"Journalism Audiences and Emotion"
Presentation given at ICA Journalism Studies Division panel on "The Audience Turn in Journalism"
San Juan, Puerto Rico, May 22, 2015
"Journalism Audiences and Emotion"
Presentation given at ICA Journalism Studies Division panel on "The Audience Turn in Journalism"
San Juan, Puerto Rico, May 22, 2015
MEDIA AND WOMEN (Analysis on Gender and Sexuality in Mass Media Construction)AJHSSR Journal
Â
ABSTRACT: Mass media plays a very important role in the introduction of values in society, it includes the
issues on sexuality. Sexploitation is a term introduced by feminists that demonstrates how the media has been
unfairly exploiting women by violating their respectability in purpose of giving a boost to the circulation of
newspapers or magazines. Applying gender studies and muted group theory, there be found the following three
entities: First, the ideological construction of women in media. Second, the domination and attractiveness of
sexuality in media. Third, the position of women in media.
South- East Nigerian Womenâs Perceptions and Responses: Alternative Views to ...Premier Publishers
Â
To date, very little is known about how women in Nigeria respond to gender portrayals in advertisements and the meaning and interpretation they bring to same. This research using women from South-East Nigeria, therefore, examines Nigerian womenâs perception of gendered advertisements and how such perceptions translate in their purchase decisions. The research is purely qualitative; hence, Focus Group Discussion was employed to gauge womenâs perceptions and responses to some selected product advertisements in realization of the paucity of studies of this nature in Nigeria. Findings show that South-East Nigerian women have divergent perceptions and ambivalent dispositions to gendered advertisements. While all the women in the study consent that most gendered advertisements are offensive and straightjacket womenâs roles to the homes, their opinions however, varied as regards their responsiveness or otherwise to the products advertised. The study concludes that Nigerian women audiences are actively involved in meaning negotiation and capable of resisting such messages incongruent to their held values.
Feminism emerged as a movement and body of ideas that aimed to enhance womenâs status and power. Simply put, feminism affirms womenâs equality with men, and rejects patriarchy.
This essay delimits as a methodology the Cognitive Analysis, of bibliographical revision, with
the cut of African literatures, aiming to disseminate African knowledge in gender in Brazil, as well as to discuss
discussions of African authors in the context of the decentralization of the hegemonic knowledge euro American
perspective from the gender perspective, in which, through the analysis, a group of authors advocates a gender
relationship in African territory that is not characterized by submission, binarisms, oppression (either before or
in post-colonization), and another emphasizes inequality the gender. In such studies, on the one hand, the strong
influence of western hegemonic epistemology is evidenced, while at the same time it is advocated for the right
to other epistemologies.In the face of the problem of epistemological ambiguity, emphasizing the place of
speech in the discussion of itself, we made comparisons of the respective groups and, highlighting approaches
that criticize the Westernization of the genre under north-eurocentric influences articulated by the ethnocentric
bias of being a Western (white) woman, preliminary results: Western epistemological norms, we take them as a
process that falls under African cultures, reshaping them, losing the essence of the world-worldview. However,
the studies of African women strongly implies the de-westernization of gender, presenting the emergence of
other epistemologies, contrasting with hegemonic science, the complexity of gender in Africa being present,
which confuses with ambiguity, and, in addition, contributes for the strengthening of the approaches, be it of
black feminisms, or of womanism
Calculate Rh using the combination between the equations 1 and 2 b.docxhumphrieskalyn
Â
Calculate Rh using the combination between the equations 1 and 2 based on
1/ λ = (Rh) (1/n2in â 1/n2out) and calculate the average of the values and the %error
Equation 1: Ephoton = |ÎE|= Eout â Ein = B( 1/nin2 â 1/nout2)
Equation 2: λ= hc/Ephoton
Given:
colour
Wavelength obtained (nm)
N (out)
N (in)
Rh calculated m-1
red
644.1
3
2
turquoise
518.8
4
2
violet
438.0
5
2
Violet (faint)
385.1
6
2
Average Rydberg constant, m-1 = ?
Show all steps
Frontiers, Inc.
Grassroots Leadership Reconceptualized: Chicana Oral Histories and the 1968 East Los Angeles
School Blowouts
Author(s): Dolores Delgado Bernal
Source: Frontiers: A Journal of Women Studies, Vol. 19, No. 2, Varieties of Women's Oral
History (1998), pp. 113-142
Published by: University of Nebraska Press
Stable URL: http://www.jstor.org/stable/3347162 .
Accessed: 22/10/2013 11:13
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
University of Nebraska Press and Frontiers, Inc. are collaborating with JSTOR to digitize, preserve and extend
access to Frontiers: A Journal of Women Studies.
http://www.jstor.org
This content downloaded from 128.97.27.21 on Tue, 22 Oct 2013 11:13:01 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=unp
http://www.jstor.org/stable/3347162?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Dolores Delgado Bernal
Grassroots Leadership Reconceptualized:
Chicana Oral Histories and the 1968
East Los Angeles School Blowouts
The 1960s was an era of social unrest in American history. Student movements
that helped shape larger struggles for social and political equality emerged from
street politics and mass protests. A myriad of literature discusses the social and
political forces of the 1960s, particularly the liberal and radical student move-
ments. Yet, as Carlos Mufioz, Jr., argues, there is a paucity of material on 1960s
nonwhite student radicalism and protest.' He outlines various explanations that
have been provided by white scholars for their failure to incorporate nonwhite
student radicalism into their work: that the black student movement was not
radical enough and that Mexican students were simply not involved in the struggles
of the sixties. However, though Mufioz points to the omission of working-class
people of color in the literature on 1960s student movements, he neglects to
include a serious analysis of gender in his own examination of the Chi ...
The @Filosoclips project: teaching feminist philosophy through popular culture in Spain
Laura Triviño-Cabrera , Asunción Bernårdez-Rodal & Alba Velåzquez-Felipe
Sex/Gender, Gender identity, Gender Stereotypes, Gender Discrimination, Gendered division of labour, Heteronormativity, Gender continuum and LGBTIQ,Social institutions, and Gender reproduction, Patriarchy as an ideology and practice
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Â
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
MEDIA AND WOMEN (Analysis on Gender and Sexuality in Mass Media Construction)AJHSSR Journal
Â
ABSTRACT: Mass media plays a very important role in the introduction of values in society, it includes the
issues on sexuality. Sexploitation is a term introduced by feminists that demonstrates how the media has been
unfairly exploiting women by violating their respectability in purpose of giving a boost to the circulation of
newspapers or magazines. Applying gender studies and muted group theory, there be found the following three
entities: First, the ideological construction of women in media. Second, the domination and attractiveness of
sexuality in media. Third, the position of women in media.
South- East Nigerian Womenâs Perceptions and Responses: Alternative Views to ...Premier Publishers
Â
To date, very little is known about how women in Nigeria respond to gender portrayals in advertisements and the meaning and interpretation they bring to same. This research using women from South-East Nigeria, therefore, examines Nigerian womenâs perception of gendered advertisements and how such perceptions translate in their purchase decisions. The research is purely qualitative; hence, Focus Group Discussion was employed to gauge womenâs perceptions and responses to some selected product advertisements in realization of the paucity of studies of this nature in Nigeria. Findings show that South-East Nigerian women have divergent perceptions and ambivalent dispositions to gendered advertisements. While all the women in the study consent that most gendered advertisements are offensive and straightjacket womenâs roles to the homes, their opinions however, varied as regards their responsiveness or otherwise to the products advertised. The study concludes that Nigerian women audiences are actively involved in meaning negotiation and capable of resisting such messages incongruent to their held values.
Feminism emerged as a movement and body of ideas that aimed to enhance womenâs status and power. Simply put, feminism affirms womenâs equality with men, and rejects patriarchy.
This essay delimits as a methodology the Cognitive Analysis, of bibliographical revision, with
the cut of African literatures, aiming to disseminate African knowledge in gender in Brazil, as well as to discuss
discussions of African authors in the context of the decentralization of the hegemonic knowledge euro American
perspective from the gender perspective, in which, through the analysis, a group of authors advocates a gender
relationship in African territory that is not characterized by submission, binarisms, oppression (either before or
in post-colonization), and another emphasizes inequality the gender. In such studies, on the one hand, the strong
influence of western hegemonic epistemology is evidenced, while at the same time it is advocated for the right
to other epistemologies.In the face of the problem of epistemological ambiguity, emphasizing the place of
speech in the discussion of itself, we made comparisons of the respective groups and, highlighting approaches
that criticize the Westernization of the genre under north-eurocentric influences articulated by the ethnocentric
bias of being a Western (white) woman, preliminary results: Western epistemological norms, we take them as a
process that falls under African cultures, reshaping them, losing the essence of the world-worldview. However,
the studies of African women strongly implies the de-westernization of gender, presenting the emergence of
other epistemologies, contrasting with hegemonic science, the complexity of gender in Africa being present,
which confuses with ambiguity, and, in addition, contributes for the strengthening of the approaches, be it of
black feminisms, or of womanism
Calculate Rh using the combination between the equations 1 and 2 b.docxhumphrieskalyn
Â
Calculate Rh using the combination between the equations 1 and 2 based on
1/ λ = (Rh) (1/n2in â 1/n2out) and calculate the average of the values and the %error
Equation 1: Ephoton = |ÎE|= Eout â Ein = B( 1/nin2 â 1/nout2)
Equation 2: λ= hc/Ephoton
Given:
colour
Wavelength obtained (nm)
N (out)
N (in)
Rh calculated m-1
red
644.1
3
2
turquoise
518.8
4
2
violet
438.0
5
2
Violet (faint)
385.1
6
2
Average Rydberg constant, m-1 = ?
Show all steps
Frontiers, Inc.
Grassroots Leadership Reconceptualized: Chicana Oral Histories and the 1968 East Los Angeles
School Blowouts
Author(s): Dolores Delgado Bernal
Source: Frontiers: A Journal of Women Studies, Vol. 19, No. 2, Varieties of Women's Oral
History (1998), pp. 113-142
Published by: University of Nebraska Press
Stable URL: http://www.jstor.org/stable/3347162 .
Accessed: 22/10/2013 11:13
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp
.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact [email protected]
.
University of Nebraska Press and Frontiers, Inc. are collaborating with JSTOR to digitize, preserve and extend
access to Frontiers: A Journal of Women Studies.
http://www.jstor.org
This content downloaded from 128.97.27.21 on Tue, 22 Oct 2013 11:13:01 AM
All use subject to JSTOR Terms and Conditions
http://www.jstor.org/action/showPublisher?publisherCode=unp
http://www.jstor.org/stable/3347162?origin=JSTOR-pdf
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Dolores Delgado Bernal
Grassroots Leadership Reconceptualized:
Chicana Oral Histories and the 1968
East Los Angeles School Blowouts
The 1960s was an era of social unrest in American history. Student movements
that helped shape larger struggles for social and political equality emerged from
street politics and mass protests. A myriad of literature discusses the social and
political forces of the 1960s, particularly the liberal and radical student move-
ments. Yet, as Carlos Mufioz, Jr., argues, there is a paucity of material on 1960s
nonwhite student radicalism and protest.' He outlines various explanations that
have been provided by white scholars for their failure to incorporate nonwhite
student radicalism into their work: that the black student movement was not
radical enough and that Mexican students were simply not involved in the struggles
of the sixties. However, though Mufioz points to the omission of working-class
people of color in the literature on 1960s student movements, he neglects to
include a serious analysis of gender in his own examination of the Chi ...
The @Filosoclips project: teaching feminist philosophy through popular culture in Spain
Laura Triviño-Cabrera , Asunción Bernårdez-Rodal & Alba Velåzquez-Felipe
Sex/Gender, Gender identity, Gender Stereotypes, Gender Discrimination, Gendered division of labour, Heteronormativity, Gender continuum and LGBTIQ,Social institutions, and Gender reproduction, Patriarchy as an ideology and practice
Similar to NARRATIVE RESEARCH AND FEMINIST RESEARCH (20)
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Â
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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1. Universidad de las Fuerzas Armadas ESPE
Unidad de EducaciĂłn a Distancia
QUALITATIVE RESEARCH IN EDUCATION
THEME 13 â 14 : NARRATIVE
RESEARCH AND FEMINIST
RESEARCH
ACTIVITY 13 - 14
NAME: GONZALEZ ARZA JHOBELY
PATRICIA
TEACHER: MADRID GONZALEZ
SILVANA MARICELA
2. TITLE OF THE
RESEARCH:
Knowing feminism: the significance
of higher education to womenâs
narratives of âbecoming feministâ.
RESEARCH QUESTION:
How does higher education
influence university women in order
to develop in them an identity or
ideas of becoming feminist?
3. OBJECTIVE OF THE
RESEARCH
ï” The objective of the narrative research is :
Discover or explore how
women develop a feminist
consciousness and how it
enables women to define
politics identification and
participation by themselves
through higher education.
4. DATA COLLECTION METHODS
ï” In this research to collect data they use
a narrative interviews of twenty five
feminist women aged between twenty
and thirty- five and living in Uk and
incorporated photo â elicitation
methods.
ï” During the interviews the women were
asked to tell their story of becoming
feminist and to share images that were
significant to it.
ï” The women were recruited online
through social media, feminist blogs and
email lists, as well as a range of other
general interest groups.
5. REVELANT FINDINGS
1. Of the women interviewed , it can be found that
one had a basic degree, 14 had or were in their
final year of an undergraduate degree, one had a
postgraduate diploma, 6 had a masterâs degree and
3 were studying for a PhD.
âą All of these women were studying non-STEM
subjects at British universities :
ïŒ Science
ïŒ Technology
ïŒ Engineering
ïŒ Mathematics
Their subjects included:
ï¶ English
ï¶ Literature
ï¶ History
ï¶ Sociology
ï¶ Media
Studies subjects that offered opportunities to
engage with academic feminist thought.
2. The interviews highlighted different markers of
politicization.
Many of the women discussed the importance of
their engagement with academic feminist thought
for offering them the tools to reflect on their
understanding and experience of feminism.
3.The interviewees mention that the inclination,
instinct or feeling of feminists developed through
their education, through their studies they
provided a greater understanding of the term and
began a refine its meaning, in the same way it is
reported that education, offered a language to
fully articulate her feelings about the world and
recognize them as feminist.
6. 6.Gabriele Griffin (1998):questioned the narrative
of feminismâs progress and achievement within the
academy, arguing that it masks the more uneven,
insecure and ambiguous place that feminism
occupies within academia.
Indeed, this is still reflected today in the
institutional instability of gender studies in a
disciplinary bound context, where is contends with
the twin challenges of the marginalization of
intersectional studies and their categorization as a
special interest subject.
4. Academic feminism marked a shift in the feminist
identities of women.
They reflect on and reinterpret a feminism that was
knowable to them as inclination, instinct or feeling.
5. This affective commitment to feminism is
consolidated through formal education, resulting in
greater awareness and understanding.
7. The feminist identity of the interviewees:
ï§ Lisa mentioned that her feminist identity developed as a
consequence of her experience of family life.
She considers that her women's home made her more prone to
feminism. However, it was her studies that facilitated an active
engagement with feminist ideas while she began searching for
feminist books, which further intensified her interest.
âą Elizabeth mentioned that she almost always identify herself as
a feminist, even in quite young woman, she thinks it was just a
kind of instinct and tell us that it felt like: "Of course I'm a
feminist, everyone is a feministâ.
Since she started to focus a little more on it with her studies at
the university, it definitely helped her understand a lot more what
she means when she says that she is a feminist.
ï§ Emma mentioned that her feminist identity developed when
did she go to university and she was looking at feminism in
movies and theater and then she began to realize that she
was in complete agreement with everything that feminism
involved.
8. CONCLUSIONS:
ï” For the women interviewed in this narrative research, it focuses on the fact that participation
in various forms of feminist activism was an important part of becoming a feminist.
ï” According to the accounts of the interviewees, becoming feminists or identifying their pre-
university feminist identities are the key to developing ideas of what feminism really means.
ï” Narrative methods, can offer a means of exploring the numerous and intersecting ways that
political identities are formed, understood and articulated. Such methods highlight the
processes of politicization that canÂŽt be measured solely by participation in particular
practices. Indeed, they offer a means of understanding why and how an individual might
come to participate in these forms of political activism that are often taken as a marker of a
political identity.
ï” Interviews suggest that entering higher education offers opportunities to participate in
recognized forms of activism, such as marches. However, they also revealed the multiple
ways through which a feminist consciousness can develop.
ï” Feminist thought created a space for some women to reflect and renegotiate their feminist
identities.
ï” Lisa, Elizabeth and Emma illustrate how changes in political identity can occur through entry
into an academic community that validates feminist ideas.