OLLI mediarepresentation 24th
Upcoming SlideShare
Loading in...5
×
 

OLLI mediarepresentation 24th

on

  • 286 views

Presentation on the 24th on media representations

Presentation on the 24th on media representations

Statistics

Views

Total Views
286
Views on SlideShare
286
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

OLLI mediarepresentation 24th OLLI mediarepresentation 24th Presentation Transcript

  • Exhibits: Magazine adimages: RepresentationsCategories: each table: 1) femininity 2)masculinity, 3) class, 4), age, 5)vacation/entertainment/entertainment 6) otherIdentity patterns: create subcategories,including interactions across categoriesNote patterns/themes on post-itsReflect on how images influence your identityconstructionReflect on limitations of categories
  • Representation as Re-presentMedia do not simply reflect/mirror “reality”Media create or re-present a new reality “Reality” shows as a television “reality” dramaMedia “mediate” how we construct our lives Fashion magazine models mediate how they define their identities based on feminity
  • Stereotyping: Fixes/limitsMeaning (Hall)Stereotypes limits meanings assigned to groups Shapes perceptions of that group Leaves out/over-generalizes meaning “Scientists as nerds”/ “Native Americans as alcoholics”Contesting stereotypes by increasing diversity of imagesthat open up new possibilities of identity “Where do images come from?” “Who produces images?” “How is meaning closed down in representation?” “Who is silenced in the production of images?”
  • Problem of EssentializingGroupsEssentializing differences in terms ofgender, class, and race reflectsstereotypes “Boys always do X/girls do Y” “Working-class people are like X.”Essentializing fails to considervariations in identities, contexts, andcultures It is based on biological/behaviorist
  • Gender as Performance vs. EssentialistCategories Problem of essentializing “male” versus “females” as biological concepts Gender as a cultural construction manifested through performance Madonna as conflicted parody of gender stereotypes Social contexts as constituted by gender Sports events as display of masculine performance Afternoon talk shows as display of female agency
  • Construction of Masculinity1780-1850: middle-class socialpracticesSeparation of work and “home” asdistinct gendered realmsMen’s clubs/Christian community:moral commitment to serviceAustere dress vs.aristocratic dressFemales: associated with home
  • Representations of Race Power of white hegemony infilm/media Predominating control/portrayal of whites People of color not shown as subservient and not engaging in “human”/complex practices Blaxploitation films perpetuated stereotypes
  • Representations of “theOther”Representations of the Other reflect theoperations of powerSaid, “Orientalism”: representations of theOrient from a European perspective Orient as backward, mysterious, deviant Presupposes European superiorityMedia representations of gays as “different”
  • Representation and age Representations of elderly as out-of-touch and dependent Example: Grandpa on The SimpsonsRepresentations of adolescents asself-indulgent and irresponsible Example: the “Goonies”
  • Representation of urban vs.suburban worldsRepresentations of urban worlds as dangerous,crime-ridden, poorRepresentations of suburbia as bucolic, safeescape from urban worldOr, representation of suburbia as shallow,conformist, uniform “cooker cutter” world
  • Race: Create sitcom script(Bird, 2003) White group: largely white characters Stereotypical portrayals of Indians Mediated by media representations Limited cultural tool-kit for Indian group: aware of outside role Rejection of stereotypes of Indians White characters based on lived- world experiences
  • Worlds: DiscoursesDiscourses: ways of knowing/thinking; serves tolimit/restrain ways of talkingFoucault: “madness”/hysteriaRules for talking/defining knowledgeSubjects--represent discourse “mad” peopleSocial practices for dealing with people
  • Gee: discoursesPrimary discourses: acquired inchildhoodSecondary Discourses: morespecialized, specific discourses Academic, community, knowledge- based Discourses as “identity tool-kits”
  • Discourse of race: “Color-BlindRacism” Collective understandings/representations Use of “racetalk” to avoid racist label “Everyone is equal, but….” “I am not prejudice, but…” Denial of structural nature of discrimination Criticism of government race-based programs Use of storylines “I didn’t own slaves” “The past is past”
  • Discourses of classPosition: everyone is “middle class”Social/power relations: “us” vs. “them”Work/workplace: post-Fordist economy “Second class” status: adjunct instructorsCultural heritage: value/everyday lifeAcademia alienates working-class students Lack of spaces for working-class students to demonstrate expertise/agency
  • Bettie: Performing classPerformance: habitus: learneddispositions Passing and agency reflecting access to cultural capitalPerformativity: effects of socialstructures on class inequality
  • Gee: SES and adolescents’ identities Upper middle class: focus on “portfolio-shape shifting”: acquire “experiences” Competition/achievement/cognitio n More expository, distanced Working class: focus on everyday interaction Expression of feelings
  • Discourse of “businessmanageralism”Distanced, technocratic stances “which disallows thespeaking of concern, of welfare, of collectiveexperience” (Norman Fairclough, 2003)Teachers as part of a larger corporate structure Emphasizes productivity and efficiency Disallows teachers from expressing alternative voices or perspectivesNeed for “measurable” standardsStatistical measures as objective representations oflearning