KS4 JOURNALISM

KEY STAGE 4 JOURNALISM

EXCERPTS FROM ‘NHS’

This is clearly shown in the COVID-19 pandemic through the disparities that ethnic minorities have had to face. In the current climate of a pandemic, this is extremely upsetting as this is when people need most support. … Why is it that when it comes to satisfaction with primary care services, 45% of Pakistanis replied “no” compared to 24% of White respondents? There is no justification for inequalities; we must take immediately. In my personal opinion, I believe that this problem roots from many different areas. Many may blame problems on the lack of health literacy within the BAME community however although this is a contributing factor, there are also other factors that contribute such as the lack of representation for ethnic minorities in the academia of medicine. More importantly, it is the impact of health inequalities on patients that has many consequences. For example, this mistreatment can cause BAME patients to feel more worried and anxious about receiving treatment and subsequently can cause mental health issues. … It may be a hidden fact to many, however in medicine, topics are often taught with a very narrow ethnic lens which results in a hindrance to the progression against racial prejudice. An example of this ethnic lens is the study of Kawasaki disease – a disease which presents differently on darker skin but is taught predominantly on lighter/white skin.

© Yusra Nawaz Key Stage 4 Journalism

EXCERPTS FROM ‘NOT MY CHILD’

The parents, huddled together and discussing their beloved children, watch Hassan out of the corner of their eye. Their eyes glisten with a mixture of amusement, wonder and worry, but they tiptoe around the issue until someone speaks up.

“What’s wrong with Hassan?”

There is nothing ‘wrong’ with Hassan, of course, but he does have a condition.

But his parents giggle and wave it off. “He’s just like that,” they insist. And when the issue is raised again by grandparents, aunts and even nursery teachers, they deny it vehemently, going as far as to blame a bias against their son.

With a diagnosis, Hassan would still be able to line up his blocks and flap his hands whenever he was excited. He would still be the cheerful, affectionate child his parents know and adore. But he would also receive support to improve his speech and social skills, so that by the time the children start Reception, he could be on track with his peers. The diagnosis wouldn’t be showing a weakness, or admitting a failure.

It would be a declaration of his parent’s unconditional love for him.

© Ameerah Abike Kola-Olukotun Key Stage 4 Journalism

EXCERPT FROM ‘SHOULD WE BELIEVE IN HISTORY BOOKS’

The British Historian, Geoffrey Barraclough, writes “[history is] not factual at all, but a series of accepted judgments”. So, who makes these judgements? With regard to history books, historians are the novelists. This is where the problem of objectivism forms: the dilemma of the human.

Humans, by nature, are subjective. That doesn’t mean we actively tend to distort reality, but rather, even on a subconscious level, we tend to be influenced. Within the epistemological paradigm, the topic of bias is deeply traversed; we learn it is part of the evolutionary biological makeup of man, that he views the world from his perspective. With regard to interpretation, as E.H Carr points out: “The historian is necessarily selective. The belief in a hard core of historical facts existing objectively and independently of the interpretation of the historian is a preposterous fallacy”.

To illustrate this, Susan A. Crane describes historians as “actors”, who “construct narratives”, about the past, “that would never exist without some amount of self-assertion, choice, desire, fortitude and above all, writing”. As she points out, the biggest factor in causing distortions is the very act of “writing”, the act of producing a book, or in other words, the act of adding a subjective perspective to history.

Eurocentrism is a fitting example. Exhibited by historians who are admired and respected. For instance, Max Weber, who shows explicit remarks of prejudice in several of his works. He depicts non-Europeans as socially inferior, not containing the capacity to make rational decisions, and “despotic”. He awards European greatness to race (“differences in heredity”) and uniqueness in theology. This remained as “historical knowledge” for decades. This is not just a case of adding a subjective perspective, but an attestation that history books are influenced by the society they were forged in.

© Yahya Dalal Key Stage 4 Journalism

EXCERPTS FROM ‘THE UNDERVALUED TOPIC OF OVERPOPULATION‘

Many will say that this is a manmade issue and will question how humans could do this. Studies show that once the population hits 11- 12 billion. The food wantage will double and could result in the extinction of many species because of the high demand. Overpopulation is also present in rich counties that have high fertility rates. However, leaders don’t acknowledge it as much as they prefer to consider future that don’t depend on the continuation of growth. … What have we done to meet the demands of an ever-increasing population? Scientist have come up with many ideas such as selective breeding. … Genetic modification is another method where the desired gene is planted into an animal or plant for a higher yield so more people can be fed. This is not without criticism from groups like vegans as it can go against their ethical beliefs. Other countries may have different approaches such as China’s “one child policy” where the law used to be that they could only be one child per family.

© Asiya Khan Key Stage 4 Journalism