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Your search keyword '"Reconceptualize"' showing total 4 results
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4 results on '"Reconceptualize"'

2. Fans of Columbine shooters Eric Harris and Dylan Klebold

Author

Andrew Ryan Rico

Subjects
Fan community, Fan fiction, Idols of destruction, Reconceptualize, Wound culture, Communication. Mass media, P87-96
Abstract

On April 20, 1999, Eric Harris and Dylan Klebold murdered 12 students and one teacher at Columbine High School in Littleton, Colorado, in what was then the deadliest school shooting in American history. Despite causing a national panic and serving as a flash point for larger narratives on bullying, gun control, and media violence, both boys have gained active online fans. These fandoms dedicated to the Columbine shooters are widely referred to as dark examples of Internet communities, while the fans are also frequently denigrated as unstable and violent outcasts. Such dark online fandoms are yet to permeate mainstream culture or to challenge the preexisting perception of these communities as breeding grounds for the next wave of school shooters. While studies have covered the types of fans and their myriad interests, the field remains focused on more conventional examples of fan communities. In an effort to challenge and expand the object of focus when we study fandom, this qualitative study examines Columbine fans and their activity in order to understand the dominant motives they appear to have for engaging with and around such controversial figures and then concludes by exploring how this community might help us reflect more broadly on our concept of fandom. Redeeming these fans as part of diverse and complex communities of social relevance can demonstrate how even a dark fandom such as that of these Columbine shooters provides valuable cultural insights and benefits the field of fan studies.

Published
2015
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3. Fans of Columbine shooters Eric Harris and Dylan Klebold.

Author

Rico, Andrew Ryan

Subjects
COLUMBINE High School Massacre, Littleton, Colo., 1999, FANS (Persons)
Abstract

On April 20, 1999, Eric Harris and Dylan Klebold murdered 12 students and one teacher at Columbine High School in Littleton, Colorado, in what was then the deadliest school shooting in American history. Despite causing a national panic and serving as a flash point for larger narratives on bullying, gun control, and media violence, both boys have gained active online fans. These fandoms dedicated to the Columbine shooters are widely referred to as dark examples of Internet communities, while the fans are also frequently denigrated as unstable and violent outcasts. Such dark online fandoms are yet to permeate mainstream culture or to challenge the preexisting perception of these communities as breeding grounds for the next wave of school shooters. While studies have covered the types of fans and their myriad interests, the field remains focused on more conventional examples of fan communities. In an effort to challenge and expand the object of focus when we study fandom, this qualitative study examines Columbine fans and their activity in order to understand the dominant motives they appear to have for engaging with and around such controversial figures and then concludes by exploring how this community might help us reflect more broadly on our concept of fandom. Redeeming these fans as part of diverse and complex communities of social relevance can demonstrate how even a dark fandom such as that of these Columbine shooters provides valuable cultural insights and benefits the field of fan studies. [ABSTRACT FROM AUTHOR]

Published
2015
Full Text
View/download PDF

4. A Study of Gendering Culture of New Taiwanese Children in Their Kindergarten Classrooms

Author

Chou, Yu-Hui

Subjects
Early Childhood Education, Feminist, Poststructuralism, Postcolonialism, Gender, Culture, Identity, Education, Acquisition, Gendered, Social Order, Knowledge, Gender-doing, Gender-bending, Cross-culture, Confucianism, Immigrant, Taiwan, Derida, Foucault, Reconceptualize, Discourse
Abstract

Current literature suggests that young children can socially construct gender identities when submitting to or resisting dominant discourses. In this study I sought to understand the gendered culture of contemporary Taiwanese kindergartens. I focused on how Taiwanese Children (NTC) and mainstream Taiwanese peers play together as they constructed gender identities in urban and rural classroom settings. I observed and interviewed five- and six-year-old NTC and their peers as they engaged in critical gender incidents related to male, female, and cross-gender play. The research addressed how NTC and their peers enacted multiple gender performances as daily experiences continually shaped and reshaped children’s gender-doing, and investigated how NTC maintained and resisted gender norms under dominant gender discourse. The research questions asked: What constitutes children’s gendered knowledge and how do children perform gender culture?; and How do children represent gendered social order in class? NTC’s gender identity often represents multiple levels of gender power, which relates to issues of SES, ethnicity and family culture backgrounds. It is insufficient to examine individual NTC’s gender-doing; only when her or his peer interactions have happened can gender incidents display local children’s specific gender culture. As such, I explored how NTC persistently build gendered knowledge, gendered social orders and gender identities by tracking critical incidents within local school culture and family settings. This study reveals where NTC’s gender identities intersect with gendered knowledge and classroom gender culture. From these conclusions, I highlighted the importance of classroom gender norms and gender education in early childhood education. The results indicate that the constellation of gendered classroom activities makes it difficult to create the most advantageous learning environment, and that teachers need to be sensitive to different social classes, ethnicity, language and activities so NTC can co-construct gender culture with mainstream peers.

Published
2011

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