Viral Storytelling: COVID-19 Comes to Albany, Georgia.

IF 1.2 0 HUMANITIES, MULTIDISCIPLINARY
Daniel A Pollock
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引用次数: 0

Abstract

Early in the COVID-19 pandemic, when the novel coronavirus SARS-CoV-2 spilled into the United States and spawned devastating outbreaks in Albany, Georgia, and multiple other cities, news media organizations served an important public health function. Journalists gathered and reported information about a new infectious disease peril, and they used increasing tolls of cases, hospitalizations, and deaths as a shorthand form of risk communication. However, there were ample reasons from the start to question the completeness, accuracy, and fairness of the information that local news sources provided, and reporters repeated in numerous accounts of the Albany hotspot from March to July 2020. The story that went viral adhered to and supported a standard but strikingly deficient explanation of how novel infectious diseases wreak widespread havoc. The conventional outbreak narrative, exemplified by the Albany news coverage, frames causality, spread, and repercussions in ways that implicate personal behaviors while diminishing or disregarding population-level drivers of epidemics and the contribution of institutional lapses in healthcare safety. A second, closely related ramification of this responsibility framing is stigmatization of specific individuals or groups when they are singled out on the basis of an attribute, such as their race/ethnicity, religion, or sexual orientation, and identified as bearers and spreaders of a communicable disease. As the COVID-19 pandemic once again demonstrated, and the Albany story epitomizes, the conventional outbreak narrative sends strong stigma cues while leaving large gaps in the information needed to contend more equitably and effectively with emerging infectious diseases.

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来源期刊
Journal of Medical Humanities
Journal of Medical Humanities HUMANITIES, MULTIDISCIPLINARY-
CiteScore
1.90
自引率
11.10%
发文量
33
期刊介绍: Journal of Medical Humanities publishes original papers that reflect its enlarged focus on interdisciplinary inquiry in medicine and medical education. Such inquiry can emerge in the following ways: (1) from the medical humanities, which includes literature, history, philosophy, and bioethics as well as those areas of the social and behavioral sciences that have strong humanistic traditions; (2) from cultural studies, a multidisciplinary activity involving the humanities; women''s, African-American, and other critical studies; media studies and popular culture; and sociology and anthropology, which can be used to examine medical institutions, practice and education with a special focus on relations of power; and (3) from pedagogical perspectives that elucidate what and how knowledge is made and valued in medicine, how that knowledge is expressed and transmitted, and the ideological basis of medical education.
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