Snapchat and Affective Inequalities: Affective Flows in a Schooling Assemblage
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| Title: | Snapchat and Affective Inequalities: Affective Flows in a Schooling Assemblage |
|---|---|
| Language: | English |
| Authors: | Jennifer Charteris (ORCID |
| Source: | International Journal of Qualitative Studies in Education (QSE). 2024 37(1):97-113. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, Social Media, Gender Bias, School Culture, High School Students, Interpersonal Communication, Visual Aids, Handheld Devices, Telecommunications |
| Geographic Terms: | Australia |
| DOI: | 10.1080/09518398.2021.2003886 |
| ISSN: | 0951-8398 1366-5898 |
| Abstract: | Gendered power relations and cyber-objectification can be produced through Snapchat in schooling contexts. The research illustrates how social media circulates affect in an Australian high school setting. While "Snapchatting" can evoke joy, it can produce gendered inequities. This research details affective inequalities associated with Snapchat use. Affective inequalities ("lad culture", "rape culture" and "everyday sexism") are produced through texts, images and videos and are normalised through the gendered material-discursive relations in schools. Through making new material entanglements visible, the subtle sexist practices associated with misogyny in schools can be surfaced and recognised. Explicit critiques of misogyny are required to support gender equity in schools. This article contributes to the literature both as new material school-based research, and as an exploration of the gendered implications of Snapchat technology use among young people. It addresses the need to challenge masculine sexual entitlement, both online and in schools. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1406335 |
| Database: | ERIC |
| Abstract: | Gendered power relations and cyber-objectification can be produced through Snapchat in schooling contexts. The research illustrates how social media circulates affect in an Australian high school setting. While "Snapchatting" can evoke joy, it can produce gendered inequities. This research details affective inequalities associated with Snapchat use. Affective inequalities ("lad culture", "rape culture" and "everyday sexism") are produced through texts, images and videos and are normalised through the gendered material-discursive relations in schools. Through making new material entanglements visible, the subtle sexist practices associated with misogyny in schools can be surfaced and recognised. Explicit critiques of misogyny are required to support gender equity in schools. This article contributes to the literature both as new material school-based research, and as an exploration of the gendered implications of Snapchat technology use among young people. It addresses the need to challenge masculine sexual entitlement, both online and in schools. |
|---|---|
| ISSN: | 0951-8398 1366-5898 |
| DOI: | 10.1080/09518398.2021.2003886 |
