Meet the Flintstones a Critical Essay on the Perpetuation of the 'Caveman' Stereotype, from the Late 1800'S to Today
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Meet the Flintstones A critical essay on the perpetuation of the 'caveman' stereotype, from the late 1800's to today. Sarah Moyneur Master’s Thesis in Archaeology Spring of 2013 Supervisor: Kristina Jennbert Department of Archaeology and Ancient History Lund University 1 Abstract Images can convey a lot in a little space, and communicate in a way that words cannot. For this reason, studying visual communication is important in order to ensure that users are conveying the right message. This thesis aims to better understand paleolithic reconstruction, and the stereotypes that are associated with them with the help of the following theoretical perspectives: gender, visual perspective, agency, and critical theory. Images are taken from three different periods in order to track the progression: the late 1800's, the 1960's, and today. These images are analyzed to extract elements of the stereotype. These elements are discussed in association with their appropriate time periods and paradigms in order to grasp various aspects associated with perpetuation. We see that certain aspects of reconstructions have remained stagnate since the birth of the stereotype in the late 1800's, and that these aspects are the result of various socio-political factors as well as conscious and unconscious motives. In addition to researching the reasons behind stereotype perpetuation, it was necessary to conduct a survey to show how images affect those who are exposed to them. The survey shows that images affect both archaeologically and non-archaeologically trained students to varying degrees. KEYWORDS: Stereotype, Stone Age, Illustrations, Academic, Popular Culture, Perspectives, Socio- Politics, Late 1800's, 1960's, Modern. 2 Table of Contents Chapter 1 – Introduction............................................................................................................................4 1.1 Goals, Motives, and Questions.................................................................................................6 Chapter 2 – Theoretical Perspective, Material, and Methods....................................................................7 2.1 Theoretical Perspective............................................................................................................7 2.1.1. Gender Theory........................................................................................................8 2.1.2. Visual Perspective Theory......................................................................................9 2.1.3. Agency Theory......................................................................................................10 2.1.4. Critical Theory......................................................................................................11 2.2 Material..................................................................................................................................12 2.3 Methods..................................................................................................................................13 2.3.1. Acquisition of Illustrations...................................................................................14 2.3.2. Comparative Iconographic Analysis....................................................................16 2.3.3. Critical Discourse Analysis..................................................................................17 2.3.4. The Survey............................................................................................................18 Chapter 3 - Changes in Archaeology Through the Ages (and the gender roles that accompanied it).....18 3.1 Late 1800's Paradigm............................................................................................................19 3.2 1960's Paradigm....................................................................................................................21 3.3 Modern Paradigm..................................................................................................................22 3.4 Issues in Gender Archaeology................................................................................................25 Chapter 4 – Down to Business.................................................................................................................25 4.1 Images....................................................................................................................................26 4.2 Comparative Iconographic Analysis of Images.....................................................................30 4.3 Critical Discourse Analysis....................................................................................................35 4.4 The Power of Images..............................................................................................................46 4.5 Survey.....................................................................................................................................56 Chapter 5 – The Finale.............................................................................................................................67 Chapter 6 – Summary..............................................................................................................................73 References................................................................................................................................................75 Websites...................................................................................................................................................79 3 Chapter 1 – Introduction Through the rise of gender archaeology in the last few decades the inaccuracy, or rather the indifference, of illustrations depicting prehistoric people have come to the forefront; especially in regards to the overrepresentation/exaggeration of men and their activities. This representation of men brings with it the idea of a male stereotype. A stereotype is simply a generalized idea of something, which may not be grounded in fact (Hall 2012, 158). The stereotypical male for prehistory is the strong and brave man, who faces dangers and toils, all to serve and support the women and children with whom he is connected. We are all products of our time, and thus constrained by our society and societal pressures. While the concept of gender is a relatively new phenomenon, the stereotypical “Leave it to Beaver” mentality of the 50's with a breadwinning father, a subservient house wife who vacuums in pearls, and playful and mischievous kids is also relatively new. The newness of gender awareness and Western family values is difficult to reflect on because we are still negotiating within these parameters. The habitus of our time shapes our thinking and preconceptions, and it is likely that this habitus will spill over into other aspects of society, of which illustrations are not exempt. Despite the fact that archaeology is meant to gather as much information as possible to study the past, and present its data in a clear and sensible manner, complete objectivity and unbiased viewpoints are not possible (at least not now). As we have seen through the shifting paradigms that archaeology has participated in, the subject went from claiming to have exact truths about the past, to the understanding that we can only do so much when discussing the past, and should try and explain it in a manner that makes the most sense. Paradigm is a major concept in this thesis. Paradigm, the definition given by Google, is as follows: par·a·digm /' parə , dɪm/ (a noun) 1. a typical example or pattern of something; a model. 2. a world view underlying the theories and methodology of a particular scientific subject (2013). A paradigm is something that resembles a model, and a typical way of doing science. A paradigm is a little more than a model though, because, it is a shared model(s) that unites a group through its use and acceptance (Hacking 2012, xxiv), and in our case it is the model(s) that unite an archaeological community. While some choose to argue the semantics of the word 'paradigm' (Hacking 2012, xxiii), it is sufficient for this thesis to think of a paradigm as a shared model. The definition of a paradigm by semioticians is a system created by social rules that dictate when one thing can be substituted, added, or removed without the system being undermined as a whole (Hall 2012, 138). A paradigm shift, however, is more complicated. Thomas Kuhn was the man who brought the word paradigm to the renowned 4 status it has today, and introduced the science community to the term 'paradigm shift' (Hacking 2012, xi). Kuhn chooses to define a paradigm shift as something which occurs when current methods are no longer applicable to cope with the amount of anomalies received; at which time new achievements redirect research, thereby creating a new paradigm (Hacking 2012, xxiii). Again, nothing is clear cut with these words or terms, but for the purpose of this thesis it is enough to understand that a paradigm is a model/way of doing science that is accepted by many; and, a paradigm shift occurs when current models are no longer sufficient and new models are found and implemented in acceptable ways. Inside the world of archaeology researchers and professionals have the best understanding of what is going on with the empirical data, and the methods and theories being used to make the most sense of it; however, it is the illustrations of these beliefs that are most accessible to the public, and it is