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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 0000-0002-1554-6730), Sue Gregory (ORCID 0000-0002-0417-8266)
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
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  Data: <searchLink fieldCode="AR" term="%22Jennifer+Charteris%22">Jennifer Charteris</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1554-6730">0000-0002-1554-6730</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sue+Gregory%22">Sue Gregory</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0417-8266">0000-0002-0417-8266</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Qualitative+Studies+in+Education+%28QSE%29%22"><i>International Journal of Qualitative Studies in Education (QSE)</i></searchLink>. 2024 37(1):97-113.
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  Data: 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
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Bias%22">Gender Bias</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Telecommunications%22">Telecommunications</searchLink>
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  Data: 10.1080/09518398.2021.2003886
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  Data: 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.
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      – SubjectFull: Social Media
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      – SubjectFull: Gender Bias
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