Benelix & Priscilla Gonzalez
Dr. Bogad and everyone else,
Here is a link to our presentation:
http://www.facebook.com/profile.php?id=1265104228
I really enjoyed being in this class with everyone. I felt very comfortable to speak out and share my experiences. I thank you all for that!
Priscilla
Tuesday, May 6, 2008
Monday, April 28, 2008
Listen Up! Youth Media Network Reactions
Listen Up is a powerful site! (That's the very first thought that came to my head). It offers teens a space to reveal the true realities they live everyday through their voices and perspectives. I had the opportunity to watch "A Struggle Beyond Borders," "A Girl Like Me," "Slip of the Tongue" and "La Historia de una Joven" (The story of a young girl). A common theme within these videos was this idea of "self identity" through their personal expressions of their experiences. I think this site is a great opportunity for teens to express their feelings and emotions.
There was one video that I thought talked about the dominant discourses we been discussing in class in regards to having sex as a teen. However, it balanced the discussion out with experiences of teens who are virgins as well.
Here is the link:
http://www.listenup.org/screeningroom/index.php?view=67c3c6daefe0f6839ea75e2cbacdb0af#
Somethings I did not like:
The website was somewhat difficult to access and the flow of the videos was a little confusing. I think since the content is created by teens it should be a little more easy to access.
I really could not find a site that compares to this one.
There was one video that I thought talked about the dominant discourses we been discussing in class in regards to having sex as a teen. However, it balanced the discussion out with experiences of teens who are virgins as well.
Here is the link:
http://www.listenup.org/screeningroom/index.php?view=67c3c6daefe0f6839ea75e2cbacdb0af#
Somethings I did not like:
The website was somewhat difficult to access and the flow of the videos was a little confusing. I think since the content is created by teens it should be a little more easy to access.
I really could not find a site that compares to this one.
Sunday, April 20, 2008
Final Project Working Outline
Names: Benelix, Priscilla
Project Idea: Messaging and image of in magazines about beauty targeting teenage girls.
Tools/Resources:
Project Idea: Messaging and image of in magazines about beauty targeting teenage girls.
Tools/Resources:
- Killing Us Softly, Jean Kilbourne (Benelix)
- Ads in 2 teen magazines (Priscilla)
- Research on beauty and teens (Benelix)
- Dove campaign for real beauty (Priscilla)
Update: we are in the process of gathering up all our information and organizing it by our themes that we want to discuss.
Choice # 3, 13 Going on 30... Flirty & Thriving
13 going on 30 is a movie based on a teenage girl named Jenna Rink who wishes to be 30 to overcome her unpopularity at school. Jenna is celebrating her 13th birthday in her house and decides to invite the famous “Six Chicks” school group in hopes of joining their clique. Jenna’s best friend and neighbor Matt makes her a “dream doll house” and a packet of magic wishing dust. Miraculously after the head of six chicks Tom-Tom pulls a bad joke on Jenna she wishes to be “thirty, flirty and thriving” and seconds later awakens as a 30 year old in 2004.
This movie portrays how a teenage girl who feels unpopular, nerdy and disliked by her school friends is trapped finding ways to fit in to the “norm” at her school. For example, before her birthday begins she puts on makeup and tissue paper on her breasts to make them look larger. She begs her parents to stay in their room because her “friends” are coming over.
This movie portrays how a teenage girl who feels unpopular, nerdy and disliked by her school friends is trapped finding ways to fit in to the “norm” at her school. For example, before her birthday begins she puts on makeup and tissue paper on her breasts to make them look larger. She begs her parents to stay in their room because her “friends” are coming over.
30 year old Jenna awakens with no memory from the past 15 years of her life and discovers she works for Poise, her favorite magazine as a teenager and realizes Matt no longer exist in her life since her 13th birthday. The complication of this story is that Jenna is still 13 yet trapped in a 30 year old body. She realizes that she has become a bad person and disliked by many because of her obnoxious actions.
Finally, Jenna decides to move away from all the negative aspects of her life and tries to restore her life again where she left of 15 years ago. The movie ends as Jenna discovers Matt’s engagement and rapid marriage and goes back to her “dream house” filled of magic wishing dust and wishes to go back in time and her wish is granted. Jenna is given the opportunity to build her life again and marries Matt.
This movie connects directly with the discussion in Laura Greenfield’s “Fast Forward.” She explains “Whether it is a desire to be an adult when one is a child, to be a gangster when one is privileged, to be famous when one is unknown, or to look like a model when one does not, young people are preoccupied with becoming other than they are.” Jenna Rink throughout the film is preoccupied with becoming something else.
The intention of 13 going on 30 is to portray a young girl who in the midst of complications and loss of her own self still gets what she wants, love, respect, beauty and wealth. However, the implication about young “white” teenage girls is a transition of body dissatisfactions, lack of normalcy and popularity and girls competing against other girls in the hopes of becoming number one in their schools popularity and beauty standards.
Sunday, April 6, 2008
Project Ideas
I thought of looking at magazines, social networks online like myspace and facebook to dissect the messaging about what it is to be a teenage girl (body image, beauty, looks and style) in today's society and probably the differences in areas where they live or ethnicity. Any thoughts or suggestions guys?
Kid Nation
Going thru all of the readings about the show Kid Nation I could interpret that the authors of these commentaries were not referring to the kids in this show in a positive way. They hadn’t even started the show and they already doubted whether the kids would make it or not based upon their personal attitudes about teens.
I found several comments that support this negative attitude about these kids in the articles. For example:
“Through it all. They’ll cope with regular childhood emotions and situations: homesickness, peer pressure, and the urge to break every rule they’ve ever known.”
“There is nothing particularly new about the conflicting images of children as innocents and children as beasts.” “Parent bashing is the favorite indoor sports these days.” “With nary a thong, video game or cellphone in sight, the children on the “Kid Nation” promo appear more physically active, intellectually engaged and (no small thing) appropriately dressed than most kids on T.V. (and in real life) these day’s.”
These comments are clear insults to kids on this show and teens nationally drawing from this dominant discourse about teenagers.
Monday, March 24, 2008
Choice # 1 Juno, Pregnant, Strong & Smart
Juno is a film about a 16 year old girl who finds out she is pregnant. With the help of her friend she attempts to figure out whether she should abort or give in adoption the unborn baby.
One of the most impressive characteristics of this movie is Juno’s personality and character. Although she is pregnant at a very young age she is not the typical teenager.
One of these examples is when Juno decides to go to the abortion clinic and finds one of her classmates outside and after a discussion with her about the consequences of an abortion she decides to keep the baby and give it up for adoption.
Another example is when Juno confesses to her parents that she’s pregnant which is another example reinforcing her character.
One of the most important lessons from this film is the importance of family in a teenager’s life during “critical” moments like pregnancy. Her parents supported her on every decision she made which gave her the strength to continue through the journey.
This film definitely taps the ideologies believed by society about pregnancy. Juno overlooked those challenges and in the middle of a difficult situation she tried to make the best out of it. Embracing challenge as a teenager in today’s society is a trait to be celebrated!
One of the most impressive characteristics of this movie is Juno’s personality and character. Although she is pregnant at a very young age she is not the typical teenager.
One of these examples is when Juno decides to go to the abortion clinic and finds one of her classmates outside and after a discussion with her about the consequences of an abortion she decides to keep the baby and give it up for adoption.
Another example is when Juno confesses to her parents that she’s pregnant which is another example reinforcing her character.
One of the most important lessons from this film is the importance of family in a teenager’s life during “critical” moments like pregnancy. Her parents supported her on every decision she made which gave her the strength to continue through the journey.
This film definitely taps the ideologies believed by society about pregnancy. Juno overlooked those challenges and in the middle of a difficult situation she tried to make the best out of it. Embracing challenge as a teenager in today’s society is a trait to be celebrated!
Sunday, March 16, 2008
Choice # 2. A Voice for Youth Leadership: Jeff Johnson
On March 6th, Harambee a multicultural organization at RIC hosted a lecture with activist Jeff Johnson, a producer for BET and host of the TV show Chop UP lives. It was an amazing night because he touched on very controversial and sensitive topics that pertain specifically to the black community in this country.
Johnson began his discussion by highlighting how issues pertaining black people are only celebrated during black history month throughout colleges and universities yet he notes “never celebrated by its own people.” He explained that Martin Luther King is only highlighted during black history month and that we lie about his commitment to activism because it makes us feel comfortable. MLK was not popular, he was considered a troublemaker yet we view him as the legendary activist of all times. Johnson says “we should rally about his spirits, not his speeches” because they are not relevant to the issues of social and political change of this era. How relevant is 2008 is to play I have a dream?
He provided the example of the young black teenagers from Louisiana charged with attempted murder and conspiracy charges after beating a white schoolmate following months of racial discrimination that started in a schoolyard tree. Johnson expressed frustration when this happened not because of the young teen’s necessarily but the up rise of black people going to Louisiana to fight the case. He says this is known as the “ring tone movement” which is the idea that we only move and take action when somebody calls. He was sad about this movement because people were leaving their towns to fight for these kids yet they did not fight in their neighborhoods for their own people.
Moreover, Johnson talked about the institutions responsible for maintaining activism for black people. Black churches were the jump off point for changes from slavery to the civil rights movement. He explained the 3 stages that the church went through which preceded this change:
- The revival cycle, when local churches was the source of revival for local communities, politically and socially. The role of the church during this stage was to save souls while saving lives.
- The convention season, when the focus became building infrastructure to cover the churches fees. Church separated the need to discuss issues of poverty and education in the church.
- Black effective officials, when the church was more concerned with charisma of its officials rather than the transformation and mobilization of the church to help black people.
Jeff Johnson concluded his presentation with tips on how to become an effective activist. He said “activism in not about leadership. It’s about action and movement.” Anyone interested in becoming an activist of an issue should take into consideration the following points:
1. What is my call? What pisses me off about this issue? What is the emotion that moves you?It is like calling your internal self.
2. What is my capacity? Identify organizations (there are some on campus) that might need help.
3.Understand that as I grow my capacity grows.
4.Build a team of people that are focused on a single issue.
Wednesday, March 12, 2008
Fast Forward--- Laura Greenfield
Some things I understand: Laura Greenfield uses photos as a medium to express the “journey’s” lived by these teenagers. However, her point is not to express their experiences in the same context instead is “to explore the ways in which young people from diverse backgrounds are similarly influenced by a popular culture they share.” I think what Greenfield suggest is that our popular culture today pushes to grow up and to move drastically from their experiences as teens.
Greenfield says “a common theme that kept me focused throughout was the sense of an early loss of innocence.” It was very interesting that I first began by looking at the images and then read her preface. By the end of looking at the images I had the same feeling about these teens. They had lost their innocence and were looking at their lives very differently. One aspect of the project that was defined picture through picture was how the teens felt very different in relation to other teens. That difference made them special and unique.
Connection to other texts: One connection I found relevant for this discussion was the article “Bad Boys” when Ann Ferguson explains her experiences with Horace, a 12 year old that she was assigned to tutor. She says, "With his help I came to see kids not as humans-in-the-making but as resourceful social actors who took an active role in shaping their daily experiences." I think Greenfield in her photo project interprets teens similarly since they are portrayed as kids actively involved in their passions.
This project was very interactive and fun to analyze. I had a good time listening to the stories.
Greenfield says “a common theme that kept me focused throughout was the sense of an early loss of innocence.” It was very interesting that I first began by looking at the images and then read her preface. By the end of looking at the images I had the same feeling about these teens. They had lost their innocence and were looking at their lives very differently. One aspect of the project that was defined picture through picture was how the teens felt very different in relation to other teens. That difference made them special and unique.
Connection to other texts: One connection I found relevant for this discussion was the article “Bad Boys” when Ann Ferguson explains her experiences with Horace, a 12 year old that she was assigned to tutor. She says, "With his help I came to see kids not as humans-in-the-making but as resourceful social actors who took an active role in shaping their daily experiences." I think Greenfield in her photo project interprets teens similarly since they are portrayed as kids actively involved in their passions.
This project was very interactive and fun to analyze. I had a good time listening to the stories.
Monday, March 3, 2008
Bad Boys
This article was very interesting because it analyzed the pressures that young African American men have to face from their experiences in school. Ann Arnett Ferguson begins her article with her observations as a member of an “at-risk” intervention program. Through some boys that she observed in a classroom she had the opportunity to observe the punishing room which led to her research.
One aspect of her research that interested me was that the only African Americans part of the staff were those who overseen the punishing room. Ferguson categorized the group of students she observed as “troublemakers” and “schoolboys.” She points that “as African American males, the schoolboys were always on the brink of being redefined into the troublemaker category by the school.” “By the school” was the part that hit me. These boys regardless of being “troublemakers” or “schoolboys” were defined as such by school staff without taken into consideration where they lived, their background, community, their family.
Ferguson adopted a very creative approach to look at their good and bad experiences within the school through their voices. She says “I assumed at the start that I would learn about kids; but it was long before I was obliged to question this premise and to learn from children.”
Ferguson’s experiences reminded me of my experiences at Hope High School because as students of color we were constantly categorized, questioned and underestimated. I felt like the “troublemakers” of this story were underestimated by the school staff. As Ferguson explained, “those who were classified as lazy, belligerent, incorrigible at school could be respectful, diligent, and responsible in other contexts.” It also reminded me of the kids from the after school program from my job at Volunteers In Providence Schools (VIPS). They come to our program in the afternoons because they are failing in some classes and are not receiving the attention needed at the school to do better. When we have visited the teachers that the school to find out if they have progressed some of them refer to them as “kids with problems” because they only speak Spanish (and speak in class all the time), they are always behind with the work and don’t participate in class. Yet, what the Ferguson talks about in her article, these kids have only been in the country for less than two years. They have confessed to us that they are mad at the schools, parents and even the world for putting them in this difficult environment that they cannot accustom to. The reason why they are behind with homework and do not participate in class is because they do not understand what they need to do and they talk in class because they ask other kids who know English and Spanish to translate for them what the teacher said.
It is sad and frustrating to know that students are always put into these positions and expected to do so much with so little provided to them.
One aspect of her research that interested me was that the only African Americans part of the staff were those who overseen the punishing room. Ferguson categorized the group of students she observed as “troublemakers” and “schoolboys.” She points that “as African American males, the schoolboys were always on the brink of being redefined into the troublemaker category by the school.” “By the school” was the part that hit me. These boys regardless of being “troublemakers” or “schoolboys” were defined as such by school staff without taken into consideration where they lived, their background, community, their family.
Ferguson adopted a very creative approach to look at their good and bad experiences within the school through their voices. She says “I assumed at the start that I would learn about kids; but it was long before I was obliged to question this premise and to learn from children.”
Ferguson’s experiences reminded me of my experiences at Hope High School because as students of color we were constantly categorized, questioned and underestimated. I felt like the “troublemakers” of this story were underestimated by the school staff. As Ferguson explained, “those who were classified as lazy, belligerent, incorrigible at school could be respectful, diligent, and responsible in other contexts.” It also reminded me of the kids from the after school program from my job at Volunteers In Providence Schools (VIPS). They come to our program in the afternoons because they are failing in some classes and are not receiving the attention needed at the school to do better. When we have visited the teachers that the school to find out if they have progressed some of them refer to them as “kids with problems” because they only speak Spanish (and speak in class all the time), they are always behind with the work and don’t participate in class. Yet, what the Ferguson talks about in her article, these kids have only been in the country for less than two years. They have confessed to us that they are mad at the schools, parents and even the world for putting them in this difficult environment that they cannot accustom to. The reason why they are behind with homework and do not participate in class is because they do not understand what they need to do and they talk in class because they ask other kids who know English and Spanish to translate for them what the teacher said.
It is sad and frustrating to know that students are always put into these positions and expected to do so much with so little provided to them.
Sunday, February 24, 2008
A Style Nobody can Deal With: Politics, Styles and the Postindustrial City in Hip Hop
This article gives a great insight on the foundations of Hip Hop and the challenges faced during this time period. Contrary to most people I understood and connected to this article very well. However, I have to agree with Dr. Bogad that this was different time and Hip Hop has evolved since then.
Rose’s article identified key points in the development of Hip Hop. She talks about how “Hip Hop replicates and reimagines the experiences of urban life and symbolically appropriates urban space through sampling, attitude, dance, style and sound effects.” The problem with the replication of such images is that it has taken this notion to the extremes. It has been difficult for entrepreneurs in this industry to draw the line on “its complicity with commercialism.”
One thing I did not understand from the reading was how she talked about the use of commodity in Hip Hop but she failed to express the use of women as commodity in Hip Hop videos.
My direct experiences in the Hip Hop world have been very limited. Shamefully when I came here and learned about Hip Hop it was at Hope High School from the African American students there. I would hear them singing songs that I did not understand and my brother’s friends watching the videos in BET. I respect those who enjoy Hip Hop but ever since high school I have overlooked it because of the subliminal messages that I disagree with, especially those reflecting women.
Rose’s article identified key points in the development of Hip Hop. She talks about how “Hip Hop replicates and reimagines the experiences of urban life and symbolically appropriates urban space through sampling, attitude, dance, style and sound effects.” The problem with the replication of such images is that it has taken this notion to the extremes. It has been difficult for entrepreneurs in this industry to draw the line on “its complicity with commercialism.”
One thing I did not understand from the reading was how she talked about the use of commodity in Hip Hop but she failed to express the use of women as commodity in Hip Hop videos.
My direct experiences in the Hip Hop world have been very limited. Shamefully when I came here and learned about Hip Hop it was at Hope High School from the African American students there. I would hear them singing songs that I did not understand and my brother’s friends watching the videos in BET. I respect those who enjoy Hip Hop but ever since high school I have overlooked it because of the subliminal messages that I disagree with, especially those reflecting women.
Monday, February 18, 2008
Jordan Pruitt Lyrics "Teenager"
I like stayin' up all night I think it's my right sleepin' noon I love watching
scary movies I could stay shopping all day Gettin' my way Tryin' on shoes Don't tell me what I should be doin' Give me a break.
I'm just a teenager I like putting things off til later Just hangin' out Havin' fun Takin' my time Give me a break I'm just a teenager I'm automatically attracted to danger I can't help myself Can be no one else I'm just a teenager I dread making my bed I wish I could get out of cleanin' my room Cause I hate keeping my friends waiting Fast cars Playin' it by heart Googling stars And searching for tunes Does anyone here get what I'm saying?
[ring ring][Speaking phone conversation][Jordan:] Hello, this is Jordan[Girl:] Hey what's up?[Jordan:] You'll never guess who called me yesterday[Girl:] Who?[Jordan:] You know that guy that's taking me to homecoming?[Girl:] Yeah[Jordan:] He was like, "you took my breath away when I saw you."[Girl: laugh][Jordan:] He called me sweetie too![Girl:] Aww[Jordan:] I don't know if I like him though.
I need more minutes on my cell phone I wanna credit card of my own I want the keys to the Mercedes-Benz Yeah I wanna wear what I wanna wear I wanna copy when I think it's fair I wanna chill at the mall with my friends(at the mall with my friends) Does anyone here get what I'm saying?Just hangin' out Havin' fun Takin' my time I can't help myself Can be no one else.
I'm just a teenager Give me a break I'm just a teenager I like putting things off til later (til later)Just hangin' out Havin' fun Takin' my time Give me a break I'm just a teenager I'm automatically attracted to danger I can't help myself Can be no one else I'm just a teenager Give me a break I'm just a teenager.
scary movies I could stay shopping all day Gettin' my way Tryin' on shoes Don't tell me what I should be doin' Give me a break.
I'm just a teenager I like putting things off til later Just hangin' out Havin' fun Takin' my time Give me a break I'm just a teenager I'm automatically attracted to danger I can't help myself Can be no one else I'm just a teenager I dread making my bed I wish I could get out of cleanin' my room Cause I hate keeping my friends waiting Fast cars Playin' it by heart Googling stars And searching for tunes Does anyone here get what I'm saying?
[ring ring][Speaking phone conversation][Jordan:] Hello, this is Jordan[Girl:] Hey what's up?[Jordan:] You'll never guess who called me yesterday[Girl:] Who?[Jordan:] You know that guy that's taking me to homecoming?[Girl:] Yeah[Jordan:] He was like, "you took my breath away when I saw you."[Girl: laugh][Jordan:] He called me sweetie too![Girl:] Aww[Jordan:] I don't know if I like him though.
I need more minutes on my cell phone I wanna credit card of my own I want the keys to the Mercedes-Benz Yeah I wanna wear what I wanna wear I wanna copy when I think it's fair I wanna chill at the mall with my friends(at the mall with my friends) Does anyone here get what I'm saying?Just hangin' out Havin' fun Takin' my time I can't help myself Can be no one else.
I'm just a teenager Give me a break I'm just a teenager I like putting things off til later (til later)Just hangin' out Havin' fun Takin' my time Give me a break I'm just a teenager I'm automatically attracted to danger I can't help myself Can be no one else I'm just a teenager Give me a break I'm just a teenager.
Digital Natives Digital Immigrants
First of all, what an excellent connection with the title. The correlation with immigrants and natives just makes it so clear.
I agree to some extent with Prensky’s points on the need to confront the issue of Digital Immigrants not adapting to the needs of Digital Natives. He argues through his piece that “Today’s teachers have to learn to communicate in the language and style of their students.”
Still, I have to disagree to some level with his argument because some of the technological usage that these “Digital Natives” are using is not serving an educational purpose that will help them move forward in their educational path.
Being involved with the Providence school system through my job I have seen how the usage of technology has affected the performance of students in their classes but also how the schools lack the resources to provide a more digital class environment where students can engage more and feel that they are being understood.
My questions would be:
To what extent are teachers and educators willing to re-adjust their lessons to a more “digital friendly” environment for the benefit of the students?
How many resources such as training, software, computers and so forth would this state be willing to provide?
Lastly, how can the technology teenagers already know and use could be used to engage them more in their educational life?
I am pretty sure there are ways of coming to a middle ground where both parties would be satisfied.
And as Prensky’s says “They will succeed in the long run-and their successes will come that much sooner if their administrators support them.”
I agree to some extent with Prensky’s points on the need to confront the issue of Digital Immigrants not adapting to the needs of Digital Natives. He argues through his piece that “Today’s teachers have to learn to communicate in the language and style of their students.”
Still, I have to disagree to some level with his argument because some of the technological usage that these “Digital Natives” are using is not serving an educational purpose that will help them move forward in their educational path.
Being involved with the Providence school system through my job I have seen how the usage of technology has affected the performance of students in their classes but also how the schools lack the resources to provide a more digital class environment where students can engage more and feel that they are being understood.
My questions would be:
To what extent are teachers and educators willing to re-adjust their lessons to a more “digital friendly” environment for the benefit of the students?
How many resources such as training, software, computers and so forth would this state be willing to provide?
Lastly, how can the technology teenagers already know and use could be used to engage them more in their educational life?
I am pretty sure there are ways of coming to a middle ground where both parties would be satisfied.
And as Prensky’s says “They will succeed in the long run-and their successes will come that much sooner if their administrators support them.”
Hispanic Teens & Pregnancy
After I had looked at the movie I was looking for info on teen pregnancy online and came across this article about Hispanic teens rise with pregnancy. Just to give you a little taste of the article:
"Teen pregnancies, especially among Hispanics, is discouraging news - not only for the ill-equipped young mothers, but for the economic well-being of the entire region."
http://www.masslive.com/editorials/republican/index.ssf?/base/news-2/1203063777269040.xml&coll=1
"Teen pregnancies, especially among Hispanics, is discouraging news - not only for the ill-equipped young mothers, but for the economic well-being of the entire region."
http://www.masslive.com/editorials/republican/index.ssf?/base/news-2/1203063777269040.xml&coll=1
Juno Impressions
I loved this movie!
Juno is a film about a young teenage girls who with the help of her best friend attempts to find a home for her unborn baby after learning she was pregnant. I was very impressed with the way Juno handled herself through the pregancy.
At some points in the movie it really made me feel uncomfortable proably because of the way I was brought up and my beliefs about pregnancy. She got pregnant by Bleeker and it was kind of like nothing happened. I was just thinking throughout the film how freaked out I would have been if I was her.
I think the most important lesson for Juno was to learn how difficult life can be at times, the importance of family and enjoying her teenage years which goes back to what I had said the first day of class about how some teenagers in this generation want to jump that stage of being a teenager and most of the time this is when they encounter situations that they have to face.
My hopes at the end of the movie was that Juno with her family's support was going to keep the baby and move on. However, I was also impressed with her mature decision since she found out about her pregnancy to give up her baby to individuals who would care for the baby. Not every teenager has that capability to understand the challenges that would have come from keeping that baby. Smart move!!!
I think the most important lesson for Juno was to learn how difficult life can be at times, the importance of family and enjoying her teenage years which goes back to what I had said the first day of class about how some teenagers in this generation want to jump that stage of being a teenager and most of the time this is when they encounter situations that they have to face.
My hopes at the end of the movie was that Juno with her family's support was going to keep the baby and move on. However, I was also impressed with her mature decision since she found out about her pregnancy to give up her baby to individuals who would care for the baby. Not every teenager has that capability to understand the challenges that would have come from keeping that baby. Smart move!!!
Monday, February 11, 2008
Unlearning the Myths that Bind Us
This particular reading was very interesting to look at. I have had discussions about cartoons and the impact on children in some of my Communications classes. What I did not seem to comprehend was the connection with the topics we are currently discussing about teenagers in the media. This reading seemed to discuss the impact of cartoons on a younger audience.
What I did understand from this reading was the importance of identifying these subliminal messages and dissecting their meaning to comprehend more effectively their impact on our myths of racism, sexism, power, realtionships and family.
"Most of the early information we recieve about "others"-people racially, religiously or socioeconomically different from ourselves does not come as a result of first hand experience. The secondhand information we recieve has often been distorted, shaped by cultural seterotypes, and left incomplete."
I loved this quote from our reading... It is so real that even scares me. Most of the people I have met that have made ignorant comments about other ethnic groups have been individuals with no first hand experience. Emerging yourself to the unknown sometimes is the best way to learn about it.
I also liked the authors comment on Kenya and Sabrina about the "Black Cinderella" where both girls wanted more women of color playing leads in cartoons. However, Christensen hit it home when she explained that regardless of the number of white vs black women portrayed on cartoons, one underlying theme is the gender inequality in ALL classic cartoons.
NEWS FLASH:
Disney to introduce first black princess in 2009.
For more information on this groundbreaking moment visit:
http://www.msnbc.msn.com/id/17524865/
What I did understand from this reading was the importance of identifying these subliminal messages and dissecting their meaning to comprehend more effectively their impact on our myths of racism, sexism, power, realtionships and family.
"Most of the early information we recieve about "others"-people racially, religiously or socioeconomically different from ourselves does not come as a result of first hand experience. The secondhand information we recieve has often been distorted, shaped by cultural seterotypes, and left incomplete."
I loved this quote from our reading... It is so real that even scares me. Most of the people I have met that have made ignorant comments about other ethnic groups have been individuals with no first hand experience. Emerging yourself to the unknown sometimes is the best way to learn about it.
I also liked the authors comment on Kenya and Sabrina about the "Black Cinderella" where both girls wanted more women of color playing leads in cartoons. However, Christensen hit it home when she explained that regardless of the number of white vs black women portrayed on cartoons, one underlying theme is the gender inequality in ALL classic cartoons.
NEWS FLASH:
Disney to introduce first black princess in 2009.
For more information on this groundbreaking moment visit:
http://www.msnbc.msn.com/id/17524865/
Monday, February 4, 2008
The Rise and Fall of the American Teenager
Talking Points:
This week’s reading was helpful to put into perspective the views of a teenager now in comparison to views from years ago and to realize that unfortunately attitudes of what a teenager is have not changed.
· “Youth is seen, especially by adults, as a time without compromise…”This part of the reading really connected because that is the attitude that parent’s believed about their teenagers. They think that their kids are irresponsible and don’t care about anything besides their “world” but the reality is that most teenagers feel compromised by their behaviors and it reflects later on in their lives.
· The stories of the young girls who gave birth and killed their babies were horrific and a great signal of the pressures of pregnancy of that time and lack of communication of relationships and sexuality. “She proved herself physically capable of bearing a child, but not mentally, emotionally, or morally mature enough to handle it. She had, in a word, shown herself to be a teenager.” Furthermore, this example shows how adults over generalize that teenagers lack emotional, moral and mental maturity.
· “Sometimes young people could display learning skills, or religious inspiration that would force their elders to acknowledge maturity.” This happened to me when I became a religious leader in my town. It was a stressful stage because I had to keep up with expectations.
· “The weakness we see in youth are our own, and we know it.” I believe this is one of the explanations why adult are so contradictory on their understanding of what makes a teenager. They measure teenagers to what their personal experiences as a teenager regardless of the differences.
This week’s reading was helpful to put into perspective the views of a teenager now in comparison to views from years ago and to realize that unfortunately attitudes of what a teenager is have not changed.
· “Youth is seen, especially by adults, as a time without compromise…”This part of the reading really connected because that is the attitude that parent’s believed about their teenagers. They think that their kids are irresponsible and don’t care about anything besides their “world” but the reality is that most teenagers feel compromised by their behaviors and it reflects later on in their lives.
· The stories of the young girls who gave birth and killed their babies were horrific and a great signal of the pressures of pregnancy of that time and lack of communication of relationships and sexuality. “She proved herself physically capable of bearing a child, but not mentally, emotionally, or morally mature enough to handle it. She had, in a word, shown herself to be a teenager.” Furthermore, this example shows how adults over generalize that teenagers lack emotional, moral and mental maturity.
· “Sometimes young people could display learning skills, or religious inspiration that would force their elders to acknowledge maturity.” This happened to me when I became a religious leader in my town. It was a stressful stage because I had to keep up with expectations.
· “The weakness we see in youth are our own, and we know it.” I believe this is one of the explanations why adult are so contradictory on their understanding of what makes a teenager. They measure teenagers to what their personal experiences as a teenager regardless of the differences.
Tuesday, January 29, 2008
When I was 13
When I was 13 years old I lived with both of my grandparents after my parents got divorced. I was very upset at God, life, my parents about my new life although I kept my feelings to myself... only at night, lonely in a room my grandma prepared for me I let my rage out.
I cried till sunrise praying to God in between that he granted me one more time, one more chance to go back when my family lived together. When my sis and I shared a room full of laughters, jokes and memorable moments together. Fighting over space and admiring her putting makeup on from the mirror. Playing with my brother hide and seek in our house or making a house made out of my moms old sheets and boxes in the 4th floor. The most I prayed for was seeing my father smile to my mom one more time or check us at midnight like he used to do to make sure we were sleeping and safe.
When I was 13 I hoped, cried and prayed unitl I resigned to my reality. One I had not choosen or wanted. One I had no control over.
I cried till sunrise praying to God in between that he granted me one more time, one more chance to go back when my family lived together. When my sis and I shared a room full of laughters, jokes and memorable moments together. Fighting over space and admiring her putting makeup on from the mirror. Playing with my brother hide and seek in our house or making a house made out of my moms old sheets and boxes in the 4th floor. The most I prayed for was seeing my father smile to my mom one more time or check us at midnight like he used to do to make sure we were sleeping and safe.
When I was 13 I hoped, cried and prayed unitl I resigned to my reality. One I had not choosen or wanted. One I had no control over.
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