Critical animal and media studies: Expanding the understanding of oppression in communication research

Critical and communication studies have traditionally neglected the oppression conducted by humans towards other animals. However, our (mis)treatment of other animals is the result of public consent supported by a morally speciesist-anthropocentric system of values. Speciesism or anthroparchy, as much as any other mainstream ideologies, feeds the media and at the same time is perpetuated by them. The goal of this article is to remedy this neglect by introducing the subdiscipline of Critical Animal and Media Studies. Critical Animal and Media Studies takes inspiration both from critical animal studies – which is so far the most consolidated critical field of research in the social sciences addressing our exploitation of other animals – and from the normative-moral stance rooted in the cornerstones of traditional critical media studies. The authors argue that the Critical Animal and Media Studies approach is an unavoidable step forward for critical media and communication studies to engage with the expanded circle of concerns of contemporary ethical thinking

Peer Toy Play as a Gateway to Children’s Gender Flexibility: The Effect of (Counter)Stereotypic Portrayals of Peers in Children’s Magazines

Extensive evidence has documented the gender stereotypic content of children’s media, and media is recognized as an important socializing agent for young children. Yet, the precise impact of children’s media on the endorsement of gender-typed attitudes and behaviors has received less scholarly attention. We investigated the impact of stereotypic and counter-stereotypic peers pictured in children’s magazines on children’s gender flexibility around toy play and preferences, playmate choice, and social exclusion behavior (n = 82, age 4–7 years-old). British children were randomly assigned to view a picture of a peer-age boy and girl in a magazine playing with either a gender stereotypic or counter-stereotypic toy. In the stereotypic condition, the pictured girl was shown with a toy pony and the pictured boy was shown with a toy car; these toys were reversed in the counter-stereotypic condition. Results revealed significantly greater gender flexibility around toy play and playmate choices among children in the counterstereotypic condition compared to the stereotypic condition, and boys in the stereotypic condition were more accepting of gender-based exclusion than were girls. However, there was no difference in children’s own toy preferences between the stereotypic and counter-stereotypic condition, with children preferring more gender-typed toys overall. Implications of the findings for media, education, and parenting practices are discussed, and the potential for counterstereotypic media portrayals of toy play to shape the gender socialization of young children is explored

Communicative spaces of their own: migrant girls performing selves using instant messaging software

In this article, we argue how instant messaging (IM) is actively made into a communicative space of their own among migrant girls. Triangulating data gathered through large-scale surveys, interviews and textual analysis of IM transcripts, we focus on Moroccan-Dutch girls who use instant messaging as a space where they can negotiate several issues at the crossroads of national, ethnic, racial, age and linguistic specificities. We take an intersectional perspective to disentangle how they perform differential selves using IM both as an ‘onstage’ activity through which they express their communal, public and global youth cultural belongings and as a ‘backstage’ activity through which they articulate their individual, private and intimate identity expression. Instant messaging appears to be a space where they can strategically (re-)position themselves. The relationship between the online world of IM and the off-line world is shown to be intricate and complex; at certain points, both worlds overlap and at others they diverge. Despite all existing constraints that are both related to gender restrictions, often disenfranchised family backgrounds, religious dictums, and surveillance by parents, siblings and peers, which affect Moroccan-Dutch girls in specific ways, IM is also understood as a unique space for exerting their agency in autonomous, playful and intimate ways

The S-Word: Discourse, Stereotypes, and the American Indian Woman

What’s in a name? Plenty when it comes to the ability of words to establish identity. In 2005 in Oregon, for example, 142 land features carried the name ‘‘squaw’’—Squaw Gulch, Squaw Butte, Squaw Meadows, and Squaw Flat Reservoir (U.S. Geological Survey, 2008). This article examines the term squaw, its presentation in popular culture, and how this framing constructs Native womanhood in the public imagination. Two primary representations are revealed in the discourse defining squaw: as sexual punching bag and as drudge. The opinions and attitudes of reporters, citizens (Indian and non-Indian), government officials, agencies, and tribal representatives are included as reflected in journalistic accounts of the land form debate about the use and meaning of the label squaw. The psychological impact of this racial and sexual slur has a significant negative impact on quality of life, perceptions, and opportunities for Native American women (ethnostress) due to the consistent use and reification of the squaw stereotype through more than 400 years of U.S. history. This article is written as part of a larger body of work that argues for an expansion of Schroeder and Borgerson’s (2005, 2008) representational ethics of images to include words