How Riley Keough and Lily Gladstone brought humanity to true crime
How Riley Keough and Lily Gladstone brought humanity to true crime The Washington Post
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Riley Keough Stars in Hulu Series “Under the Bridge” to Explore the Complexity of True Crime
Introduction
Riley Keough, known for her skepticism towards true-crime projects, decided to star in the new Hulu series “Under the Bridge.” The show revolves around the 1997 murder of Indian Canadian teenager Reena Virk. Keough saw this as an opportunity to explore the humanity of all those involved, including the perpetrators. The series aims to understand their motivations and potential remorse, emphasizing the importance of complex conversations and avoiding black-and-white perspectives.
The Inspiration Behind “Under the Bridge”
The series is based on the 2005 nonfiction book by Rebecca Godfrey, who investigated the crime that shocked her hometown of Victoria, British Columbia. The book delves into the senseless brutality and offers a vivid exploration of its causes. Keough plays Godfrey in the series and also serves as a producer.
Character Development and Emphasis on SDGs
The show portrays Reena as a passionate and caring girl who rebels against her Jehovah’s Witness upbringing in an attempt to fit in. Through flashbacks and Rebecca’s research, viewers are introduced to the girls Reena tried to befriend. The series also incorporates local history and explores themes related to the Sustainable Development Goals (SDGs), such as discrimination and cultural differences.
Lily Gladstone’s Involvement and Community Engagement
Lily Gladstone, another skeptic of true-crime projects, joined the series after being reassured by Keough’s involvement and shared values. Gladstone plays the role of Cam Bentland, a police officer who pushes for an investigation into Reena’s disappearance. The success of the series “Killers of the Flower Moon,” which incorporated an Indigenous perspective, inspired Gladstone to participate. Community involvement and the exploration of restorative justice were key factors in her decision.
Exploring Gray Areas and Personal Journeys
The series delves into the complexities of the crime and its aftermath. It explores the concept of extending grace to children who commit horrific acts while acknowledging the mistakes they made. Keough’s character, Rebecca, grapples with guilt and personal emotions throughout the series, providing viewers with an opportunity to reflect on their own feelings and beliefs.
SDGs, Targets, and Indicators Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 5: Gender Equality
- SDG 10: Reduced Inequalities
- SDG 16: Peace, Justice, and Strong Institutions
The article discusses a true-crime series that explores the murder of a teenager and delves into the motivations and societal factors that led to the crime. This connects to SDG 4 as it highlights the importance of education in understanding and preventing such acts of violence. It also relates to SDG 5 as it addresses gender-based violence and the experiences of the female victim. Additionally, the article touches on issues of inequality and discrimination, which are relevant to SDG 10. Finally, the focus on justice and understanding the motivations of the perpetrators aligns with SDG 16.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development.
- Target 5.2: Eliminate all forms of violence against all women and girls in public and private spheres.
- Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
- Target 16.3: Promote the rule of law at the national and international levels and ensure equal access to justice for all.
The article’s content highlights the importance of education in understanding and preventing violence, aligning with Target 4.7. It also addresses the issue of violence against women and girls, which relates to Target 5.2. The article touches on the discrimination faced by the victim and the need for social inclusion, connecting to Target 10.2. Finally, the focus on justice and understanding the motivations of the perpetrators aligns with Target 16.3.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.
- Indicator 5.2.1: Proportion of ever-partnered women and girls aged 15 years and older subjected to physical, sexual, or psychological violence by a current or former intimate partner in the previous 12 months, by form of violence and by age group.
- Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities.
- Indicator 16.3.1: Proportion of victims of violence in the previous 12 months who reported their victimization to competent authorities or other officially recognized mechanisms.
The article does not explicitly mention specific indicators, but based on the identified targets, the following indicators can be used to measure progress:
– Indicator 4.7.1 can be used to assess the integration of global citizenship education and education for sustainable development in national education policies and curricula.
– Indicator 5.2.1 can measure the prevalence of violence against women and girls by intimate partners.
– Indicator 10.2.1 can assess the proportion of people living below 50 percent of median income, considering age, sex, and disabilities.
– Indicator 16.3.1 can measure the proportion of victims of violence who report their victimization to authorities.
4. Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development. | Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment. |
| SDG 5: Gender Equality | Target 5.2: Eliminate all forms of violence against all women and girls in public and private spheres. | Indicator 5.2.1: Proportion of ever-partnered women and girls aged 15 years and older subjected to physical, sexual, or psychological violence by a current or former intimate partner in the previous 12 months, by form of violence and by age group. |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status. | Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities. |
| SDG 16: Peace, Justice, and Strong Institutions | Target 16.3: Promote the rule of law at the national and international levels and ensure equal access to justice for all. | Indicator 16.3.1: Proportion of victims of violence in the previous 12 months who reported their victimization to competent authorities or other officially recognized mechanisms. |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: washingtonpost.com
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