F/M/I/T Feminism/Media/Image/Technology Oct 27 lecture/seminar

Transcription

1 F/M/I/T Feminism/Media/Image/Technology Oct 27 lecture/seminar

2 Agenda Initial Housekeeping: (5 min) Seminar time: Taking the full three hours & taking a break Changing the due date for the first field note turn in Changing the date for giving your main project decisions. Opening Exercise (40 min) Considering: READING 3 & READING 3.5 (30 min) Break Main Event 1: Field-note/Journal/Blog Check In Activity: (40-60 min) Growing your inquiry: Assignment 4 (10 min)

3 Housekeeping Initial Housekeeping: Seminar time: Taking the full three hours & taking a break Changing the due date for the first field note turn in Changing the date for giving your main project decisions.

4 Housekeeping Initial Housekeeping: Changing the due date for the first field note turn in : November 17 Changing the date for giving your main project decisions November 24

5 Mapping Activity 1 With your partners: create a map of reading 3 and 3.5 Mind-map video resource

6 Mapping Activity 1 With your partners: create a map of reading 3 and 3.5 Mind-map video resource Debrief

7 Mapping Activity 2 With your partners: create a map of what you are supposed to be doing in your journal using living inquiry and a/r/tography Mind-map video resource

8 Mapping Activity 2 With your partners: create a map of what you are supposed to be doing in your journal using living inquiry and a/r/tography Mind-map video resource De-briefing

9 Carmen Luke By cultural literacy I mean a critical literacy of the cultural present not of the canonized past-of which media literacy is just one component. This kind of literacy is not the kind advocated by cultural preservationists such as Hirsch (1987), but rather one that focuses on the critical study of the imagery and iconography of contemporary media and popular culture. p. 30

10 Carmen Luke Media texts are intrinsic to the commodity supersystems ; which persons buy into and which structure their everyday reality, whether through the social practices of mall lounging, playing videogames, watching TV, or the daily semiotic construction of the self (Engelhardt 1986; Kinder 1991; Willis 1991, 1994). Media, therefore, cannot be studied as social texts independent of their commodity-based popular cultural artifacts, or the cultural practices people organize around both texts and artifacts. p. 31

11 Carmen Luke Central to feminist theoretical arguments against male textual rule is the near seamless historical repression of a female authorial voice. Women s historical representations, whether in print or visual texts,have been primarily male authored versions of girls, women, and things feminine. The historical silencing of female authorshipauthority, in turn, has led to a fetishization and objectification of the feminine which, in various textual forms, reflects a collective male gaze and desire. p. 32

12 Carmen Luke Cultural industries have a long history of male cultural productions of feminine stereotypes and misrepresentations which conceptualize women primarily either as object of male adornment, pursuit and domination, or as mindless domestic drudges, brain-dead bimbos, or saintly supermoms. Feminist scholarship has repeatedly shown over the past two decades that, whether through the eye of the camera or the eye of theory, the socially situated epistemological standpoint of masculinity dominates the making of history and the present: materially, textually, visually, and symbolically. p. 32

13 Carmen Luke The primary principle of feminist pedagogy is a mode of teaching to enable ways of learning which foregrounds women. First, it foregrounds women s specific social and learning needs as women and as students in terms of their status and identity within a profoundly masculinist university culture. Second, it foregrounds feminine scholarship as a way of centering feminist epistemology and critical practice in efforts to connect women s experience to knowledges which validate, theoretically extend, and politicize women s life trajectories and possibilities. And the rests of P. 38 giving you a starter scaffold you will develop your own feminist pedagogy

14 Kitchen Technologies Laura Scott Holliday Motorama: Design for Dreaming

15 Kitchen Technologies Laura Scott Holliday As such, they would be supported by a whole range of institutions, from government departments to magazines to uni- versity and corporate research units. The domestic sphere would be understood as separate but equal to the public sphere, and women would be equal partners in the postwar national project, trading in their access to paid labor and other aspects of public life with the knowledge that domestic and homemaking issues were of vital public concern.

16 Kitchen Technologies Laura Scott Holliday As full and equal partners they would also enjoy the spoils of postwar prosperity and the advances in science and production technologies that improved Ameri- cans quality of life after the war. A major component of this real- ization of the benefits of technological progress would be the liberation of women from the drudgery of household labor, a drudgery that crystallized in the messiness and relentlessness of kitchen work. In this context, Kitchens of Tomorrow were mate- rial vehicles expressing postwar dreams of transcendence, but they also, as we shall see, worked to obscure the fact that such dreams would never materialize. (p. 81)

17 Kitchen Technologies Laura Scott Holliday Kitchens of Tomorrow, in other words, sold conservative gender roles disguised as an escape from them. Kitchentechnol- ogy promotion had to construct the possibility of emancipation and then continually defer it (make excuses for it, the first kind of alibi), transcoding a narrative of technological progress into another realm, like consumerism or romance, and encouraging women to derive pleasure from their kitchen labor by purchasing and using commodities that signified technological progress and contained the promises of a future ( being elsewhere, the sec- ond kind of alibi) that transcended the kitchen. (p. 84)

18 FN/J/B/SB Self Assessment Assignment:Place in Journal (FN/B/SB) but also me by Sunday evening 1.Summarize what you found out about FN/J/B/SB through the partnering. 2. Tell me which format you are using 3.Share with me briefly about how it is going so far 4.Share with me the things that are working? 5.Share with me one thing that is are confusing you about this 6.How are you going to proceed with this project? How do anticipate deepening your inquiry and connecting it to your project for the spring?