Trending Trousers: Debating Kastom,Clothing and Gender in the Vanuatu Mediascape

This paper presents an ethnography of contemporary media practices in Vanuatu, with a particular focus on media narratives and debates around gender equality and women's clothing, exploring how the discourses of kastom, Christianity and ‘modernity’ are being employed and communicated across various media platforms. The use of community media to promote awareness of gender equality through participatory and entertaining content, and the use of mainstream media to communicate a narrative that reinforces existing gendered power structures are each explored. In addition, social media platforms are identified as an emerging communication tool through which users can straddle the line between producers and consumers of media content and narratives, and engage in frank debate around the issue of gender equality.     

Online ghettoes,perils or supernannies? Australian young people with chronic illness and disability challenge some moral panics about young people online

Current literature focusing on young people’s digital technology use often reflects concerns that they may live virtual lives and withdraw from locally geographically situated spaces. It assumes the existence of a split between offline and online ‘worlds’ corresponding to ‘real ‘and ‘non-real’ respectively. This article reports research findings on how young people locate new social media technologies in their daily lives with particular focus on the relationship between their online and offline experiences. The voices of the young people guided the research, which found that their social media use contradicts conventional narratives of moral panic about the alleged unreality and fearful dangers of online spaces for young people.     

Diverse students and literacy in social work education: pedagogies for a new tertiary landscape

In the Western policy landscape, students from diverse cultural, linguistic, economic and other backgrounds are increasingly represented in an expanded tertiary education system. Structural and technological changes have challenged traditional pedagogies designed for more elite cohorts, and shifted the boundaries of textual practices in both universities and professional worlds. In spite of these momentous trends, university literacies often remain tacit and inaccessible to those new to them, and pedagogies rarely explicitly engage with the complexities of these shifting boundaries. University students unfamiliar with these tacit literacies can become marginalised and ultimately struggle with the literacy demands of their academic and professional worlds. This is problematic in social work education, as professional practice demands complex written and oral communication, with potentially significant social and legal repercussions. This paper reports on pedagogies initiated by action research in a Bachelor of Social Work programme in an Australian University. Pedagogies were introduced to make elite codes explicit, use students’ literacies as assets for learning and encourage ‘code switching’ between literacy practices to resist colonising into more powerful literacies. Students’ capacities in academic and professional literacies were significantly enhanced by these practices, and their cultural inheritances valorised, encouraging their contribution to the social work discipline.     

Gendered practices in institutions of hegemonic masculinity

Vital knowledge about gender relations can be gained through the study of military and defense organizations. Such institutions of hegemonic masculinity tend to represent and reify specific notions of masculinity in ways that make it the norm. The article suggests that such institutions can be approached through feminist methodology, for example, by using critical analysis to question what appears ‘normal’ in institutional practice and by listening to the voices of women who challenge the norms of hegemonic masculinity by engaging in daily institutional practice. The article relates ‘women's voices’ and this ‘site’ of knowledge to feminist methodology by developing the standpoint perspective. It is argued that the notion of struggle formulated in standpoint theory is a useful way to understand the knowledge gained by women engaging with institutions of hegemonic masculinity, and an important contribution to the understanding of gender dynamics. Furthermore, it proposes that this ‘site’ of knowledge production will become increasingly relevant as women in rising numbers are taking positions within defense and military institutions and challenging historically embedded norms of hegemonic masculinity.     

Good girls don't comment on politics? Gendered character of online political participation in the Czech Republic

The article aims to contribute to the still relatively unexplored area of the relationship between gender and online political participation. Using two complementary methods – a representative, post-election survey of the adult Czech population and a content analysis of communication on the selected Czech political parties’ Facebook profiles during the campaign for the 2013 Parliamentary Elections – we attempt to challenge some established assumptions regarding the allegedly equalizing effect of the Internet and social media on participatory behaviour of men and women. While survey data discovered subtle yet statistically significant differences between men and women in some online expressive activities on Facebook, mainly commenting on other users’ statuses, content analysis further revealed that there are not only notable gender gaps among the Facebook users who commented on the campaign, but also differences in the tone of communication produced by the respective gender groups, with men posting more negative comments addressed to parties as well as to other Facebook users. We suggest that these results question the prevailing perception about the narrowing of the ‘gender gap’ in the online environment and call for a more nuanced methodological approach to different forms of online political expression.     

Networking towards (in)equality: Women entrepreneurs in technology

Deploying a multidimensional framework focusing on individual, organizational and societal factors, we investigate gendering practices through which women entrepreneurs become disadvantaged in the technology sector. Through qualitative fieldwork, we focus on women entrepreneurs' experiences networking to access valuable entrepreneurial resources and examine the role of technology incubators and accelerators in facilitating this access. These organizations have the potential to mitigate gender inequities by adopting gender‐aware practices such as increasing access to networks and resources that might otherwise be unreachable for women technology entrepreneurs. Focusing simultaneously on the complex intersections of networking, organizational practices at incubators and accelerators, and institutionalized gender norms in society, we outline how different gendering practices work separately and in tandem to marginalize women technology entrepreneurs. We observe that these organizations engage in ‘gender neutral’ recruitment practices and promote transactional networking which result in the replication rather than eradication of gender inequality. Moreover, organizational attempts to address ‘gender issues’ as they relate to technology entrepreneurs re‐inscribe rather than disrupt societal gender norms. Our research offers new insights for understanding the interrelated individual, organizational and societal factors contributing to gender inequality in technology entrepreneurship and provokes discussion on the possibilities for social change.     

Ethnography and the digital fields of social media

Qualitative researchers struggle to study the transient fields of social network sites like Twitter through conventional ethnographic approaches. This paper suggests that, in order to step further, we should distinguish between the relatively stable ‘contextual’ fields of bounded online communities and the fluid, ‘meta-fields’ resulting from the aggregation of scattered communicative contents based on their metadata. Both these two intertwined layers of the digital environment interplay with users’ online social practices – which are embedded within offline everyday life and vice versa. While Internet ethnography largely dealt with contextual digital fields, recent developments in the realm of online research allow the ethnographic exploration of digital meta-fields and their publics. This shift recalls Marcus’ appeal for a multi-sited ethnography but, in fact, goes further beyond, towards a truly ‘un-sited’ ethnography. I highlight and discuss the main methodological implications of meta- and contextual fieldworks by presenting an exploratory study of European exchange students’ Facebook identities.     

Crumbling Ivory Towers: Academic Organizing and its Gender Effects

The under‐representation of women at the top of the academy is a persistent and fascinating issue, mostly analysed as a result of women's choices or as an issue of personnel management. In this article, the focus is on the functioning of universities as social institutions, where gender is ‘done’ in a specific way. We analyse how the structural, cultural and procedural arrangements of academic organizing constitute gender relations and are specifically interested in the social construction of scientific quality. The ‘normal’ standards for scientific quality reflect the traditions of the natural sciences, with the Olympus as dominant image: the excellent scientist as lonely hero at the top, far distanced from everyday practices. This conception reflects a hegemonic position privileging masculinity. Alternatively, in an Agora model, science is not an autonomous institution, but becomes a societal practice tightly bound with other societal practices concerning the production, transmission, translation and exchange of knowledge. The scientific ideal of the Agora entails greater public accountability, social responsibility and transparency. This model reflects to a certain extent the scientific activities and achievements of female scientists, and we expect that gender will be done differently in it. In our view, the integration and mainstreaming of gender issues within the academy will serve as a strong impetus to the necessary modernization of academia and academic organizing. But this implies a critical reflection on the social constructed nature of any conception of ‘quality’.     

Masculinity and Fahrenheit 9/11

This paper aims to uncover Turkish Cypriot women's war experiences and integrate that knowledge into the public discourse. We argue that the omission of women's war experiences thus far has served to sustain the mutually reinforcing alliance between patriarchy and nationalism, which we call patriarchal nationalism. Building on feminist standpoint theory, deconstruction of the official and hegemonic ‘his'tory of war poses challenges to the stronghold of patriarchy and ethnic nationalism in society by engaging women in the re-construction of history. Narratives of twenty women from different regions and backgrounds revealed common experiences that have been systematically silenced, memories that have been socially forgotten but could not be erased despite the dominant discourse that has denied their existence for decades. These experiences defy images of the ethno-national Glorious Self, protected by heroic and righteous men, and the Villainous Other. They also identify types of insecurity and victimization that have been excluded from traditional, gendered definitions of security. As these narratives contest fundamental tenets of patriarchy and nationalism, their contributions to the reconstruction of ‘reality’ and history carry prospects for the transformation of both gender and ethnic relations.     

Status of Sociology in High Schools

The role of literacy instruction—and more specifically the ability to read critically—in democratic and Social Studies education has not been fully or explicitly explored. This gap is also strikingly evident in the reluctance of many Social Studies teachers to incorporate reading instruction into their practice. In this paper we describe our efforts to engage preservice middle grades Social Studies teachers in critical literacy practices as a first step toward more effectively and meaningfully integrating reading instruction into Social Studies education.     

Young people looking forward: Imagined future and normative tensions in urban Norway

We explore the meaning-making practices of ‘little personal stories’ and ‘big societal stories’ in the imagined futures of 12- and 13-year-olds within Norway, known for its egalitarian ideals and welfare society. Using the concept ‘prospective narratives’, we explore these practices through the students' narrative world-making. The narratives connect the imagined future with gender and class variations related to larger social norms in the arenas of work and family. They demonstrate embodied and positioned cultural knowledge of the present, reflecting tensions between dominant social norms—‘big stories’—in terms of child-centred parenting, active work-life and egalitarian ideals across gender and class.     

Facebook Bras and #digitalharems: Fantasies of Mimesis and the Transgressions of Aliaa Elmahdy and Amina Sboui

Abstract

This article presents a horizontal reading of Aliaa Elmahdy's and Amina Sboui's corporeal interventions alongside the efficacy of digital platforms in order to consider how algorithmic and normative protocols related to content filtering on social media amplify certain forms of political communication while prohibiting others. I argue that readings of Elmahdy's and Sboui's bodily politics through the lens of liberal feminism rely on what I call discourses of mimetic networking, where particular mediated events become reterritorialized as part of an archival knowledge of ‘Arabness’. This is done through the organization of data via hashtagging and content moderation, and through rhetorics of techno-optimism that mirror ‘first contact’ narratives which gender, racialize, and flatten complex and fluid engagements with new media in non-US/European contexts. The article concludes with a consideration of how the persistence of their corporeality relays with both normative and programmatic parameters online to make alternative visions of communication possible.     

Money and relationships online: communication and norm formation in women’s discussions of couple resource allocation

Research on intra‐household resource allocation practices has largely ignored the role of communication within but especially beyond the household. This article shows that discussions engaged in outside of the household shed light on intra‐household deliberation and also contribute to an understanding of how norms are formed and used in discussions and negotiations. Using data from the website Mumsnet, and grounding our analysis in a framework that combines the literature on gender norms in allocation practices with insights from the study of online communication, we contribute to the sociological literature on household distribution in three ways: first, we show that women use discussion sites like Mumsnet to clarify and sometimes contest social norms regarding money and relationships; second, we show that users conceive the ability to communicate with partners as a source of ‘relationship power’ and use online discussion with other women to develop that skill; third, we argue that sites like Mumsnet provide fresh insights into household resource allocation processes. The article concludes with a broader discussion of the role of communication in household distribution and the value of online data for understanding such processes.     

Culturally Responsive Teaching in an Oglala Lakota Classroom

In response to the widening academic achievement gap between Native American students and other students in the United States, a culturally responsive approach was used in a Native American social studies class with positive results. Eighth-grade Oglala Lakota students in an American History classroom experienced a unit infused with lessons that highlighted Native American culture, history, and values. Students' knowledge, skills, and culture were used as frames of reference for the teacher, enabling students to personally engage with the content and making learning more meaningful. By incorporating culturally responsive teaching practices into the social studies curriculum, teachers not only give students the opportunity to come face to face with multiple perspectives but students are able to come face to face with their own ancestors, bringing history home, and bringing it to life.     

Being naked on the internet: young people’s selfies as intimate edgework

In this paper, I examine how young selfie sharers engage in intimate edgework in the visual social media site tumblr. Originally devised by Stephen Lyng, edgework is defined as the purposeful engagement in risky behaviour as a result of the seductive character of the experience, and the rewards of doing so brings. The article is based on data gathered from in-depth, online interviews with 25 young people who post naked self-photographs to their tumblr blogs, and participant observation between mid-2014 and late 2015. Through their online practices, I show how young selfie sharers gain a range of benefits similar to those leveraged by people engaged in archetypal forms of edgework – such as skydivers – without the threat of physical danger. Young people negotiate the societal boundaries of morality/immorality and order/disorder; prepare and deploy specific skills in their edgework; and maintain a perception of control. Through being naked on the internet, young people feel a sense of well-being and belonging, thus engaging in ‘intimate edgework’. This article answers the call for further development of a feminist model of edgework that uproots its original hegemonic masculine ideals by elaborating on how individuals negotiate emotional edges in the digital age.     

Social media time,identity narratives and the construction of political biographies

ABSTRACT

The question of identity narrative is at the core of the interaction between social movements and temporalities. In this paper, we draw on long-term qualitative research amongst activists engaged in Italian social movements and argue that identity narratives are often the result of a complex mnemonic, contradictory and open-ended process that spans through a life-time of engagement with multiple collectives. We then question whether the use of social media reshape these dynamics. The analysis shows that the construction of identity narratives on social media tends to take place with knowledge of the complexity and overlaps that characterise these processes online. Nevertheless, the temporality of social media, based on immediacy, archival and predictive time, challenges the unpredictable, contradictory, and open-ended nature of political identity construction offline. The need to escape the hegemonic temporalities of social media poses new challenges to activists in their creative agency.     

Social work and digitalisation: bridging the knowledge gaps

The aim of this paper is to spark a discussion about how social work in England has responded to digitalisation thus far. It pays attention to relationality, the interaction between people and things and includes reference to the practice landscape, the places and spaces within which social work occurs. It calls for social work to revisit the idea of professionalism in the connected age, through outlining circumstances where practitioners have been called to account for online practices that have compromised public trust. These practice failings indicate that knowledge gaps, pertaining to digital literacies and technological competence in social work education and practice, exist. Therefore, the current requirements for learning and development, pre- and post-qualification, are appraised alongside the preliminary findings of a research project designed to examine the contribution of social work education to the digital socialisation of students in readiness for practice. The suggestion is made that social work should pause to consider ‘digital knowledge gaps’ before rushing to drive technology enhanced practice methods forward.     

LIVING ALONE IN OLD AGE:

We examine the social organization of "living alone" using both the narratives of elderly women and the academic, professional, and popular cultural textual discourses in which ideological practices are organized about this manner of living and housing. Using institutional ethnography, we examine the organizing practices of living alone through an analysis of the gender and class relations in the institution of housing. We argue that housing regimes are the work of those involved: ordinary people, builders, developers, bankers, psychologists, gerontologists, social workers, foundations, federal employees, demographers, and magazine publishers. The work activities are ordered, successfully or not, by culturally standard idealizations of old age relevant to the ideologies of the various participants in the housing regime. Such practices make women's own knowledge invisible and authorize the housing regime to define and ameliorate the situation of living alone, especially with respect to the maintenance of "independence" under contemporary capitalism.     

Epistemic modesty,ostentatiousness and the uncertainties of epigenetics: on the knowledge machinery of (social) science

Epigenetic processes are garnering attention in the social sciences, where some scholars assert their importance for theorizing social life. I engage with such ideas here by drawing on interviews with leading bioscientists. To begin with, I underscore the (productive) uncertainties of those working in and around epigenetics; I describe these as a manifestation of ‘epistemic modesty’, and suggest that dissensus helps to propel biomedical innovation. Then, drawing on the concept of ‘alien science’, I detail some researchers’ ambivalences regarding the notion of ‘transgenerational inheritance’; their dissatisfaction with the (public) communication practices of other scientists (situated in what I term a regime of ‘epistemic ostentatiousness’); and the challenges faced when moderating societal discussion of epigenetics in ways that expand excitement whilst deflating (what researchers regard as) unrealistic expectations. The paper concludes with reflections on the knowledge machinery of the (social) sciences, and employs the study data to interrogate sociological engagements with epigenetics.     

Sexual and gender identity work on social media

How do sexual and gender minorities use social media to express themselves and construct their identities? We discuss findings drawn from focus groups conducted with 17 sexual and gender minority social media users who shared their experiences of online harms. They include people with gay, lesbian, bisexual, trans, queer, asexual, non-binary, pansexual, poly, and kink (LGBTQ+) identities. We find that sexual and gender minorities face several challenges online, but that social media platforms provide important spaces for them to feel understood and accepted. We use Goffman's work to explore how sexual and gender minorities engage in ‘front region’ performances online as part of their identity work. We then turn to Hochschild's concepts of ‘feeling rules’ and ‘framing rules’ to argue that presentations of self, or front region performances, must include the role of feelings and how they are socially influenced to be understood.