Thomas Hine, "The Rise and Fall of the American Teenager" -- Argument

In "The Rise and Fall of the American Teenager," Thomas Hine argues that the discourse surrounding the word “teenager” creates a “mystique” around adolescents (A word that brings an image of a different "problem with no name"). This mystique has multiple facets:

First, there is the idea that teenagers have nothing of importance to say and their actions don’t count (15). This is extremely important because not only does it undermine an adolescent’s self-empowerment, but it will also teach teens that their actions have no real or lasting consequences because they aren’t technically adults.

Another aspect is the belief that teenagers are not fully developed people. While Hine does not necessarily disagree with this idea completely (he does believe that this stage in life leaves room for change and growth), he does believe that efforts to ‘perfect’ teenagers are too harsh (20).  This belief that teenagers are not yet people, again undermines the potential power that teenagers might hold. It dismisses thoughts and ideas as invalid because they “don’t count yet.” Additionally, the idea that one can change a teen by imposing ideas onto them, it wrong. It will work. However, this is not unique to this age range, it will work on any person if they hear it often and long enough.

Finally, and potentially most importantly, that all of the discourse surrounding “teenagers” is conflicting (11). Again this is the idea of teenagers are being tugged in different directions, between treatment and expectations. The examples that Hine uses in the article are sex and money. That images are imposed on teenager by the media that expect them to go shopping or show them in a sexualized lens, yet teenagers are expected to stay out of the work force (which means no money of their own) and stay abstinent until marriage. These contradictions again oppress teens because cannot do both. Meaning, that teens will have to disappoint someone, and feel the repercussions (I mean who didn’t feel worse when parents said “I’m so disappointed with you,” as opposed to “I’m so mad at you”).

All put together, the conclusion fits into attempting to view the teenager as something other than an “alien” or an “Exotic Species” (3).  He sees these the culmination of the mystique as making teenagers into an “Other.” With this writing, Hine wants to disband this teenage mystique and maybe help teens create meaning in their lives on their own terms. 

Questions For Class:
The piece that stuck out to me the most was the when Hine was talking about teens' actions being viewed as inconsequential, and that was a major underlying reason for horrific incidents involving teens. He used the example of a teenage girl throwing away her infant on prom night, the image I imagined was something closing to Columbine, or suicide. Teens who feel so disempowered as to take drastic measures...
What Images or events did it remind you of?

Quotes of Raby's "A Tangle of Discourses"

Rebecca Raby, “A Tangle of Discourses: Girls Negotiating Adolescence”

“Discourses of becoming negate diversity. Lesko observes that adolescents, like other subjugated peoples, are subject to psychological ‘typing’ in which they are assumed to act alike, to have identity crises, and to be outside of social and material relations. Adolescents are thus Othered, allowing them to be generalized and dismissed in their collectivity. Here the position of becoming is one that lacks power” (434).

This harkens back to course assumption number three, that this class will not view teenagers as Aliens or as Others. However, Raby argues that by grouping all teenagers into the same broad group it makes them into something odd, and different, an Other. It also takes away their individuality, personal identity and diversity. She argues that by making them into something Alien, it therefore allows all teenagers to be dismissed because it delegitimizes any ideas that that teenagers have. The fact that teenagers are growing, is used against them. Instead of being something empowering and adding to the acknowledgement of their growth, it instead adds to the negative attitude towards teenagers.

“Most teenagers will experience more independence than children and less than adults. This acquisition of independence reflects discourses of teenagehood as a time of becoming, self-discovery and/or of identity formation. The development of independence is also a feature of ‘the storm’ where, as a part of the general turbulence, teenagers explore who they are and how to become independent from parents. Yet at the same time, these teenagers are often dependent and must negotiate parental expectations (and accusations) of irresponsibility. … Teenagers are potential social problems and must therefore be regulated (particularly as, in some jurisdictions, parents can now be fined for the misdemeanors of their teenage children). Teens are supposed to be experimenting, but are at the same time so heavily regulated in the face of their potential delinquency and dangers that there is little room for them to maneuver” (438).

Raby writes this in her section about the interconnecting of her five discourses. This one is specifically about ‘becoming,’ ‘storm,’ ‘at risk’ and ‘social problem.’ They intersect here in how it is possible for a teen to feel restricted because of them. teenagers are expected to become independent through the exploration and experimentation of their identity. Yet, popular discourse and media have made parents expect ‘bad’ behavior. Because of that, teenagers are constrained as soon as they become teenagers, as protective precautions. This doesn’t allow teenagers room to explore their identities, as societal expectations dictate. Raby argues that this creates a whole new limitation for teens: conflicts of expectations, and the confusion and self consciousness that come as a result.

“Rebellion, when referring to teenagers, is generally categorized as mindless, unreflective ‘acting out’. In contrast, resistance, which is rarely used to describe the activities of teenagers, except perhaps in the realm of psychoanalysis, is more often considered to be informed and deliberate action. Rebellion can thus be a useful way to understand some adolescent activities, but I caution against dismissing all confrontational or disruptive teenage activity as ‘natural’ teenager rebellion and therefore misplaced or misled. The ease with which any potentially resistant, challenging or subversive behavior or activities may be labeled as rebellion detracts from the possibility of identifying resistance among teenagers” (445-6).

What Raby means here is that the term rebellion when used for teenagers has come to mean something different from the organized rebellion that has ended monarchies. Instead the term “rebel without a cause” comes to mind. It brings to mind images of teenagers who smoke, drink and party, who are constantly angry without a legitimate reason, boiled down to biology. Because there is that small reason, teenage rebellion is easily written off as unimportant.  What Raby wants is to stop viewing teenage rebellion as petty, to stop viewing rebellion as a natural phase of growing. (Because once something is viewed as natural, it is dismissed). Raby argues that if society stops viewing teenage rebellion as natural/petty then teenage resistance can be fully studied, and viewed as legitimate. (Additionally, as this is in the section “Agency” teenage resistant actions will be legitimized and restore agency to youths.)

Questions/Comments/ For Class:
 I actually found Raby's interpretation of this very interesting. I completely agree that these five discourses is how adolescent years are viewed. whenever these archetypes are brought up in casual conversion and I try to assert that not all teens are the same I am always met with the same reply: I "don't count," as I was never a "normal" teenager. I was abnormal simply because I didn't conform to these very discourses. My question for class would where do you all fall within these discourses? Did you conform, or were you like me, and just didn't fit?

So wise so young, they say, do never live long

The history nerd in me is freaking out!
England formally announced earlier today that they discovered the body of King Richard III.

Plus some historians hope that this will help to dispel many of the negative myths (Shakespeare's Richard III, He was writing during the reign of Queen Elizabeth, who was the granddaughter of the man believed to have killed Richard) surrounding the man.
I am very excited over this prospect.

Anyway! Thank you for your time and patience, I warned I was a nerd!

Reflection of Linda Christensen's "Unlearning the Myths that Bind Us"

The basic idea behind what Christensen wants her readers to look at familiar cartoons and children’s shows and analyze what the underlying messages are.

How do shows portray women? How do childrens’ show portray those in lower classes? What do characters without money look like? How are minorities portrayed? How are men portrayed?

For example, in Toy Story (the first one) the only female toy was Bo Beep, and she had no active role. In the second movie, the new female character was Jesse who gives the appearance of being a strong female character, but in the end is still the damsel in distress. Not only that, but there are no portrayals of any characters of minorities (toys or people), and the only class portrayed was middle.

These “over-sights” may seem innocent enough, but the messages they manage to send are that the only women have is to be rescued, no matter how ready for action they might be. It also shows that the only people who matter, who achieve anything are those who fall under the Caucasian label. And yet, because it is celebrated for its overt messages of friendship and acceptance, a message that is so supposedly universal, no one bothers to try to look at the for the subliminal messages. This does not just apply to Toy Story but to all childrens movies, television shows and even adult movies and television shows.

I really connect to the idea of showing teenagers where their insecurities and world view has come from. Because one of the first steps towards change is consciousness raising. (How can one fix a problem, if one doesn’t know that a problem exists?) I also believe that it is important to do this in high school. Because I think before high school the ability to analyze is at a lower level. In high school teenagers begin developing a worldview, and a better understanding of themselves and what their role in the world could be. (At least, that’s how it worked for me). This level of analyses of that world view will prepare them for becoming educated adults who can change society and achieve something important.

I think that using the model that Christensen describes here allows students to succeed in the class. She doesn’t have them jump in and analyze what students watch in their own time, but she works them towards that goal.  She gives them the vocabulary to begin analyzing first, meaning that she gives the students a way to discuss and acknowledge what they see. Her next step is to show old cartoons with exaggerated archetypes, this serves as a way to get students comfortable with the idea of looking for those roles, building their confidence in being able to analyze successfully, and get comfortable enough to analyze shows that they actually watch. She also makes them wrote journal entries, this allows students to wrestle with their own beliefs and understanding of what there are doing. Most importantly, Christensen does not end this unit with just the ability to analyze, but she gives students a chance to change what they see: providing them with an outlet for their anger and frustration at what they have discovered. Because otherwise what is the point in seeing faults in society if there is nothing you can do about it?

Topics/Questions for class: 

An example I have found of teenagers seeing negative stereotypes, and attempting to change what they see is a movement on Tumblr called the "Hawk-Eye Initiative." The point is to demonstrate how ridiculous the portrayal of women is in comics books, by replacing women with depictions of the Superhero Hawk-Eye (From the Avengers) in similar positions and clothing/costume. I point this out, because if students were not taught to be aware of such images, then there is a possibility that an online movement like this, may never have happened. 

 

Follow Up on an abuse of the media

In my Croteau reflecction piece, I talked about the how many people abuse the media while simultenously condescend against teens who use such sites, I was referencing this lovely article I found.

Reflection on David Croteau's "Media and Ideology."

The main idea of the chapter is what the title states. The role of ideology in the discussion of media. Croteau first explains what ideology is in terms of the media. It is not so much about defining an image, and comparing that image to real life, because real life is a subjective term. 

The section of Croteau’s writing that really connected with me was when he discusses how the media can be used as an agent of control. Croteau suggests that one of reasons that the media might actually be able to create the dominant ideology is because the media presents ideas as ‘normal.’ This happens, in part, because despite the wide variety of media (television shows, movies, video games, social networking and so forth) what those popular medias present is a fairly narrow ideal. The other part of this normalizing is about those who use the media, especially the social net working sites, to bring to attention to moral behavior that they deem inappropriate, or ‘unnatural.’ This process serves not only define what is the appropriate mode of living, but it also creates the process by which society can be ruled. Croteau refers to this as hegemony. Croteau reminds his readers that this process of natural and obvious assumptions has been a ruling power over society for a long time. This was what underlies racism, sexism and homophobia. The media are places where ideas can be circulated as truth, and therefore leave little room for other claims. 

I see this happening all the time on the different sites I go to online. The media is too often used to further self serving opinions, as the only opinion. That simply isn’t true. Twitter, facebook, they are all viewed as a way for teens to communicate with one another in a way that is insignificant and even juvenile, however, it does not stop any of those criticizers from participating in using those same websites. It does not stop people from asserting their opinion as fact and abusing social sites to do so. However, Croteau writes as if sexism and racism no longer exist, and that the media is only used further opinions about homophobia. This is not true. The non of these forms of thought have gone away, women and people of color are still struggling to gain equality, alongside those who are struggling to gain acceptance of their sexuality. An example of this abuse is the reaction to women being allowed into active combat in the military. Something that should be viewed as a great step forward toward equality has become a one liner about there being a reason there are no women in the NFL. However it is not lost on me that there are counterculture exist. Many blog sites allow teens to put out their own opinions, that are often opposing popular thought. These teens do not always agree with one another, or get along, but there is still an option

Teenagers in/and the Media - Self introduction

I'm Becca, getting to know me is fairly simple. I am a nerd. I really can't stress this enough. I listen to Disney soundtracks, watch all the princess (and non-princess) movies. I love to read. Especially Harry Potter. If we share an interest then I will probably never stop talking to you. But I am shy, It takes a while for me to warm up. So, if it seems like I talk to only some people, it really just means I've known them for a while, and I'm comfortable.
My break was really uneventful. I managed to avoid getting the flu, And I caught up on my reading. (As a history major, Gender studies minor, I don't really get to read for fun during the semester).
I joined the class because it fits into my minor, as well as my interest in the subject. (Obviously. I wouldn't have declared a minor in a subject that I have no interest in). The role of Media as a social construct has always been one of the things in which I find most interesting within this field. So really, joining the class is in my own best interest.