Activity

To help or not to help.

Characters:

Radhika Chalasani

Theme: Estratègies de comprensió.

Competencies

Competence in Linguistic Communication

Personal, social and learning to learn competence

Citizen Competition

Competence in cultural awareness and expressions

Subjects and year by Educational System

Spain > English > 2nd ESO > Communication

Enunciation

<img title="Women's Legacy logo" src="//inclusion.womenslegacyproject.eu/images/LogoWL.svg" /><hr />Watch this picture and read the text by Radhika Chalasani, who photographed the famine in Sudan, and do the activities.&nbsp;
 Read the text and answer the questions &nbsp;
<a title="Radhika Chalasani. The Guardian." href="https://www.theguardian.com/media/2012/jul/28/gutted-photographers-who-didnt-help">https://www.theguardian.com/media/2012/jul/28/gutted-photographers-who-didnt-help</a> &nbsp;(22/03/2022).
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<img title="Xiquet sudan&eacute;s al costat d'un arbre" src="//inclusion.womenslegacyproject.eu/uploads/resume/attachment/4154/R._Chalassani_Bystanders-famine-001.webp" alt="" width="460" height="650" />
Radhika Chalasani: 'To this day, I think I didn't necessarily do the right thing'.&nbsp;Some photographers and journalists think that you should never interfere, because your job is as an observer. I decided a long time ago that I had to follow my conscience. I've been in very hard situations.&nbsp;
Some years ago, there was a great famine in Sudan. People were dying because they had nothing to eat. I was photographing a woman carrying her baby into a feeding centre. He was extremely malnourished, and I was photographing her as she walked. Suddenly, the people started directing her for the photos. They sat her down and indicated her how to hold her child. I asked for a translator, and said: 'Tell her to take her child to the feeding centre. She should not stop because I'm taking a photograph."&nbsp;
Another time, there was a family sitting under a tree near the feeding centre. They couldn't walk, they were so weak. And there was a group of photographers around them. I took a few pictures, but then I walked into the feeding centre and asked a nurse: 'Is there anything you can do for this family?'.
On one occasion, a group of photographers went into an abandoned refugee camp and found a massacre. There were some children who had survived. There were two baby twins in a hut. Another photographer and I wanted to take the kids in the car. The other people said it wasn&rsquo;t safe. In the end, we didn't take the children. When we found the Red Cross, we reported the situation to them.&nbsp;
I believe that our main contribution is trying to make people understand the stories behind the pictures. And sometimes, when you think you're helping, you're actually making a situation worse.&nbsp;
&nbsp;
Questions&nbsp;
1. What is a feeding centre?&nbsp; 2. Where was the photographer working?&nbsp; 3. What was the problem in this country?&nbsp;
4. First situation&nbsp; a. Who was malnourished?&nbsp; b. What did the people do?&nbsp; c. What did the photographer do?&nbsp;
5. Second situation &nbsp; a.What was the family&rsquo;s problem?&nbsp; b. Where were they sitting?&nbsp; c. What did the photographer do?&nbsp;
6. Third situation&nbsp; a. What did the photographers find in the refugee camp?&nbsp; b. What did Radhika wanted to do?&nbsp; c. What did she do in the end?&nbsp;
7. Summarize the text in two sentences.&nbsp;
 8. Watch more pictures of her work and debate about it.

Observations and context

Es pot treballar aquesta activitat juntament amb les activitats A difficult situation, referida a la fotògrafa Donna Ferrato i/o How many Pulitzers do you have?, sobre les fotògrafes Carol Guzy i Carolyn Col·le, en diverses sessions, i reflexionar en les conseqüències, beneficioses o perjudicials, de la intervenció de les persones que fotografien conflictes.
És convenient distribuir a l'alumnat preferiblement en grups heterogenis perquè tots puguen participar segons el seu nivell, ja que algunes són més senzilles i altres més difícils.

El treball de Radhika Chalasani s'emmarca dins del fotorreportaje i la fotografia de denúncia social, ja que abasta temes com la violència contra la dona, les catàstrofes o les desastroses conseqüències de les desigualtats socials i la descolonització, com poden ser les guerres i la pobresa extrema.
- Altres fotògrafes que han tractat aquests temes són Donna Ferrato, Lynsey Addario o Jodi Hilton. Com a exemple històric, tenim a Gerda Taro, fotògrafa de la Guerra Civil espanyola i pionera com a dona fotògrafa de guerra.

Description

L'alumnat llig el text extret i adaptat d'un article del periòdic The Guardian i respon a les preguntes.

Els objectius que es persegueixen són:

- Distingir els tipus de comprensió: sentit general, informació essencial i punts principals.

- Inferir del context els significats de paraules i expressions d'ús menys freqüent o més específic.

- Predir el significat de paraules desconegudes utilitzant coneixements lingüístics.

To help or not to help.

Enunciation

Observations and context

Description

Answer

Documents