This document provides an overview of cultural analysis concepts related to ideology, representation, and articulation. It discusses how ideologies are not isolated concepts but are linked together through articulation to form meanings. Examples are provided of how class, college student identity, and race are articulated in media. A scene from Fresh Prince of Bel-Air is analyzed showing how signs like cars and police officers are articulated around race. The document also discusses how media generates and circulates ideologies, using movies as an example, and how representation in media can reinforce power hierarchies. Key concepts of representation like exclusion and othering are also outlined.

1. CULTURAL ANALYSIS, PART 2
5.25.16

2. CULTURAL STUDIES:
is POLITICAL and SELF-REFLEXIVE.
what does this mean?
review the textbook pages 144 - 147 if you
can’t recall off the top of your head.
Why care?

3. CONCEPTS TODAY:
IDEOLOGY (continued)
ARTICULATIONS
REPRESENTATION

4. LET’S RETURN TO
IDEOLOGY“using the term to refer to those images, concepts
and premises which provide the frameworks
through which we represent, interpret, and
understand and ‘make sense’ of some aspect of
social existence” p.8
Stuart Hall

5. HALL’S 3 POINTS:
Stuart Hall, Whites of Their Eyes
“Ideologies do not consist
of isolated and separate
concepts, but in the
articulation of different
elements into a
distinctive set or chain of
meanings.” p.9
1. 2.
You did not create ideology, but
you operate within it -
frameworks that are so
naturalized that we
unconsciously draw from it to
make statements about things
like gender, family, race, etc.
3.
We speak from a
particular position, a
particular orientation
within larger
frameworks;
strategically selecting
how to position
ourselves.

6. WE’LL FIRST FOCUS

7. “Ideologies do not consist
of isolated and separate
concepts, but in the
articulation
of different elements into
a distinctive set or chain
of meanings.” p.9
1. meanings:
- to connect, to link
(and similarly, to reconnect, to delink)
- production of identity

8. “Ideologies do not consist
of isolated and separate
concepts, but in the
articulation
of different elements into
a distinctive set or chain
of meanings.” p.9
1. meanings:
- to connect, to link
(and similarly, to reconnect, to delink)
- production of identity
example A: Class (pp147 - 149)
example B: College
example C: race (

9. “Ideologies do not consist
of isolated and separate
concepts, but in the
articulation
of different elements into
a distinctive set or chain
of meanings.” p.9
1. meanings:
- to connect, to link
(and similarly, to reconnect, to delink)
- production of identity
Example A:
Think about the labels on the next slide.
Make a list of words and imagery that you associate with these two labels.

10. MIDDLE
CLASS
WORKING
CLASS
Think about the labels on the next slide.
Make a list of words and imagery that you associate with these two labels.

11. MIDDLE
CLASS
WORKING
CLASS
Compare your list. Are they similar? Are there value
judgements about the people you think of as middle class
versus the people who you think of as working class?
Think about the labels on the next slide.
Make a list of words and imagery that you associate with these two labels.

12. Consider: where did these images and words come from? These are all articulations.
Media serves as a primary mode of connecting codes of identify, of articulating certain imagery,
words, idea, values, and so on.

13. MIDDLE
CLASS
WORKING
CLASS
Regardless of your thoughts and experience of class, consider this last point about ideology and class:
What is ‘middle’? What is ‘working’?
And how might these words get articulated,
meaning, connected to connotations about things
like values, employment, families, tastes, etc?

14. MIDDLE
CLASS
WORKING
CLASSWhat is ‘middle’?
This word, in its
denotative state,
suggests a position
between two points.
(I almost said, between top and
bottom as a ‘natural’ way of
explaining middle … but it’s not!;
I’m already operating in an
established framework to orient
up/down )
upper class
lower class
What is ‘working’?
This word is a verb; it’s
not a position, it’s not a
location. It is a verb
that suggests an action.
Moreover, it suggests
productive action.

15. MIDDLE
CLASS
WORKING
CLASSWhat is ‘middle’?
This word, in its
denotative state,
suggests a position
between two points.
(I almost said, between top and
bottom as a ‘natural’ way of
explaining middle … but it’s not!;
I’m already operating in an
established framework to orient
up/down )
upper class
lower class
What is ‘working’?
This word is a verb; it’s
not a position, it’s not a
location. It is a verb
that suggests an action.
Moreover, it suggests
productive action.
See how I’ve already articulated conceptions about class, specifically, working class: Doesn’t
matter which icons I select to represent the idea of ‘working’ (I did a search for ‘working’ in
thenounproject.com) or words to describe ‘working,’ frameworks are already established
I’m illustrating Hall’s first and second point; I can illustrate his third point that I speak from a
privileged class position - educated professor who is white and comes from a middle class
household. I have the privilege to think about class, to analyze media texts representations of
class; meanwhile, I can sometimes chose how I articulate this class identity.
But .. this is all an aside at the moment.

16. MIDDLE
CLASS
WORKING
CLASS
upper class
lower class
Here’s the takeaway:
These labels carry different articulations; a person who is labeled
middle class does work, but that’s not the defining quality
whereas a person who is labeled working class is immediately
identified by this act. Think about how and when you hear
“middle class” used versus “working class” - are there differences?

17. MIDDLE
CLASS
WORKING
CLASS
upper class
lower class
“Language and ideology are not the same - since the same
linguistic term (‘democracy’ for example, ‘freedom’) can be
deployed within different ideological discourses. But language,
broadly conceived, is by definition the principle medium in
which we find different ideological discourses elaborated.”
Stuart Hall, p 9

18. “Ideologies do not consist
of isolated and separate
concepts, but in the
articulation
of different elements into
a distinctive set or chain
of meanings.” p.9
1. meanings:
- to connect, to link
(and similarly, to reconnect, to delink)
- production of identity
Example B: what elements, signs, images,
narratives, etc. have been connected,
unconnected, and reconnected to the idea
of the COLLEGE STUDENT over time?
how do you articulate your subject-position
as ‘college student’?

19. a couple of articulations …
Scenes from a student produced movie called Ed’s Coed, 1929
(possibly the first movie!)
College is for playboys and athletes (Bill is a track star).
(this is very reductionist of course, but look into how common
college was - and who could adored college - in the 1900s)
https://www.youtube.com/watch?v=XU9l-3LbY3k

20. a couple of articulations …
late 1940s/1950s: GI bill
College expands; more people can
afford (though … who are these
people …), more college stories/
imagery in media
1978. Animal House. Classic
staple of a college culture (and
the associated articulations..)
Did you have this poster and/
or own this sweatshirt?
WHAT WORDS,
STORIES,
VALUES, IDEAS,
DO YOU
ASSOCIATE WITH
‘COLLEGE’?

21. a couple of articulations …
COLLEGE STUDENT

22. a couple of articulations …
COLLEGE STUDENT
Consistent signs in these popular images:
backpacks
books
outdoors (campus)
mostly: all smiling
what are the connotations of “STUDENT” “COLLEGE” ?
what are the chains of meaning?

23. a couple of articulations …
COLLEGE STUDENT
TOWARDS A LIFE OF PROFESSIONAL
MIDDLE CLASS PRODUCTIVITY
(IDEOLOGY)

24. a couple of articulations …
COEDlike the title of
the 1929 movie

25. a couple of articulations …
SORORITY

26. a couple of articulations …
FRATERNITY

27. Using Google Image Search is such an imperfect way to illustrate an argument;
these are pulled from a universe of images that first of all have been uploaded to
a searchable site, have metadata so they can read and displayed in search results,
and then there’s the mystery of how algorithms work and top hits. Nonetheless
… it’s one in-way to get a sense of a pattern —> and build towards a chain of
meanings.
I didn’t fully explain these examples; in part, to give you the challenge about
ideology, identity, and articulations.
More concrete examples on the way.
a couple of articulations …

28. “Ideologies do not consist
of isolated and separate
concepts, but in the
articulation of different
elements into a
distinctive set or chain of
meanings.” p.9
1. 2.
You did not create ideology, but
you operate within it -
frameworks that are so
naturalized that we
unconsciously draw from it to
make statements about things
like gender, family, race, etc.
3.
We speak from a
particular position, a
particular orientation
within larger
frameworks;
strategically selecting
how to position
ourselves.
WATCH these clips:
Fresh Prince of Bel Air, Season 1, Episode 6: Mistaken Identity
https://www.youtube.com/watch?v=GhqZwXXS3pI
these are disjointed clips from the same episode … so there’s some
overlap and someone cut out the other plot
https://www.youtube.com/watch?v=p6XVWjorVwA
https://www.youtube.com/watch?v=AW9pklBXqk4
https://www.youtube.com/watch?v=-bluQNcAjOA

29. “Ideologies do not consist of isolated and
separate concepts, but in the articulation
of different elements into a distinctive
set or chain of meanings.” p.9
1. 2. You did not create ideology, but you
operate within it - frameworks that are
so naturalized that we unconsciously
draw from it to make statements about
things like gender, family, race, etc.
3.We speak from a particular
position, a particular orientation
within larger frameworks;
strategically selecting how to
position ourselves.
Will and Carlton are driving.
Cop sirens.
Carlton: We can ask him for directions.
Will: Listen to me, Carlton. When he comes, keep your hands on the wheel.
Carlton (to officer): Good evening, officer. Carlton Banks (offers handshake).
Officer: Keep your hands on the wheel.
…. and so on …
The following signifiers — car, young black men, officer — are articulated in a chain of meanings,
associated with ideological constructions of race, police interactions, and class

30. “Ideologies do not consist of isolated and
separate concepts, but in the articulation
of different elements into a distinctive
set or chain of meanings.” p.9
1. 2. You did not create ideology, but you
operate within it - frameworks that are
so naturalized that we unconsciously
draw from it to make statements about
things like gender, family, race, etc.
3.We speak from a particular
position, a particular orientation
within larger frameworks;
strategically selecting how to
position ourselves.
Carlton (to Will): What's your complaint here? We were detained for a few hours,
Dad cleared things up, and we were released. The system works.
Will: I hope you like that system because you'll be seeing a whole lot of it in your
lifetime.
Carlton: Not if I bring a map.
Will: You just don't get it, do you? No map is going to save you and neither is
your glee club, or your fancy Bel-Air address or who your daddy is. Because when
you're driving in a nice car in a strange neighborhood, none of that matters. They
only see one thing. (taps Carlton on his face)
Carlton: Well, maybe growing up where you did has made you a little touchy, but I
think you've blown this whole thing out of proportion. If you look at the facts...
(Will walks away disgusted)

31. “Ideologies do not consist of isolated and
separate concepts, but in the articulation
of different elements into a distinctive
set or chain of meanings.” p.9
1. 2. You did not create ideology, but you
operate within it - frameworks that are
so naturalized that we unconsciously
draw from it to make statements about
things like gender, family, race, etc.
3.We speak from a particular
position, a particular orientation
within larger frameworks;
strategically selecting how to
position ourselves.
Officer: Your car is safe and sound and we’ve got the perpetrators
Henry Firth: Those aren’t the perpetrators - those are my partner’s
son and nephew
Officer: Partner?
Philip (to the police officer): legal partner

32. “Ideologies do not consist of isolated and
separate concepts, but in the articulation
of different elements into a distinctive
set or chain of meanings.” p.9
1. 2. You did not create ideology, but you
operate within it - frameworks that are
so naturalized that we unconsciously
draw from it to make statements about
things like gender, family, race, etc.
3.We speak from a particular
position, a particular orientation
within larger frameworks;
strategically selecting how to
position ourselves.
Philip (to the police officer): I've got a few questions for you.
When you got this alleged confession from these two young men,
did they have a lawyer present? No, because I'm their lawyer.
Did you notify their parents? No, because we're their parents.
So officer, don't tell us to wait and don't tell us to sit down. Just
open that damn cell and let those two boys outta there or I'm
gonna tie this place up with so much litigation (lividly) that your
grandchildren are gonna need lawyers!

33. one idea: media re-presents our world, our relations
WHY ARE IDEOLOGIES, OR MORE
APPROPRIATELY, THE ARTICULATIONS OF
IDEOLOGIES, SITES OF SOCIAL STRUGGLE?

34. one idea: media re-presents our world, our relations
Movies … … are one of the many
“apparatuses which
generate and circulate
ideologies …And,
amongst other ideas of
ideological labour, the
media construct for us a
definition of what race is,
what meaning the
imagery of race carries,
and what the ‘problem of
race’ is understood to be.”
Hall, p 12

35. one idea: media re-presents our world, our relations
When taken as a whole, the
whole pattern of the movie
industry - the stories that are
told, the characters in those
stories, the people who are cast,
the people who make creative
and production choices, etc, ….
ideas about race are constructed;
these are ideologies.
Movies … … are one of the many
“apparatuses which
generate and circulate
ideologies …And,
amongst other ideas of
ideological labour, the
media construct for us a
definition of what race is,
what meaning the
imagery of race carries,
and what the ‘problem of
race’ is understood to be.”
Hall, p 12

36. one idea: media re-presents our world, our relations
Recall … the Oscars and
#oscarssowhite
Movies … … are one of the many
“apparatuses which
generate and circulate
ideologies …And,
amongst other ideas of
ideological labour, the
media construct for us a
definition of what race is,
what meaning the
imagery of race carries,
and what the ‘problem of
race’ is understood to be.”
Hall, p 12

37. one idea: media re-presents our world, our relations
Movies … … are one of the many
“apparatuses which
generate and circulate
ideologies …And,
amongst other ideas of
ideological labour, the
media construct for us a
definition of what race is,
what meaning the
imagery of race carries,
and what the ‘problem of
race’ is understood to be.”
Hall, p 12
http://www.theguardian.com/film/2016/feb/29/chris-rock-at-the-
oscars-youre-damn-right-hollywoods-racist

38. REPRESENTATION
how do texts “reinforce cultural and ideological power hierarchies” p 150, textbook

39. https://www.youtube.com/
watch?v=aTzMsPqssOY
Stuart Hall, on Representation
WATCH these clips:
REPRESENTATION
AND RACE
Why Charleston Shooter Isn't Being Called
A Terrorist: White Riots vs Black Protests
https://www.youtube.com/watch?
v=HGJMgCn0fQs
Note: the methods of analysis, the source
has a particular subject position

40. KEY CONCEPTS

41. EXCLUSION
STEREOTYPING
ASSIMILATION
OTHERING
SYMBOLIC ANNIHILATION
pattern of absence
“misleading and reductionist representations”
re-articulation of experience in dominantly white / hegemonic
experiences and stories; in a sense, erasure
if white is the norm, then non-whites are the other
EXOTICISM / FETISHIZING

42. EXCLUSION
SYMBOLIC ANNIHILATION
pattern of absence
https://www.youtube.com/watch?v=XebG4TO_xss
“Looking at any popular TV show or famous people in history,
majority are white leaving other cultures under represented. This
reminds me of the Oscars controversy where only white people
were nominated for awards leaving out all other cultures.
One example I that came to mind was from the TV Show Last
Week Tonight with John Oliver. He did a segment on “Hollywood
Whitewashing” and why it still is a thing. He bashed why white
people had more roles that weren’t part of their culture than
people who were actually a part of that culture.”
An example from a student in the previous semester
WATCH this clip:

43. EXCLUSION
SYMBOLIC ANNIHILATION
pattern of absence
Here are a few highlights
from a report called
“Inclusion or invisibility?
Comprehensive Annenberg
Report on Diversity in
Entertainment”
Feb. 2016
Sample: “414 stories or
109 motion pictures and
305 broadcast, cable, and
digital series” (p.1)

44. EXCLUSION
SYMBOLIC ANNIHILATION
pattern of absence
Note the
number of
speaking
characters
Here are a few highlights
from a report called
“Inclusion or invisibility?
Comprehensive Annenberg
Report on Diversity in
Entertainment”
Feb. 2016
Sample: “414 stories or
109 motion pictures and
305 broadcast, cable, and
digital series” (p.1)

45. EXCLUSION
SYMBOLIC ANNIHILATION
pattern of absence
Here are a few highlights
from a report called
“Inclusion or invisibility?
Comprehensive Annenberg
Report on Diversity in
Entertainment”
Feb. 2016
Sample: “414 stories or
109 motion pictures and
305 broadcast, cable, and
digital series” (p.1)

46. EXCLUSION
SYMBOLIC ANNIHILATION
pattern of absence
WATCH this clip:
https://vimeo.com/162329344
An application of the term, symbolic annihilation,
and a video essay:
Keyword: Symbolic Annihilation

47. STEREOTYPING
“misleading and
reductionist
representations” WATCH this clip:
Examples from students in the previous semester:
Memes as perpetuating stereotypes
https://youtu.be/zFeNLEnV8r4supercut of stereotypes in Family Guy
(this show is filled with stereotypes and tokens;
This show is also an example of using narrative analysis
to critique stereotypes: Are characters one-dimensional
caricatures of these stereotypes? Are the stereotypes
there to advance the plot?Do characters react to
stereotypes? If the answer to the last two is no, than what
are the implications about race and representation? )

48. STEREOTYPING
“misleading and
reductionist
representations”
WATCH this clip:
https://www.youtube.com/watch?v=D1-aSIUP4wM

49. STEREOTYPING
“misleading and
reductionist
representations”
WATCH this clip:
www.criticalmediaproject.org/cml/media/margaret-cho-all-american-girl/
https://www.buzzfeed.com/alisonwillmore/the-90s-asian-sitcom-that-shows-how-far-we-havent-come
“The most incredible thing about the series
is that it even exists. As anyone working in
the television industry will tell you, it's
nearly impossible to get a program on
prime-time network television. The fact
that a show revolving around an Asian
American family is on the air is
phenomenal.”
- a commentator in LA Times, Dec 5, 1994
ABC television, 1993-1994
Ok. Great, working
against exclusion.
But…
There were lots of
stereotypes.

50. "Sitcoms are such a mainstream
genre . . . for Asian-Americans to
infiltrate is a real statement about
how far we've assimilated into this
country," says Ms. Cho, a native of
San Francisco who has been a hit on
the West Coast and college comedy
scene for the last few years.
"Assimilation shouldn't be a dirty
word. We own something of this
country and we can own up to our
identity," she adds.
A blurb in the Wall Street Journal,
June 15, 1994
ABC television, 1993-1994
ASSIMILATION
re-articulation of
experience in dominantly
white / hegemonic
experiences and stories; in
a sense, erasure
www.criticalmediaproject.org/cml/media/margaret-cho-all-american-girl/
https://www.buzzfeed.com/alisonwillmore/the-90s-asian-sitcom-that-shows-how-far-we-havent-come

51. “Korean Americans are
indoctrinated to equate whiteness
with normalcy and citizenship and to
desire whiteness but also be
punished for both lack of being and
the desire to be white.”
Asian American Society: An
Encyclopedia, pp. 890-891
ABC television, 1993-1994
ASSIMILATION
re-articulation of
experience in dominantly
white / hegemonic
experiences and stories; in
a sense, erasure
www.criticalmediaproject.org/cml/media/margaret-cho-all-american-girl/
https://www.buzzfeed.com/alisonwillmore/the-90s-asian-sitcom-that-shows-how-far-we-havent-come
It was a no-win situation; Cho later said
that the network said the show was too
Asian and not Asian enough, plus all sorts
of other things. Here’s one interview
where she reflects.
and if you're interested for more ... listen to her
conversation on the podcast, Another Round

52. An example from a student in the previous semester: “The one text that mirrors assimilation the most
would have to be magazines. For example there are a lot of women especially minority women
who are featured on magazines but are altered using technology . For example some women
original pigments are lifted to make her lighter. For example , Gabby Sidibe recently did an
interview where she complained that her skin color was lifted on the cover of elle magazine .
Below is a picture of that magazine cover.”
ASSIMILATION
re-articulation of
experience in dominantly
white / hegemonic
experiences and stories; in
a sense, erasure

53. OTHERINGEXOTICISM / FETISHIZING
if white is the norm, then
non-whites are the other
“This often done with Hispanic and Native American culture also known as
culture appropriation. The dominate American culture has found a way to
objectify and place arbitrary depictions of these unique cultures and
exaggerate them with the use of costuming, imaging, accessorizing, etc.
I found this example of culture appropriate in reference to Halloween
costumes that is intended to be funny but also give a serious message
about appropriation. https://www.youtube.com/watch?v=Ipx3fKn4G3U
This is another examples of BuzzFeed revealing Native American's
reactions to costume depictions of their culture. https://
www.youtube.com/watch?v=frX69E9pkf8”
An example from a student in the previous semester
WATCH these clips:

54. OTHERINGEXOTICISM / FETISHIZING
if white is the norm, then
non-whites are the other
Another example, specifically exoticism and fetishizing, even if unintentional:
http://yourfaveisproblematic.tumblr.com/post/45822118430/lena-dunham
GIRLS, Season 5, episode 5
“Sometimes when I think about Japan and I’m like,
did I create this country in my mind?” -Shoshanna

55. EXCLUSION
STEREOTYPING
ASSIMILATION
OTHERING
SYMBOLIC ANNIHILATION
EXOTICISM / FETISHIZING
Let’s apply these terms
to this music video.
Take notes!
https://www.youtube.com/
watch?v=IdneKLhsWOQ
WATCH this
Who is missing?
What stereotypes are
perpetuated about the
LOCATION of this video?
This may take more work …
but connect back to exclusion
and a history of colonization.
Does this video exoticize
difference

56. EXCLUSION
STEREOTYPING
ASSIMILATION
OTHERING
SYMBOLIC ANNIHILATION
EXOTICISM / FETISHIZING
WATCH this
OK - got your notes?
Now …. https://www.youtube.com/
watch?v=gH-ty6owxK4

57. EXCLUSION
STEREOTYPING
ASSIMILATION
OTHERING
SYMBOLIC ANNIHILATION
EXOTICISM / FETISHIZING
For Media LAB apply these
terms
and
Stuart Hall’s definitions of
ideology and discussion of racist
ideology
to the
Master of None episode