This study explores the traditional media systems (press, radio and TV), the distribution and number of full-time journalists and the relative weight of those variables with reference to the speaking population in 10 European minority languages with at least a minimum press and/or broadcasting system, at the end of the first decade of the new millennium. The 10 communities that represent the often invisible reality of minority language Europe are Basque, Catalan, Galician, Corsican, Breton, Frisian, Irish, Welsh, Scottish-Gaelic and Sámi. The unit of analysis is the linguistic community. Presumably, it is the first systematic and comparative analysis focused on European minority language media.
This article investigates the reality and variations of the European minority language media systems between 2009 and 2016, a period of serious economic crisis and accelerated digitalization process. To that aim, several parameters were measured: structure of the media systems and changes during that period along the variables of media type, ownership and reach; presence and relevance of major media in each of the communities; number and variation of full-time journalists; and the density or relative weight of the media systems with regard to the speaking population. The 10 minority languages under analysis (Basque, Catalan, Galician, Corsican, Breton, Frisian, Irish, Welsh, Scottish-Gaelic and Sámi) represent a wide range of communities. The relevance of the study lies in its direct comparative nature and in the fact that it thoroughly updates previous scholarly literature, measuring the changes which occurred within the 10 media systems.
Resumen: Los modos de lucha y resistencia frente al franquismo presentan una enorme variabilidad y las motivaciones que las activan (políticas, sociales, cultura-les…) se caracterizan por su gran heterogeneidad. El ámbito educativo cobra una especial significación en Euskal Herria, desde la perspectiva de la cultura vasca y el euskera, con todas sus derivaciones, incluida la identidad nacional. En ese sentido, la hipótesis central de nuestra aportación es que el surgimiento y posterior desarrollo del movimiento de ikastolas, de los años sesenta y setenta, hay que situarlo en un contexto amplio de lucha popular. Este trasciende el terreno puramente escolar para penetrar y activar todo el tejido social vasco, donde se desplegarán múltiples estrategias reactivas y alternativas al modelo educativo franquista. Para ello contextualizaremos el fenómeno en la realidad social, económica, política y educativa del periodo. También contaremos con la documentación existente en archivos y el testimonio directo de significados protagonistas del movimiento popular.
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