La téléréalité et les féminismes. La norme d’internalité et les (en)jeux de genre et de sexe

Les émissions de téléréalité sont révélatrices d’une certaine conception de la femme, même si elles ne se réclament d’aucun féminisme. Les stéréotypes de la « féminité », c’est-à-dire un ensemble d’attentes concernant la façon dont les femmes doivent se comporter en public comme en privé, y sont sur-représentés, sur un mode quasi pornographique. Cette « quasi-pornographie » a pour fonction de favoriser l’acquisition de la norme d’internalité, c’est-à-dire celle par laquelle la fillette intériorise les critères de réussite et se les approprie, sur la base de la présentation de soi telle qu’elle est renforcée par la téléréalité – le modèle étant la vedette ou son avatar, la Lolita. Ces émissions participent ainsi de la surveillance sociale, surveillance-spectacle qui s’appuie sur l’intérêt des jeunes filles pour les mécanismes d’inclusion et d’exclusion sociale, qui influent sur la constitution de leur identité personnelle. Elles tendent à favoriser le discours féminin, perçu comme en phase avec le modèle télévisé commercial et la notoriété des marques et à évacuer le discours féministe, potentiellement critique à l’égard des pratiques, des déplacements et des dépendances véhiculées par le média. Il se dégage la nette impression d’une régression sur les acquis antérieurs des mouvements sociaux féministes et d’un grand désarroi des représentations collectives devant la précarité de l’émancipation. Cette difficulté à pérenniser les gains place les nouveaux enjeux du féminisme dans l’articulation entre libération des sexes et différence des générations.Reality TV programs reveal a certain vision of women, though they don’t claim any explicit relation to feminism. The stereotypes of femininity (i.e. the expectations about the way in which women are to behave in public as in private spheres) are over-represented, on a quasi-pornographic mode. Such quasi-pornography functions in order to favor the acquisition of the norm of internality whereby a young girl internalizes the social criteria for success and interprets them on the basis of the self-presentation that is re-enforced by reality programming – the role model being the star or its avatar, the Lolita. Such programs partake in social surveillance, turned into a spectacle that feeds on the young girl’s interests in understanding mechanisms of social inclusion and exclusion that in turn will influence the way she will construct her personal identity. They tend to favor a discourse on femininity, in congruence with the audiovisual commercial model and the notoriety of brands, and to exclude a discourse on feminism, that could potentially be critical of the practices, displacements and dependencies created by the media. There results a clear impression of regression from the past inroads of feminist social movements and a great sense of disarray in relation to the precariousness of emancipation. Such difficulty in maintaining feminist gains implies to posit the new stakes of feminism in the need to bridge the gap between the generations as much as between the sexes

Medijska pismenost i ljudska prava: obrazovanje za održiva društva

This paper builds on the collaborative work of media researchers and professionals as well as education decision makers and teachers that met in Graz, 5- 7 December 2007, at the invitation of the Council of Europe. The purpose of the workshop was to determine the validity of media education and to verify that human rights could be an added value to such an education. Three main questions were debated, that built on each other: 1) “Which media literacy?” focused on an assessment of the various definitions of media education, trying to come to terms with the distinction between old and new media, old and new literacies. 2) “Which competences, skills, attitudes and values?” considered the core elements for developing coherent literacy training programmes and sought to identify the integration of human rights in current methods of teaching. 3) “How to develop these competences, skills, attitudes and values?” discussed concrete examples of best practice, especially those dealing with interactions between public and private sectors and old and new media. It also examined how to evaluate the efficacy of empowerment practices and policies, raising issues of awareness, self-regulation and the role of the state and of Intergovernmental Organizations such as the Council of Europe. The results emphasized priority actions for different actors in the field of media literacy, and assessed possible cooperation between actors while high-lighting the most important outcomes concerning the three key issues. The first research question, about the feasibility of a comprehensive and inclusive approach to media education was answered positively, with many examples showing that it was already a work in progress. The second research question, about the added-value of human rights, was also verified, though it appears that the introduction of human rights values in the curriculum needs special attention and a modular approach.Članak se temelji na zaključcima i rezultatima zajedničkog rada medijskih stručnjaka, medijskih profesionalaca i donositelja odluka u području obrazovanja te predavača okupljenih u Grazu od 5. do 7. prosinca 2007. na poziv Vijeća Europe. Svrha radionice je bila donijeti zaključke o vrijednosti obrazovanja za medije i potvrditi da znanja o ljudskim pravima trebaju biti dodana vrijednost takvom obrazovanju. Na skupu se raspravljalo o ova tri glavna pitanja: 1) “Koju medijsku pismenost? S obzirom na različite definicije medijskog obrazovanja, nastojalo se doći do definicija razlikujući stare i nove medije, stare i nove pismenosti. 2) “Koje osobine, vještine, stavove i vrijednosti?” treba smatrati ključnim elementima u razvoju jedinstvenog programa medijske pismenosti uz zahtjev za uključenjem ljudskih prava u postojeće metode podučavanja. 3) “Kako razviti te sposobnosti, vještine, stajališta i vrijednosti?” uz raspravljanje o konkretnim primjerima iz prakse, posebice onim primjerima interakcije između javnih i privatnih sektora, novih i starih medija. Također se istraživalo kako vrednovati učinkovitost jačanja prakse i načela ostvarenja, postavljajući pitanja svjesnosti, samoregulacije i uloge države i međudržavnih organizacija kao što je Vijeće Europe. Istaknute su prioritetne akcije za različite sudionike u području medijske pismenosti uz procjenu moguće suradnje među njima, te su razmotreni najvažniji ishodi glede tri ključna pitanja. Prvo istraživačko pitanje, o mogućnosti sveobuhvatnog pristupa medijskom obrazovanju, dobilo je pozitivan odgovor s mnogim primjerima koji pokazuju da je to već posao koji je u postupku. Drugo istraživačko pitanje, o dodanoj vrijednosti ljudskih prava, također je potvrđeno, iako se čini da uvođenje ljudskih prava u nastavne curriculume zahtijeva posebnu pozornost i modularni pristup

Medijska pismenost i ljudska prava: obrazovanje za održiva društva

This paper builds on the collaborative work of media researchers and professionals as well as education decision makers and teachers that met in Graz, 5- 7 December 2007, at the invitation of the Council of Europe. The purpose of the workshop was to determine the validity of media education and to verify that human rights could be an added value to such an education. Three main questions were debated, that built on each other: 1) “Which media literacy?” focused on an assessment of the various definitions of media education, trying to come to terms with the distinction between old and new media, old and new literacies. 2) “Which competences, skills, attitudes and values?” considered the core elements for developing coherent literacy training programmes and sought to identify the integration of human rights in current methods of teaching. 3) “How to develop these competences, skills, attitudes and values?” discussed concrete examples of best practice, especially those dealing with interactions between public and private sectors and old and new media. It also examined how to evaluate the efficacy of empowerment practices and policies, raising issues of awareness, self-regulation and the role of the state and of Intergovernmental Organizations such as the Council of Europe. The results emphasized priority actions for different actors in the field of media literacy, and assessed possible cooperation between actors while high-lighting the most important outcomes concerning the three key issues. The first research question, about the feasibility of a comprehensive and inclusive approach to media education was answered positively, with many examples showing that it was already a work in progress. The second research question, about the added-value of human rights, was also verified, though it appears that the introduction of human rights values in the curriculum needs special attention and a modular approach.Članak se temelji na zaključcima i rezultatima zajedničkog rada medijskih stručnjaka, medijskih profesionalaca i donositelja odluka u području obrazovanja te predavača okupljenih u Grazu od 5. do 7. prosinca 2007. na poziv Vijeća Europe. Svrha radionice je bila donijeti zaključke o vrijednosti obrazovanja za medije i potvrditi da znanja o ljudskim pravima trebaju biti dodana vrijednost takvom obrazovanju. Na skupu se raspravljalo o ova tri glavna pitanja: 1) “Koju medijsku pismenost? S obzirom na različite definicije medijskog obrazovanja, nastojalo se doći do definicija razlikujući stare i nove medije, stare i nove pismenosti. 2) “Koje osobine, vještine, stavove i vrijednosti?” treba smatrati ključnim elementima u razvoju jedinstvenog programa medijske pismenosti uz zahtjev za uključenjem ljudskih prava u postojeće metode podučavanja. 3) “Kako razviti te sposobnosti, vještine, stajališta i vrijednosti?” uz raspravljanje o konkretnim primjerima iz prakse, posebice onim primjerima interakcije između javnih i privatnih sektora, novih i starih medija. Također se istraživalo kako vrednovati učinkovitost jačanja prakse i načela ostvarenja, postavljajući pitanja svjesnosti, samoregulacije i uloge države i međudržavnih organizacija kao što je Vijeće Europe. Istaknute su prioritetne akcije za različite sudionike u području medijske pismenosti uz procjenu moguće suradnje među njima, te su razmotreni najvažniji ishodi glede tri ključna pitanja. Prvo istraživačko pitanje, o mogućnosti sveobuhvatnog pristupa medijskom obrazovanju, dobilo je pozitivan odgovor s mnogim primjerima koji pokazuju da je to već posao koji je u postupku. Drugo istraživačko pitanje, o dodanoj vrijednosti ljudskih prava, također je potvrđeno, iako se čini da uvođenje ljudskih prava u nastavne curriculume zahtijeva posebnu pozornost i modularni pristup

Transpismenost kao novi istraživački vidik za medijsku i informacijsku pismenost

Media and information literacy is a concept that is valid yet at the same time obsolete. It refers back to the modernist era, with its very specific linear view of media. In the cyberist era, characterized by the primacy of online exchanges over offline exchanges, the rise of user-aggregated contents and an increase in strategies between broadcast media and broadband media, literate activities are more complicated and so are the relevant competences expected of users and learners. This article considers the notion of ‘transliteracy’ as a means to harness the potential advantages and mitigate the risks of the so-called ‘Information society’. The new context for media and information literacy is first examined, then a tentative definition of transliteracy is proposed. Lastly, the research questions and areas of exploration are passed in review along with a few proposals.Medijska i informacijska pismenost predstavljaju koncepte koji su valjani, ali koji su zastarjeli. Odnose se na modernističko doba s vrlo specifičnim linearnim pogledom na medije. U virtualno doba koje je karakteristično po davanju prvenstva online razmjeni sadržaja nad offline razmjenom dolazi do porasta sadržaja koji su prikupili korisnici te do novih strategija u tradicionalnim i novim medijima. Aktivnosti opismenjavanja postaju sve složenije, kao i potrebne kompetencije polaznika te očekivanja od korisnika i učenika. Ovaj rad razmatra transpismenost (transliteracy) kao način za iskorištavanje potencijalnih prednosti i umanjivanje rizika ‘informacijskog društva’. Prije svega autorica je ispitala novi kontekst medijske i informacijske pismenosti te je definirala transpismenost. Na kraju su pregledana istraživačka pitanja i područja te je dano nekoliko prijedloga

Editorial

These are exciting times for media scholars, in light of the increasingly diverse range of productions, representations and social interactions available for study in the present media environment. As well-established media such as the printed press, radio, cinema or television reinvent themselves, through high-definition quality standards or through 3D, new and emerging media such as the Internet and mobile telephony explore the connecting potential of digital technologies with social networ..

Clément Chéroux, Diplopie. L’image photographique à l’ère des médias globalisés : essai sur le 11 septembre 2001

Diplopie se présente comme un ouvrage de belle facture, d’une centaine de pages d’un texte aéré, à la grammaire ciselée, où l’équilibre entre iconographie et texte contribue grandement à l’élégance de l’ensemble. La démonstration se découpe en deux parties égales autour de l’exploration de la notion de diplopie, définie cliniquement comme « un trouble fonctionnel de la vision qui se traduit par la perception de deux images pour un seul objet » (p. 13) mais transformée par Clément Chéroux en «..

Transliteracy: Operating the Digital Transition and the Field of Information Cultures

It’s hard to tell where education begins and where literacy ends. This varies from culture to culture; for some cultures literacy is a process that ends when the person is educated (continental European model), while in other cultures education is what leads a person to literacy (Anglo-Saxon model). Anyway, with regard to education for the media, the key is to keep the two terms under discussion, and this is a trend in the evolution of literacy in the 21st century. This paper discusses the increase in this form of literacy, which cannot do without a knowledge of information in its various dimensions, whether it is news, data or documents.É difícil dizer onde começa a educação e termina o letramento. Isso varia de cultura para cultura, para algumas o letramento é um processo que termina quando a pessoa é educada (modelo europeu continental), enquanto que em outras a educação é o que conduz a pessoa à alfabetização (modelo anglo-saxão). De toda forma, no que se refere à educação para os meios de comunicação, o fundamental é manter os dois termos em debate, e esta é uma tendência verificada na evolução da alfabetização no século XXI. Este artigo aborda o aumento desta forma de alfabetização, que tem por característica não poder prescindir de um conhecimento da informação em suas várias dimensões, sejam elas notícias, dados ou documentos