Prom Dreams and Prom Reality: Girls Negotiating “Perfection” at the High School Prom*

Adolescent girls are often assumed to be extremely vulnerable to media influences; however, this study argues that girls actually negotiate meaning from media texts. Content analysis of teen prom magazines is combined with ethnography to explore how magazine texts operate within their readers’ worlds. This article argues against two commonly accepted dictates. First, I propose that popular magazines for adolescent girls are more complicated than previously acknowledged and do not rely on a singular message of perfection derived from beauty and heterosexual romance. And second, how girls engage with the magazines is more complicated than prior research has argued; girls use “strategic selectivity” (a term proposed to explain how girls make meaning of cultural texts) to negotiate the dominant meanings found in prom magazines and other cultural texts.     

Critical Literacy as a Lens for Students’ Evaluation of Sources in an AP World History Class

Abstract

Critical literacy is an appropriate learning outcome for social studies courses because it has the potential to teach students how to critically evaluate sources of information relevant to historical texts and current news media. The purpose of this qualitative case study is to examine the process through which students learned to apply critical literacy strategies while completing an end-of-unit research project in tenth grade AP world history. This study looks as student and teacher interviews to examine how students use critical literacy approaches and perspectives to analyze texts. As a result of this study it was determined that: (1) students at the elite private school had limited experience with source evaluation and critical literacy prior to this research project, (2) critical literacy served as an effective evaluation tool for reliability and bias for some students, (3) certain students experienced challenges in using critical literacy as an evaluation tool, and (4) students believed that critical literacy would benefit them personally and academically. Results include implications for instructors who wish to teach critical literacy and source evaluation in this information age.     

The American Way

Media consolidation and convergence have increasingly changed the way individuals as both consumers and citizens access, process, and communicate information at the local, national, and global levels. Media industries and institutions influence public perception and occupy our time at work and at home more and more. Media literacy has become recognized as a twenty-first-century skill necessary for civic competence and the development of informed, responsible citizens. Although it has long been established in the curricula of other nations, it is relatively new in the United States. Media literacy is not simply teaching with media—rather, it entails teaching about media. Key frameworks such as the Text, Audience, and Production (TAP) model, which is explained in this article, can be used to help students systematically analyze and evaluate the wide range of media texts they are exposed to on a daily basis. The author discusses how media literacy is also compatible with several of the major strands identified by the National Council for the Social Studies and can be facilitated by the growing range of resources available to teachers.     

Social theory and current affairs: a framework for intellectual engagement

The paper aims to facilitate more adequate critical engagement with current affairs events by journalists, and with current affairs texts by audiences. It draws on social theory to provide the intellectual resources to enable this. The academic ambition is for the framework to be adopted and developed by social thinkers in producing exemplary critical readings of news and current affairs texts. To this end it is offered as a research paradigm. The paper situates its argument in relation to the wider literature in media and cultural studies, acknowledging the subtle skills required to appreciate the relative autonomy of texts. However, it draws attention to the lack of an adequate perspective with which to assess the frames, representations, and judgments within news and current affairs texts. To address this lacuna it proposes the conception of a social‐theoretical frame, based on a number of meta‐theoretical approaches, designed to provide audiences with a systematic means of addressing the status and adequacy of individual texts. Social theoretical frames can reveal the shortcomings of media framing of the contextual fields within which news and current affairs events take place. Two illustrative case studies are used to indicate the value and potential of the approach: the analysis of a short newspaper report of the return of protesters to Cairo's Tahrir Square in 2011, and a critique of four current affairs reports from various genres on the political turmoil in Thailand leading up to the clashes of May 2010.     

Developing a Vision for the Common Core Classroom: What Does Elementary Social Studies Look Like?

In each edition of their book Doing History: Investigating with Children in Elementary and Middle Schools, Levstik and Barton (2011) encourage us to take a mental journey to imagine classrooms where students regularly “do history” (xi). The social studies experiences that many educators envision for elementary classrooms include teaching students to frame questions, read for information, and organize primary and secondary sources to share their knowledge with classmates. NCSS provides an infrastructure for social studies goals in which knowledge, skills and attitudes are developed in meaningful social studies lessons. When viewed through the lens of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (CCSS ELA), we recognize the fundamental nature of aligning social studies standards with literacy strategies for elementary teaching and learning. The purpose of this article is to examine the usefulness of CCSS ELA for teaching elementary social studies. The authors share a vision for the “common core classroom” that includes a range of literacy strategies for teaching standards-based social studies.     

Social media and elections in Singapore: comparing 2011 and 2015

This article applies a theoretical approach that focuses on the interaction between media, politicians, activists, and citizens to investigate the influence of social media during two recent general elections in Singapore. Taking into account the combination of authoritarian governance and popular elections in this city-state, this article utilizes a mixed methods approach (i.e., a combination of statistics and virtual ethnography) to analyze four aspects of this influence. First, social media are used by the opposition parties because they are the only alternative to use in disseminating information and fostering dialogue. However, the ruling authorities use the same social media to counter the opposition. Second, social media empower the opposition by serving as efficient tools to mobilize, organize, and engage active citizens. However, compared to the traditional grassroots approach, online mobilization is not as effective as expected. Third, social media are able to change the perceptions of ordinary citizens regarding the opinion climate, which could be to either the advantage or the disadvantage of the opposition. Finally, the youngest age group (i.e., 21–30 years) was surveyed in both 2011 and 2015 to investigate their responses to these changes. Because of the complex influence of social media in Singapore, the citizens in this age group are particularly prone to being swing voters.     

Possibilities for Using the Internet in Japanese Education in the Information Age Society

As the globalization of the economy has accelerated in recent years, the Internet has become an essential part of the infrastructure, primarily as a communications medium. In the Information Age society, the ADC principle (autonomy, distribution, and collaboration) has become an underlying assumption, which also applies to the institution of education. The fading power of Japan may come from its educational system, which emphasizes standardization and uniformity, while discouraging creativity and individuality. Now is the time for Japan to reevaluate its educational system at every level so that it better supports the societal and business needs of the Information Age economy. Therefore, this paper proposes five kinds of changes to the Japanese educational system. They are community networks, digital kids and participatory education, growing up digital and youth education, online higher education, and media literacy education for the elderly. First, community networks provide citizens with better and more convenient access to local services, activities, and information. Second, the notion of the digital kid suggests that it should be participatory, including all members of the community. Third, as digital kids grow up digital using the Internet would enhance both intergenerational and intra‐generational communication in the twenty‐first century. Fourth, online higher education should become widely available in Japanese society in the twenty‐first century. Fifth, although media literacy education for the elderly in Japan is yet to come to its maturity, senior network groups are beginning to receive wider attention as they will provide Japanese elderly with a new avenue for communication. When and only when these educational reforms are pursued, will Japanese people be able to participate effectively in the global society.     

Sacrilege in the Sitting Room: Contesting Suburban Domesticity in Contemporary Gay Literature

This article explores the significance of the recent proliferation in the anglophone West of gay narratives with suburban-domestic locations. It will be argued that instead of being a place that is swiftly abandoned but forever denigrated, suburbia has, in these stories, come to constitute a site where sexual dissidents can negotiate and contest their involvement with mainstream society. The article examines several texts with suburban settings, paying particularly close attention to Oscar Moore's A Matter of Life and Sex (1991). It will be shown that many of these novels engage with suburban space by utilizing a distinct strategy: the symbolic implantation of homosexuality into the suburban domestic interior, with the aim of destabilizing heterosexual familial order. However, such tactics fail to disrupt straight space either because these texts are themselves so strongly attracted and attached to domestic environments, or because symbolic subversion is itself little able to alter social relations that enjoy substantial material and political support. James Robert Baker's novel Tim and Pete (1993) instead suggests an alternative, more productive response to suburbia: the recovery and recuperation of specifically gay imaginary investments in the suburbs.     

Opportunities and challenges of the digital lifespan: views of service providers and citizens in the UK

Information about UK citizens’ use of digital technologies is often expressed in statistics – x% lack Internet access; y% get online to engage in online banking, update social media sites, or participate in online auctions. There are many social implications to digital technology use, however – individuals may communicate online as a major way to stay in touch with friends and family, and as Internet access rises and government and public sector budgets shrink, online services become an increasingly attractive way for government and public sector service providers to communicate with citizens. This paper presents selected results of an exploratory study designed to investigate the digital personhood of UK citizens through interviews with participants at three life transitions: leaving secondary school, becoming a parent, and retiring from work. Digital personhood in this paper implies identity information online, and some interaction with others around that information. We then report on our presentation of a selection of these results to thirteen stakeholders who represented UK government departments, public sector organisations, and industry. We found that citizen and stakeholder concerns were quite different, especially at the new parent life transition, and that stakeholders tended to underestimate the willingness and ability of citizens to become involved online with the government and public sector, and overestimate citizens’ vulnerability online. Future research should investigate practical strategies for increasing communication between stakeholders and citizens, and also how to encourage stakeholders to work together to benefit their common clientele – the citizens.     

Critical Global Competence and the C3 in Social Studies Education

Research in global education has turned toward global citizenship education and the fostering of a more critical reading of the tenets of “soft” global education laid out over four decades ago in Hanvey's (1976) “An Attainable Global Perspective.” Interested in skill building and informed application of concepts forwarded within critical approaches to global education, this article brings the NCSS C3 inquiry arc together with standards for Global Competence Education within social studies education. Using food insecurity as an example, the conceptualization provided demonstrates how coupling the C3 with the Global Competence standards creates a framework that social studies educators can use to prepare students to participate as informed, responsible, and critically minded change agents within complex and unequal global systems.     

Contested Rights: The Pedagogy and Logistics of Hosting Constitution Day

Research in global education has turned toward global citizenship education and the fostering of a more critical reading of the tenets of “soft” global education laid out over four decades ago in Hanvey's (1976) “An Attainable Global Perspective.” Interested in skill building and informed application of concepts forwarded within critical approaches to global education, this article brings the NCSS C3 inquiry arc together with standards for Global Competence Education within social studies education. Using food insecurity as an example, the conceptualization provided demonstrates how coupling the C3 with the Global Competence standards creates a framework that social studies educators can use to prepare students to participate as informed, responsible, and critically minded change agents within complex and unequal global systems.     

Social Studies as Social Reconstruction

Research indicates that most American citizens know little about Islam and, specifically, the major differences between Sunni Muslims and Shiite Muslims and why this matters to the United States. Although the two major Islamic factions share many common core beliefs and practices, there are some significant religious and political differences dating back to the disagreement over the succession of leadership in the Muslim community after the Prophet Muhammad died in 632. Indeed, sectarianism has played a pivotal role in the turbulent geopolitics of the Middle East for centuries. Islam must be studied for its contributions and role in world history. Therefore, it is crucial that social studies educators teach not only the core beliefs, rituals, and history of Islam but the differences between Sunni and Shiite Muslims. This knowledge is vital if Americans are to make prudent decisions regarding support for specific foreign policy positions and decisions regarding Islam and Muslim countries. This article describes and explains the differences between Sunni and Shiite Muslims and discusses the implications for the United States and social studies education. Finally, the article shows how Islam can be implemented in the NCSS C3 Framework.     

The struggle for hegemony: the emergence of a counter-public sphere in post-1997 Hong Kong

The present study examines the struggle for hegemony in the public sphere by two different systems, following Hong Kong’s handover to China in 1997. It has been postulated that the new media, particularly social media, has become an important public sphere for the citizens of Hong Kong to engage in an anti-hegemonic struggle against China’s discursive encroachment into Hong Kong since 1997. Given that the public platform provided by legacy media has been bought out or coopted by China, new media has begun to serve as a subaltern public sphere to enable resisting the hegemony imposed by China. This was analyzed through a survey conducted as part of this study, which showed that people who are young, read the Apple Daily, have high expectations of local autonomy, and a high regard for press freedom are prone to using social media to obtain their social and political information. This article analyzes the implications of the emergence of a counter-China hegemonic public sphere.     

Gender Construction Through Interactions Between the Media and Audience in Japan

This paper traces feminist studies in Japan on mass media texts and the audience's readings since the 1970s in the historical and social context, and reviews them from a perspective of gender identity construction. The four studies referred to examine differences in text readings by audience, and some also explore the audience's livelihood as a background. Methodologically, the studies qualitatively analyse populations consisting of people who have been identified as representative or typical of each audience, based on quantitative surveys. The readings made by audiences are defined by characteristics of Japanese society, historical background including media environment, and living situations. In the 1970s, home–oriented adult women found common values in television dramas and identified their way of living as "woman". The studies conducted after the 1980s, on hero shows for children and on girl–oriented novels, suggest that media experience, with some momentum towards promoting changes of gender roles, still function dominantly in reproducing the existing gender system through construction of gender–specific identities. In the current era, new studies and activities of media literacy have emerged in order to raise audiences' critical awareness of text readings.     

Social Studies in the Twenty-First Century

Abstract

The teaching of social studies and our journal The Social Studies (TSS) are almost a century old. They grew up together. TSS was first published in 1909, and in its pages can be seen the first mention of the term social studies as a means of teaching students history that is relevant and meaningful and incorporates the latest thinking of the social sciences. TSS was first published by Albert McKinley in Philadelphia, and he and other leading early educators, such as the Rugg brothers, were the leading proponents of this new way to teach history. In 1920, McKinley and the Ruggs were the founders of a new band of educators interested in social studies. The name of the little group was the National Council for the Social Studies (NCSS), with McKinley as president, one of the Ruggs as secretary; the minutes of those exciting early meetings of NCSS were recorded in the early issues of TSS.     

Revolution in the making? Social media effects across the globe

Social networking sites are popular tools to engage citizens in political campaigns, social movements, and civic life. However, are the effects of social media on civic and political participation revolutionary? How do these effects differ across political contexts? Using 133 cross-sectional studies with 631 estimated coefficients, I examine the relationship between social media use and engagement in civic and political life. The effects of social media use on participation are larger for political expression and smaller for informational uses, but the magnitude of these effects depends on political context. The effects of informational uses of social media on participation are smaller in countries like the United States, with a free and independent press. If there is a social media revolution, it relates to the expression of political views on social networking sites, where the average effect size is comparable to the effects of education on participation.     

Online product research as a labor of love: motherhood and the social construction of the baby registry

This article examines how women engage in online product research as a means to negotiate their transition into motherhood. Drawing upon data from in-depth interviews with 32 expectant mothers, we demonstrate how the process of constructing baby registries is mediated by intensive online product research. By exploring the role of online resources in consumer decision-making and the different strategies that women employ to meet the perceived challenges of consumption, we show how expectant mothers work to gain entry into the social world of motherhood in an age of intensive mothering and risk society.     

Digital media and cultural institutions in Russia: online magazines as aggregates of cultural services

ABSTRACT

Focusing on online magazines, this article sheds light on Russian cultural institutions from the perspective of digital media. My analysis concentrates on urban lifestyle magazines, a sub-category of consumer magazines and a media genre, which emerged in Russia in the glossy magazine format and is now experiencing a powerful ‘second rising’ on the internet. My article asks how the adaptation to the digital communication environment by lifestyle publications re-defines the very concept of a magazine and reorganizes the institutional ties between media and cultural industries. This focus enables me to analyse lifestyle magazines as a dynamic field of interaction in which cultural meanings are produced and negotiated. Based on new media studies, I see the cultural transcoding (Manovich 2002) of the networked and automatized information transmission into the magazines’ content as being a significant factor in the development of contemporary culture and media. Ultimately, my article introduces an attempt to analyse new media titles combining qualitative media analysis with the developing theory of ‘algorithmic culture’ (Striphas 2015). My argumentation is based on two case publications: Afisha, established in 1999 as a weekly glossy magazine introducing all cultural events in Moscow, and Inde, a digital-born regional lifestyle magazine focusing on urban culture in the Republic of Tatarstan. Urban lifestyle magazines are important for the institutional organization of Russian culture, as they direct their readers’ attention to a broad selection of arts, products and events; strengthen the link between consumers and cultural entrepreneurs and build on a long tradition of print journalism, thereby transmitting the values of reading and literacy to a popular public. Moreover, my analysis shows that, through their multi-platform publication strategy, online magazines (re)organize as aggregates of digital resources helping to manage cultural decision-making in a consumerist setting.     

Expectant Mothers and Absent Fathers: Paid Maternity Leave in Australia

In this article we explore how the reluctance to introduce a national paid maternity leave scheme in Australia reflects gendered norms and constructions of parenthood and work. We report on the findings of a study of selected media texts that show how the public discourse that surrounded proposals to introduce such a scheme exhibited deep‐seated resistance to women who combine motherhood with continued attachment to the paid workforce. Using a multi‐modal approach to discourse analysis, we show how gender and maternity are constructed using cultural and historical discursive resources that reinforce a conservative national identity. By focusing on what is both absent and present in the media texts we show how ‘actual fathers’ are rendered invisible and the space filled by the government as ‘symbolic fathers’ impregnating a production line of maternal citizens.