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109
interpellate individuals to subject positions within discourses, thereby producing
subjects. Stuart Hall describes the encompassing power of discourse as follows:
"The 'subject' is produced within the discourse. This subject of discourse
cannot be outside discourse, because it must be subjected to discourse. It
must submit to its rules and conventions, to its dispositions of
power/knowledge. The subject can become the bearer of the kind of
knowledge which discourse produces. It can become the object through
which power is relayed. But it cannot stand outside power/knowledge as its
source and author.”5
Identity is both created and limited by the subject positions created by discourse. As
subjects, we are compelled toward particular viewpoints as a result of our occupation
of the subject position, and while we may resist particular subjectivities, we can
never step outside of discourse.
The development of identity, then, is the process of positioning oneself in
relation to subject positions. It is important to remember that subjectivity is made up
of a variety of factors—gender is intertwined with sexuality, race, and class, for
example—and that subjectivity and identity are flexible and dynamic. That is, in
order to get a clear picture of one’s identity, we must not only consider what it means
to be female, but what it means to be female, white, heterosexual, and middle class.
As Ien Ang writes, “Gender identity, in short, is both multiple and partial, ambiguous
and incoherent, permanently in the process of being articulated, disarticulated and
rearticulated.”6 The same goes for other aspects of identity.
Judith Butler introduced the concept of performativity to her work on gender
identity as a way to understand the process by which subjects negotiate the demands
of various subjectivities.7 Performativity does not, in this view, represent a voluntary
Object Description
| Title | Kids as cultural producers: consumption, literacy, and participation |
| Author | Stephenson, Rebecca Herr |
| Author email | rherr@usc.edu; bhs@hri.uci.edu |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Communication |
| School | Annenberg School for Communication |
| Date defended/completed | 2008-08-25 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-10-17 |
| Advisor (committee chair) | Banet-Weiser, Sarah |
| Advisor (committee member) |
Gross, Larry Seiter, Ellen |
| Abstract | This dissertation looks closely at the practice of digital media production within a group of special education students and their teachers. Using ethnographic methods of extended participant observation and semi-structured interviews with students, teachers, and parents, along with textual analysis of students' media projects, this work examines the types of learning that emerge from making media at school and the ways in which that learning relates to media and technology use in everyday life. Over the course of one school year (2005-2006), the students who are the focus of this dissertation undertook eight different multimedia production projects, ranging from designing PowerPoint presentations to digital video production and stop-motion animation. Through media production, the students found opportunities to practice traditional and digital literacy skills as well as to explore issues of identity and self-expression.; This dissertation provides empirical support for recommendations made by several media literacy scholars to include media production as part of critical media literacy curricula and contributes a unique case study -- one situated in special education -- to a growing body of work on digital literacy. Three interdisciplinary themes--consumption, literacy, and participation -- are used to organize the description and analysis of the students' media production activities. These themes connect the specific production that took place in the classroom to larger discourses about youth, media, technology, education, and access, working to complicate existing constructions of young people as either helpless victims of manipulative media or naturally savvy media and technology users. Instead, this research emphasizes that the relationships kids have with media and technology are complex, dynamic, intrinsically linked to their identities as consumers and participants in society. Media literacy is thus theorized as a tool for understanding and controlling consumption, participation, and the construction of young people as both current and future citizens. |
| Keyword | media literacy; media production; special education; middle school; digital media |
| Geographic subject (city or populated place) | Los Angeles |
| Coverage date | 2005/2006 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m1674 |
| Contributing entity | University of Southern California |
| Rights | Stephenson, Rebecca Herr |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Stephenson-2393 |
| Archival file | uscthesesreloadpub_Volume29/etd-Stephenson-2393.pdf |
Description
| Title | Page 114 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 109 interpellate individuals to subject positions within discourses, thereby producing subjects. Stuart Hall describes the encompassing power of discourse as follows: "The 'subject' is produced within the discourse. This subject of discourse cannot be outside discourse, because it must be subjected to discourse. It must submit to its rules and conventions, to its dispositions of power/knowledge. The subject can become the bearer of the kind of knowledge which discourse produces. It can become the object through which power is relayed. But it cannot stand outside power/knowledge as its source and author.”5 Identity is both created and limited by the subject positions created by discourse. As subjects, we are compelled toward particular viewpoints as a result of our occupation of the subject position, and while we may resist particular subjectivities, we can never step outside of discourse. The development of identity, then, is the process of positioning oneself in relation to subject positions. It is important to remember that subjectivity is made up of a variety of factors—gender is intertwined with sexuality, race, and class, for example—and that subjectivity and identity are flexible and dynamic. That is, in order to get a clear picture of one’s identity, we must not only consider what it means to be female, but what it means to be female, white, heterosexual, and middle class. As Ien Ang writes, “Gender identity, in short, is both multiple and partial, ambiguous and incoherent, permanently in the process of being articulated, disarticulated and rearticulated.”6 The same goes for other aspects of identity. Judith Butler introduced the concept of performativity to her work on gender identity as a way to understand the process by which subjects negotiate the demands of various subjectivities.7 Performativity does not, in this view, represent a voluntary |
