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Construction of gender online among young people in Estonia and Sweden

Construction of gender online among young people in Estonia and Sweden

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  • I: head - all others participated on different levels ... <br /> <br /> Ongoing research project, financed by the The Foundation for Baltic and East European Studies; hosted at S&#xF6;dert&#xF6;rn univ. in Stockholm, Sweden. <br /> <br /> Present some preliminary empirical data, primary from analysis of tweens (10-14 years old) published images on two SNS (soc. netw. serv.), one in Estonia (Rate) and one i Sweden (BDB) <br /> <br /> The name of the group: Se = S&#xF6;dert&#xF6;rn; Andra Siibak = Tartu univ. <br /> <br /> Before the actual presentation; some more words about the project.
  • I: head - all others participated on different levels ... <br /> <br /> Ongoing research project, financed by the The Foundation for Baltic and East European Studies; hosted at S&#xF6;dert&#xF6;rn univ. in Stockholm, Sweden. <br /> <br /> Present some preliminary empirical data, primary from analysis of tweens (10-14 years old) published images on two SNS (soc. netw. serv.), one in Estonia (Rate) and one i Sweden (BDB) <br /> <br /> The name of the group: Se = S&#xF6;dert&#xF6;rn; Andra Siibak = Tartu univ. <br /> <br /> Before the actual presentation; some more words about the project.
  • I: head - all others participated on different levels ... <br /> <br /> Ongoing research project, financed by the The Foundation for Baltic and East European Studies; hosted at S&#xF6;dert&#xF6;rn univ. in Stockholm, Sweden. <br /> <br /> Present some preliminary empirical data, primary from analysis of tweens (10-14 years old) published images on two SNS (soc. netw. serv.), one in Estonia (Rate) and one i Sweden (BDB) <br /> <br /> The name of the group: Se = S&#xF6;dert&#xF6;rn; Andra Siibak = Tartu univ. <br /> <br /> Before the actual presentation; some more words about the project.
  • the abbreviation GTO, the three main concepts - Gender, Tweens, Online <br /> <br /> Based on a couple of assumptions: <br /> * to understand the conditions of young people, we need to get close to them, and to &#x201D;hear&#x201D; their own voice. --> <br /> * when we say &#x201D;normalisation of gender&#x201D;, what we intend is the cultural peer-culture process of mutual understanding and agreement; <br /> * on- and offline as intertwined dimension of everyday life, and <br /> * appropriating technology means appropriating yourself <br /> * hence; technology not an object, but a function <br /> <br /> Three subprojects of the project --> <br /> <br /> <br /> I.e. interviews & images
  • Three subprojects: <br /> 1* construc. of gender online; self-presentation images on youth SNS <br /> 2* interview study, on their perspective on the importance of SNS use in everyday life <br /> 3* later stage: media developmental project in cooperation with tweens, iteratively ............. <br /> <br /> for this presentation [click] focus on the first two:
  • Three subprojects: <br /> 1* construc. of gender online; self-presentation images on youth SNS <br /> 2* interview study, on their perspective on the importance of SNS use in everyday life <br /> 3* later stage: media developmental project in cooperation with tweens, iteratively ............. <br /> <br /> for this presentation [click] focus on the first two:
  • Three subprojects: <br /> 1* construc. of gender online; self-presentation images on youth SNS <br /> 2* interview study, on their perspective on the importance of SNS use in everyday life <br /> 3* later stage: media developmental project in cooperation with tweens, iteratively ............. <br /> <br /> for this presentation [click] focus on the first two:
  • Start with the theoretical framework, some words on how with have collected and analysed the data, presentation of some preliminary data, and closing with - not a conclusion - but a question. <br /> <br /> Focus on a tentative analysis, invite you to reflect upon that. So, the two first parts, is more of setting the frames of the project, its main theoretical and methodological ideas.
  • Start with the theoretical framework, some words on how with have collected and analysed the data, presentation of some preliminary data, and closing with - not a conclusion - but a question. <br /> <br /> Focus on a tentative analysis, invite you to reflect upon that. So, the two first parts, is more of setting the frames of the project, its main theoretical and methodological ideas.
  • Start with the theoretical framework, some words on how with have collected and analysed the data, presentation of some preliminary data, and closing with - not a conclusion - but a question. <br /> <br /> Focus on a tentative analysis, invite you to reflect upon that. So, the two first parts, is more of setting the frames of the project, its main theoretical and methodological ideas.
  • Start with the theoretical framework, some words on how with have collected and analysed the data, presentation of some preliminary data, and closing with - not a conclusion - but a question. <br /> <br /> Focus on a tentative analysis, invite you to reflect upon that. So, the two first parts, is more of setting the frames of the project, its main theoretical and methodological ideas.
  • Laura Mulvey - film studies - the position of the camera - a cultural way of seeing/understanding/maintaining heteronormative power structures <br /> --> positions both the subject as an object, and the onlooker <br /> --> media influence - media has changed (Susan Bordo, empire) <br /> <br /> Henry Jenkins - media theory [one of many] - that the media user is a active participator [Poster, Bolter & Grusin, Tapscott etc.] - implicate that digital media is very different from traditional media [you all know this] - from watching TV to computer user <br /> <br /> meeting between these two ... <br /> new ways of doing the familiar? <br /> new agencies? <br /> new normalities - new gazes? <br /> M Mead - co/pre-figurative cultures? <br /> <br /> male g: metafor - vi &#x201D;bevakar&#x201D; alla varandra, en del av ungdomskulturen, v&#xE4;rderande
  • Laura Mulvey - film studies - the position of the camera - a cultural way of seeing/understanding/maintaining heteronormative power structures <br /> --> positions both the subject as an object, and the onlooker <br /> --> media influence - media has changed (Susan Bordo, empire) <br /> <br /> Henry Jenkins - media theory [one of many] - that the media user is a active participator [Poster, Bolter & Grusin, Tapscott etc.] - implicate that digital media is very different from traditional media [you all know this] - from watching TV to computer user <br /> <br /> meeting between these two ... <br /> new ways of doing the familiar? <br /> new agencies? <br /> new normalities - new gazes? <br /> M Mead - co/pre-figurative cultures? <br /> <br /> male g: metafor - vi &#x201D;bevakar&#x201D; alla varandra, en del av ungdomskulturen, v&#xE4;rderande
  • The theoretical framework for the project: <br /> <br /> The main research question is how gender is constructed and normalised among young people in online environments (SNS, or social networking services). Based on empirical data from the ongoing research project the.GTO.project, we will discuss how young people (10 to 14 years old) construct gender identities online (on social networking services; SNS). The abbreviation GTO stands for three points of departures, which also correspond to the theoretical tripod: Gender, Tweens, Online.
  • The main research question is how gender is constructed and normalised among young people in online environments (SNS, or social networking services). Based on empirical data from the ongoing research project the.GTO.project, we will discuss how young people (10 to 14 years old) construct gender identities online (on social networking services; SNS). The abbreviation GTO stands for three points of departures, which also correspond to the theoretical tripod: Gender, Tweens, Online. <br /> <br /> Lets take a look at them: again - to set the frames.
  • Gender is understood as a cultural construction based on social processes, where intersectionalist theories are observant on how different value systems intersect and position the subject in a web of heteronormative structures. What we pay special attention to in this respect, is categories such as gender, sexuality, class, family background, and age, but also how media access/digital literacy can become an important intersecting category.
  • Gender is understood as a cultural construction based on social processes, where intersectionalist theories are observant on how different value systems intersect and position the subject in a web of heteronormative structures. What we pay special attention to in this respect, is categories such as gender, sexuality, class, family background, and age, but also how media access/digital literacy can become an important intersecting category.
  • The Tweens concept is not just an age category, or a statement on young people as active/competent consumers. Recent developments within childhood sociology (Prout 2005) take infleunce from i.e. the Harawayian cyborg concept, arguing that the dualistic division between being and becoming has become outdated, as we as humans are moving between these two positions, regardless of our age. The construction of an online identity or an avatar, regardless of it being &#x201C;true&#x201D; to the physical person or not, is constructed in relation to the physical person and her own experiences. <br /> <br /> childhood --> [Prout --> Haraway/Nakamura]
  • The Tweens concept is not just an age category, or a statement on young people as active/competent consumers. Recent developments within childhood sociology (Prout 2005) take infleunce from i.e. the Harawayian cyborg concept, arguing that the dualistic division between being and becoming has become outdated, as we as humans are moving between these two positions, regardless of our age. The construction of an online identity or an avatar, regardless of it being &#x201C;true&#x201D; to the physical person or not, is constructed in relation to the physical person and her own experiences. <br /> <br /> childhood --> [Prout --> Haraway/Nakamura]
  • Hence, on- and off-line are dimensions of one world of experiences, rather than being separated from each other. To be on-line shall not be understood as being disconnected from the real world, rather on-line arenas are inseparable intertwined with the real world. <br /> The cyborg citizen, the subject whos conditions are intertwined with the technology/technological development. <br /> This is in line with socio-cultural theories, where tools are extensions of our consiousness ... <br /> Identity, this multifaceted and nomadic process, is constantly challenged in SNS practice; &#x201D;who are you?&#x201D; challenge the subject to reflect, to construct, or to name her/himself. Age, gender, name. But, as Lisa Nakamura shows, this is not a process separated from the body or the culture - the same stereotypes - or cybertypes - are prominent. <br /> But, this is our main question, how is this happening, with tweens, where SNS is an important arena in their everyday life. Looking at the images they publish on SNS (and bloggs); what can it tell us on (a) their life world situation, and on a more generel level (b) contemporary gender hierarchies and structures. <br /> <br /> Since the mid 1990s, the social environments of the online world of the internet has developed from text-based to more graphical online communities, not seldom with ten of thousand, if not hundred of thousand, users. Today, with the all the more widespread distribution of the internet, the use of SNS has become intertwined with an everyday practice. The media user of the second media age has thus become a content producer in a participatory media culture, who is able to move between what earlier often where considered distinct roles of consumer and producer.
  • Hence, on- and off-line are dimensions of one world of experiences, rather than being separated from each other. To be on-line shall not be understood as being disconnected from the real world, rather on-line arenas are inseparable intertwined with the real world. <br /> The cyborg citizen, the subject whos conditions are intertwined with the technology/technological development. <br /> This is in line with socio-cultural theories, where tools are extensions of our consiousness ... <br /> Identity, this multifaceted and nomadic process, is constantly challenged in SNS practice; &#x201D;who are you?&#x201D; challenge the subject to reflect, to construct, or to name her/himself. Age, gender, name. But, as Lisa Nakamura shows, this is not a process separated from the body or the culture - the same stereotypes - or cybertypes - are prominent. <br /> But, this is our main question, how is this happening, with tweens, where SNS is an important arena in their everyday life. Looking at the images they publish on SNS (and bloggs); what can it tell us on (a) their life world situation, and on a more generel level (b) contemporary gender hierarchies and structures. <br /> <br /> Since the mid 1990s, the social environments of the online world of the internet has developed from text-based to more graphical online communities, not seldom with ten of thousand, if not hundred of thousand, users. Today, with the all the more widespread distribution of the internet, the use of SNS has become intertwined with an everyday practice. The media user of the second media age has thus become a content producer in a participatory media culture, who is able to move between what earlier often where considered distinct roles of consumer and producer.
  • Methodologically, we have collected self presentation images from the popular Swedish SNS bilddagboken.se [image diary] and Rate.ee (the Estonian language youth SNS), and used a cultural semiotic analysis. The two categories privatepublic room and creating my voice has iteratively grown out of the material, using abductive reasoning as the main principle for developing new understandings. There is also a dimension of comparative studies, relating the Swedish material from BDB to an Estonian SNS called rate.ee: of interest here is above all how different technological solutions tend to create different cultures, based on technological possibilities and restrictions. <br /> Sp1: categories evolve abductively (Peirce); systematics in analysis, rather than collecting data [i.e. &#x201D;ethnographic&#x201D;?] <br /> Sp2: group interviews/conversations <br /> --> [Sp1] ethics: we have chosen not to manipulate the images (&#x201D;anonymisation&#x201D;) in this context. This is problematic, these are young persons, and we use their private pictures in a new context. But, manipulating the images - [click] - would would mean that we are not true to their intention/origin. (I.e. interviews; the name -- here what they &#x201D;say&#x201D;) <br /> <br /> someting about the &#x201D;comparative&#x201D; - i.e. way of understanding/broader base, etc. <br /> <br /> qual + quant = the two SNS not comparable <br /> <br /> <br /> &#xE4;ldre tjejer - oftare privata/l&#xF6;senordsskyddade
  • Methodologically, we have collected self presentation images from the popular Swedish SNS bilddagboken.se [image diary] and Rate.ee (the Estonian language youth SNS), and used a cultural semiotic analysis. The two categories privatepublic room and creating my voice has iteratively grown out of the material, using abductive reasoning as the main principle for developing new understandings. There is also a dimension of comparative studies, relating the Swedish material from BDB to an Estonian SNS called rate.ee: of interest here is above all how different technological solutions tend to create different cultures, based on technological possibilities and restrictions. <br /> Sp1: categories evolve abductively (Peirce); systematics in analysis, rather than collecting data [i.e. &#x201D;ethnographic&#x201D;?] <br /> Sp2: group interviews/conversations <br /> --> [Sp1] ethics: we have chosen not to manipulate the images (&#x201D;anonymisation&#x201D;) in this context. This is problematic, these are young persons, and we use their private pictures in a new context. But, manipulating the images - [click] - would would mean that we are not true to their intention/origin. (I.e. interviews; the name -- here what they &#x201D;say&#x201D;) <br /> <br /> someting about the &#x201D;comparative&#x201D; - i.e. way of understanding/broader base, etc. <br /> <br /> qual + quant = the two SNS not comparable <br /> <br /> <br /> &#xE4;ldre tjejer - oftare privata/l&#xF6;senordsskyddade
  • Methodologically, we have collected self presentation images from the popular Swedish SNS bilddagboken.se [image diary] and Rate.ee (the Estonian language youth SNS), and used a cultural semiotic analysis. The two categories privatepublic room and creating my voice has iteratively grown out of the material, using abductive reasoning as the main principle for developing new understandings. There is also a dimension of comparative studies, relating the Swedish material from BDB to an Estonian SNS called rate.ee: of interest here is above all how different technological solutions tend to create different cultures, based on technological possibilities and restrictions. <br /> Sp1: categories evolve abductively (Peirce); systematics in analysis, rather than collecting data [i.e. &#x201D;ethnographic&#x201D;?] <br /> Sp2: group interviews/conversations <br /> --> [Sp1] ethics: we have chosen not to manipulate the images (&#x201D;anonymisation&#x201D;) in this context. This is problematic, these are young persons, and we use their private pictures in a new context. But, manipulating the images - [click] - would would mean that we are not true to their intention/origin. (I.e. interviews; the name -- here what they &#x201D;say&#x201D;) <br /> <br /> someting about the &#x201D;comparative&#x201D; - i.e. way of understanding/broader base, etc. <br /> <br /> qual + quant = the two SNS not comparable <br /> <br /> <br /> &#xE4;ldre tjejer - oftare privata/l&#xF6;senordsskyddade
  • Methodologically, we have collected self presentation images from the popular Swedish SNS bilddagboken.se [image diary] and Rate.ee (the Estonian language youth SNS), and used a cultural semiotic analysis. The two categories privatepublic room and creating my voice has iteratively grown out of the material, using abductive reasoning as the main principle for developing new understandings. There is also a dimension of comparative studies, relating the Swedish material from BDB to an Estonian SNS called rate.ee: of interest here is above all how different technological solutions tend to create different cultures, based on technological possibilities and restrictions. <br /> Sp1: categories evolve abductively (Peirce); systematics in analysis, rather than collecting data [i.e. &#x201D;ethnographic&#x201D;?] <br /> Sp2: group interviews/conversations <br /> --> [Sp1] ethics: we have chosen not to manipulate the images (&#x201D;anonymisation&#x201D;) in this context. This is problematic, these are young persons, and we use their private pictures in a new context. But, manipulating the images - [click] - would would mean that we are not true to their intention/origin. (I.e. interviews; the name -- here what they &#x201D;say&#x201D;) <br /> <br /> someting about the &#x201D;comparative&#x201D; - i.e. way of understanding/broader base, etc. <br /> <br /> qual + quant = the two SNS not comparable <br /> <br /> <br /> &#xE4;ldre tjejer - oftare privata/l&#xF6;senordsskyddade
  • rate. - only estonian youth SNS <br /> BDB - one of 3-5 big youth SNS in Sweden (Lunarstorm, Playahead, Apberget) <br /> <br /> reg. user / population [some may have more than one account, and some are from/live in other countries] <br /> pop. EE=1.338.000 [28%] <br /> SE=9.325.000 [14%] <br /> <br /> tweens: 1/3 in rate -- whereas 1/6 (16%) on BDB -- and so on <br /> <br /> BDB: app. 200 images/user <br /> -- we do not have the numbers for rate, but app 10 images user
  • rate. - only estonian youth SNS <br /> BDB - one of 3-5 big youth SNS in Sweden (Lunarstorm, Playahead, Apberget) <br /> <br /> reg. user / population [some may have more than one account, and some are from/live in other countries] <br /> pop. EE=1.338.000 [28%] <br /> SE=9.325.000 [14%] <br /> <br /> tweens: 1/3 in rate -- whereas 1/6 (16%) on BDB -- and so on <br /> <br /> BDB: app. 200 images/user <br /> -- we do not have the numbers for rate, but app 10 images user
  • rate. - only estonian youth SNS <br /> BDB - one of 3-5 big youth SNS in Sweden (Lunarstorm, Playahead, Apberget) <br /> <br /> reg. user / population [some may have more than one account, and some are from/live in other countries] <br /> pop. EE=1.338.000 [28%] <br /> SE=9.325.000 [14%] <br /> <br /> tweens: 1/3 in rate -- whereas 1/6 (16%) on BDB -- and so on <br /> <br /> BDB: app. 200 images/user <br /> -- we do not have the numbers for rate, but app 10 images user
  • rate. - only estonian youth SNS <br /> BDB - one of 3-5 big youth SNS in Sweden (Lunarstorm, Playahead, Apberget) <br /> <br /> reg. user / population [some may have more than one account, and some are from/live in other countries] <br /> pop. EE=1.338.000 [28%] <br /> SE=9.325.000 [14%] <br /> <br /> tweens: 1/3 in rate -- whereas 1/6 (16%) on BDB -- and so on <br /> <br /> BDB: app. 200 images/user <br /> -- we do not have the numbers for rate, but app 10 images user
  • rate. - only estonian youth SNS <br /> BDB - one of 3-5 big youth SNS in Sweden (Lunarstorm, Playahead, Apberget) <br /> <br /> reg. user / population [some may have more than one account, and some are from/live in other countries] <br /> pop. EE=1.338.000 [28%] <br /> SE=9.325.000 [14%] <br /> <br /> tweens: 1/3 in rate -- whereas 1/6 (16%) on BDB -- and so on <br /> <br /> BDB: app. 200 images/user <br /> -- we do not have the numbers for rate, but app 10 images user
  • rate. - only estonian youth SNS <br /> BDB - one of 3-5 big youth SNS in Sweden (Lunarstorm, Playahead, Apberget) <br /> <br /> reg. user / population [some may have more than one account, and some are from/live in other countries] <br /> pop. EE=1.338.000 [28%] <br /> SE=9.325.000 [14%] <br /> <br /> tweens: 1/3 in rate -- whereas 1/6 (16%) on BDB -- and so on <br /> <br /> BDB: app. 200 images/user <br /> -- we do not have the numbers for rate, but app 10 images user
  • rate. - only estonian youth SNS <br /> BDB - one of 3-5 big youth SNS in Sweden (Lunarstorm, Playahead, Apberget) <br /> <br /> reg. user / population [some may have more than one account, and some are from/live in other countries] <br /> pop. EE=1.338.000 [28%] <br /> SE=9.325.000 [14%] <br /> <br /> tweens: 1/3 in rate -- whereas 1/6 (16%) on BDB -- and so on <br /> <br /> BDB: app. 200 images/user <br /> -- we do not have the numbers for rate, but app 10 images user
  • rate. - only estonian youth SNS <br /> BDB - one of 3-5 big youth SNS in Sweden (Lunarstorm, Playahead, Apberget) <br /> <br /> reg. user / population [some may have more than one account, and some are from/live in other countries] <br /> pop. EE=1.338.000 [28%] <br /> SE=9.325.000 [14%] <br /> <br /> tweens: 1/3 in rate -- whereas 1/6 (16%) on BDB -- and so on <br /> <br /> BDB: app. 200 images/user <br /> -- we do not have the numbers for rate, but app 10 images user
  • 2 tech. communities -> understand gender constr./processes among tweens? <br /> <br /> the two categories; grown out of the material -- illustrated with some images; but as every image is very complex, and there is so many more dimensions of each image, these are illustrations of THEMES.
  • 2 tech. communities -> understand gender constr./processes among tweens? <br /> <br /> the two categories; grown out of the material -- illustrated with some images; but as every image is very complex, and there is so many more dimensions of each image, these are illustrations of THEMES.
  • 2 tech. communities -> understand gender constr./processes among tweens? <br /> <br /> the two categories; grown out of the material -- illustrated with some images; but as every image is very complex, and there is so many more dimensions of each image, these are illustrations of THEMES.
  • The privatepublic room is a place challenging the dualistic notion of private and public. Susan Bordo discusses this in her &#x201D;The empire of images&#x201D;, as what has been considered the private sphere becomes public. And also, with the new media situation, that the public is all the more accesible/private. Privatepublic is thus a fusion, of two concepts (dualistically understood?), but also of two cultural spheres. <br /> <br /> For tweens, being used with internet and blogs, and also with docusoaps like Survivor/Expedition Robinson, Big Brother, (American) Idol, being public is not in opposition with the private. But also, that the public sphere is those who they imagine will see the images - which often are a rather limited group of people. For a group 14 y old girls, 40 visitors at the personal blog is worthy of respect. <br /> <br /> [click] <br /> xxxxxxxxxxxxx <br /> <br /> <br /> <br /> , and trying to create an illusion (or point to the opposite) to be taken on the fly. The private room, exemplified here by the bathroom, becomes a public arena for reflection when published on a SNS. Not only are these self-representational images created in accepted private spaces (that might as well be public arenas), but they can also be created in the outside public world, in playgrounds, in the living room, where the visual reflection of the self and the presentation of the self adds to the creation of being a private space in the more traditional sense. The Privatepublic Rooms creates and allows reflection about norms, values, popular cultures, and not least the creation of gender and other social identities.
  • The theme Creating my Voice is built around the possibilities and limitations that digital environments provide for the expression and creation of self-reflection/-presentation, and provides the &#x201C;own voice&#x201D; or position, to express itself. <br /> <br /> This is, for example, done through self-positioning, experimentation with poses and positions that departs from gender structures/gendered expressions, and also produces a normalization of (traditional/new) gender positions. This self-positioning can also be illustrated through the manipulation of images, by playfully trying out different modes of expression. But we wait with that for a few seconds: <br /> <br /> Lets start with rate.ee, where all images has to be approved - and where no manipulation of the images are alloved. <br /> <br /> [click] <br /> <br /> <br /> Through various post-production techniques, technology also creates the possibility to try the out the technological capital that tweens maintain, as &#x201C;natives of the net&#x201D;, in relation to the self-reflection that these arenas offer. <br /> <br /> <br /> [click] <br /> xxxxxxxxxxxxx <br /> The theme Creating my Voice is built around the possibilities and limitations that digital environments provide for the expression and creation of self-reflection/-presentation, and provides the &#x201C;own voice&#x201D; or position, to express itself. This is, for example, done through self-positioning, experimentation with poses and positions that either produces a normalization of gender constructions, or departs from them. This self-positioning can also be illustrated through the manipulation of images, by playfully try on various forms of expressions. Here, technology and the digital environments have obvious consequences. There are possibilities to explore the physical form, and test this experiment against the culture created in online environments. Through various post-production techniques, technology also creates the possibility to try the out the technological capital that tweens maintain, as &#x201C;natives of the net&#x201D;, in relation to the self-reflection that these arenas offer.
  • This you seen --> let finish with a model - as a Q - how to understand the identity process in the second media age? One the one hand, traditional norms and values - and on the other new ways of being social, interacting, media use, ... <br /> [click] <br /> Laura Mulvey - film studies - the position of the camera - a cultural way of seeing/understanding/maintaining heteronormative power structures <br /> --> positions both the subject as an object, and the onlooker <br /> --> media influence - media has changed (Susan Bordo, empire) <br /> <br /> Henry Jenkins - media theory [one of many] - that the media user is a active participator [Poster, Bolter & Grusin, Tapscott etc.] - implicate that digital media is very different from traditional media [you all know this] - from watching TV to computer user <br /> <br /> meeting between these two ... <br /> new ways of doing the familiar? <br /> new agencies? <br /> new normalities - new gazes? <br /> M Mead - co/pre-figurative cultures? <br /> <br /> male g: metafor - vi &#x201D;bevakar&#x201D; alla varandra, en del av ungdomskulturen, v&#xE4;rderande
  • This you seen --> let finish with a model - as a Q - how to understand the identity process in the second media age? One the one hand, traditional norms and values - and on the other new ways of being social, interacting, media use, ... <br /> [click] <br /> Laura Mulvey - film studies - the position of the camera - a cultural way of seeing/understanding/maintaining heteronormative power structures <br /> --> positions both the subject as an object, and the onlooker <br /> --> media influence - media has changed (Susan Bordo, empire) <br /> <br /> Henry Jenkins - media theory [one of many] - that the media user is a active participator [Poster, Bolter & Grusin, Tapscott etc.] - implicate that digital media is very different from traditional media [you all know this] - from watching TV to computer user <br /> <br /> meeting between these two ... <br /> new ways of doing the familiar? <br /> new agencies? <br /> new normalities - new gazes? <br /> M Mead - co/pre-figurative cultures? <br /> <br /> male g: metafor - vi &#x201D;bevakar&#x201D; alla varandra, en del av ungdomskulturen, v&#xE4;rderande
  • bad heading [scheme] <br /> <br /> This is a suggestion for how to understand this construction of &#x201D;identity&#x201D;; as a personal, relational and social &#x201D;thing&#x201D; (phenomena). <br /> <br /> This is under development; invitation to challenge us! <br /> <br /> By appropriating digital media, as SNS, in the everyday life, new rooms or arenas are created, where the subject can act and create meaning. The digital technology becomes a resource, or function, where the subject in her/his active participation is a producer of contens, in the sense of Henry Jenkins (2006; Convergence culture): a fluent media user. And also that the technology is a place for the creation of a person or avatar, mirroring the (consious or not) self reflection of the user/subject. <br /> <br /> [click] <br /> Here the contemporary hypercomplex global culture, with its expectations on personality, demands on self consciousness, and desire for the uniqueness, is simultaneously inspiration and demanding. Here, in the process of identity development/identity creation, the body of ones own is one the most important resources - this moldable &#x201D;biological skin bag&#x201D; (Clark, 2002). <br /> <br /> Identity should here be understood as multifaceted, relational and situational (Hall, 1996), non-stable and nomadic (Braidotti, 1994). The identity, &#x201D;constructed&#x201D; in a social practice, can then be understood as the part of the self that is accessible for others, and is prominent in a certain situation. <br /> <br /> The process of identity construction is, in this perspective, something that is happening in the relational structure of body, culture, and technology.
  • I: head - all others participated on different levels ... <br /> <br /> Ongoing research project, financed by the The Foundation for Baltic and East European Studies; hosted at S&#xF6;dert&#xF6;rn univ. in Stockholm, Sweden. <br /> <br /> Present some preliminary empirical data, primary from analysis of tweens (10-14 years old) published images on two SNS (soc. netw. serv.), one in Estonia (Rate) and one i Sweden (BDB) <br /> <br /> The name of the group: Se = S&#xF6;dert&#xF6;rn; Andra Siibak = Tartu univ. <br /> <br /> Before the actual presentation; some more words about the project.
  • I: head - all others participated on different levels ... <br /> <br /> Ongoing research project, financed by the The Foundation for Baltic and East European Studies; hosted at S&#xF6;dert&#xF6;rn univ. in Stockholm, Sweden. <br /> <br /> Present some preliminary empirical data, primary from analysis of tweens (10-14 years old) published images on two SNS (soc. netw. serv.), one in Estonia (Rate) and one i Sweden (BDB) <br /> <br /> The name of the group: Se = S&#xF6;dert&#xF6;rn; Andra Siibak = Tartu univ. <br /> <br /> Before the actual presentation; some more words about the project.
  • I: head - all others participated on different levels ... <br /> <br /> Ongoing research project, financed by the The Foundation for Baltic and East European Studies; hosted at S&#xF6;dert&#xF6;rn univ. in Stockholm, Sweden. <br /> <br /> Present some preliminary empirical data, primary from analysis of tweens (10-14 years old) published images on two SNS (soc. netw. serv.), one in Estonia (Rate) and one i Sweden (BDB) <br /> <br /> The name of the group: Se = S&#xF6;dert&#xF6;rn; Andra Siibak = Tartu univ. <br /> <br /> Before the actual presentation; some more words about the project.

Cyberspace 2009 conference, Brno Presentation Transcript

  • 1. Construction of gender online among young people in Estonia and Sweden .se: Kristina Abiala, Patrik Hernwall, Annika Lindkvist, Sofia Lundmark, Cecilia Löfberg .ee: Andra Siibak http://mt.sh.se/gto
  • 2. the.GTO.project [gender · tweens · online] Construction and Normalistion of Gender Online among Tweens in Estonia and Sweden
  • 3. the.GTO.project [gender · tweens · online] Construction and Normalistion of Gender Online among Tweens in Estonia and Sweden The aim the project is to study how gender is created, expressed and normalized in online environments among young people (age 10 to 14 years old) in Estonia and Sweden. Furthermore, we will study what meaning this creation of identity has in their everyday life.
  • 4. the.GTO.project
  • 5. the.GTO.project 1. How gender is expressed and normalized in online environments? 2. What meanings has the online construction of gender, for the young in their everyday life? 3. How do young people use media technology tools to complement verbal and written expressions in the shaping of the personal self?
  • 6. the presentation
  • 7. the presentation ✴ theoretical framework ✴ methodology ✴ empirical data ✴ conclusions
  • 8. online activity
  • 9. online activity ✴ Male gaze [Mulvey, 1975] ✴ Creators of content [Jenkins, 2006]
  • 10. the.GTO.project
  • 11. the.GTO.project
  • 12. Gender Tweens Online
  • 13. Gender Tweens Online
  • 14. Gender Tweens Online
  • 15. Gender Tweens Online ✴ gender as social process and cultural construction ✴ intersectionalist theory
  • 16. Gender Tweens Online
  • 17. Gender Tweens Online ✴ age 10 to 14 years old ✴ childhood sociology
  • 18. Gender Tweens Online
  • 19. Gender Tweens Online ✴ cyborg citizen ✴ identity tourism
  • 20. methodology
  • 21. methodology ✴ SNS rate.ee & bilddagboken.se ✴ semiotic analysis ✴ emic categories
  • 22. methodology ✴ SNS rate.ee & bilddagboken.se ✴ semiotic analysis ✴ emic categories
  • 23. some numbers
  • 24. some numbers registered users 1.307.630 384.417 tweens ~ 220.000 133.941 [10-14 years old] [10-16 years old] visitors 20.11.09 48.016 7.264 22.50pm number of images 265.065.849 2.405.107 new images/day 300–500.000 5.000
  • 25. tweens constructing gender online
  • 26. tweens constructing gender online ✴ Technology as an affordance
  • 27. tweens constructing gender online ✴ Technology as an affordance ✴ creating my voice
  • 28. tweens constructing gender online ✴ Technology as an affordance ✴ creating my voice ✴ privatepublic room
  • 29. privatepublic room
  • 30. creating my voice
  • 31. online activity
  • 32. online activity ✴ Male gaze [Mulvey, 1975] ✴ Creators of content [Jenkins, 2006]
  • 33. identity structure te ch re no tu lo l identity cu gy body
  • 34. Construction of gender online among young people in Estonia and Sweden contact Patrik.Hernwall@sh.se Andras@ut.ee Annika.Lindkvist@sh.se · Cecilia@ped.su.se http://mt.sh.se/gto