journalist makes conclusions himself instead of the reader and choses on his opinion, what to show to the reader.
dc.description.urihttp://tartu.ester.ee/record=b2120169~S1*est
dc.formatapplication/pdf
dc.identifierKrabu, Kirill (2006) Koolide sulgemise protsessi kajastamine ajalehtes Postimees ja Молодёжь Эстонии aastatel 1999 - 2004. Other thesis, Tartu Ülikool.
dc.identifier.urihttp://hdl.handle.net/10062/15599
dc.publisherTartu Ülikool
dc.relationhttp://mail.jrnl.ut.ee:8080/191/
dc.subjectH Social Sciences (General)
dc.subjectbakalaureusetööd
dc.subjectharidus
dc.subjectharidussüsteemid
dc.subjectõppeasutused
dc.subjectmuutused
dc.subjectEesti
dc.subjectajakirjandus
dc.titleKoolide sulgemise protsessi kajastamine ajalehtes Postimees ja Молодёжь Эстонии aastatel 1999 - 2004
dc.typeThesis
dc.typeNonPeerReviewed

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