The Gendered Geek: Performing Masculinities In
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VIDEO GAME SUBCULTURES Playing at the Periphery of Mainstream Culture Edited by Marco Benoît Carbone & Paolo Ruffino
ISSN 2280-7705 www.gamejournal.it Published by LUDICA Issue 03, 2014 – volume 1: JOURNAL (PEER-REVIEWED) VIDEO GAME SUBCULTURES Playing at the periphery of mainstream culture Edited by Marco Benoît Carbone & Paolo Ruffino GAME JOURNAL – Peer Reviewed Section Issue 03 – 2014 GAME Journal A PROJECT BY SUPERVISING EDITORS Antioco Floris (Università di Cagliari), Roy Menarini (Università di Bologna), Peppino Ortoleva (Università di Torino), Leonardo Quaresima (Università di Udine). EDITORS WITH THE PATRONAGE OF Marco Benoît Carbone (University College London), Giovanni Caruso (Università di Udine), Riccardo Fassone (Università di Torino), Gabriele Ferri (Indiana University), Adam Gallimore (University of Warwick), Ivan Girina (University of Warwick), Federico Giordano (Università per Stranieri di Perugia), Dipartimento di Storia, Beni Culturali e Territorio Valentina Paggiarin, Justin Pickard, Paolo Ruffino (Goldsmiths, University of London), Mauro Salvador (Università Cattolica, Milano), Marco Teti (Università di Ferrara). PARTNERS ADVISORY BOARD Espen Aarseth (IT University of Copenaghen), Matteo Bittanti (California College of the Arts), Jay David Bolter (Georgia Institute of Technology), Gordon C. Calleja (IT University of Copenaghen), Gianni Canova (IULM, Milano), Antonio Catolfi (Università per Stranieri di Perugia), Mia Consalvo (Ohio University), Patrick Coppock (Università di Modena e Reggio Emilia), Ruggero Eugeni (Università Cattolica del Sacro Cuore, Milano), Roy Menarini (Università di Bologna), Enrico Menduni (Università di -
Geek Policing: Fake Geek Girls and Contested Attention
International Journal of Communication 9(2015), 2862–2880 1932–8036/20150005 Geek Policing: Fake Geek Girls and Contested Attention JOSEPH REAGLE1 Northeastern University, USA I frame the 2012–2013 discourse about “fake geek girls” using Bourdieu’s theory of fields and capital, complemented by the literature on geeks, authenticity, and boundary policing. This discourse permits me to identify the reciprocal relationship between the policing of identity (e.g., Am I a geek?) and the policing of social boundaries (e.g., Is liking an X-Men movie sufficiently geeky?). Additionally, geekdom is gendered, and the policing of fake geek girls can be understood as a conflict over what is attended to (knowledge or attractiveness), by whom (geekdom or mainstream), and the meaning of received attention (as empowering or objectifying). Finally, despite the emergence of a more progressive and welcoming notion of geeks-who-share, the conversation tended to manifest the values of dominant (androcentric) members. That is, in a discourse started by a woman to encourage other women to be geeky, some of the loudest voices were those judging women’s bodies and brains according to traditionally androcentric and heteronormative values. Consequently, in this boundary and identity policing, women faced significant double binds, and the discourse exemplified a critical boomerang in which a critique by a woman circled back to become a scrutiny of women by men. Keywords: authenticity, boundaries, capital, geek, gender, policing, subculture In March 2012, Tara Tiger Brown (2012), a self-described “tech entrepreneur, educator and opinion writer,” wrote an article entitled “Dear Fake Geek Girls: Please Go Away.” The article prompted much discussion, generating 250 comments below the article itself as well as thousands of comments elsewhere. -
Copyrighted Material
chapter six INTO THE CLASSROOM Pedagogical Approaches to the Rhetoric of Intellectualism and Anti-intellectualism COPYRIGHTED ForMATERIAL the past ten years, to engage my first-year composition students in the important work of thinking and writing critically about the messages concerning education and intellectualism that surround them, I have been introducing them to the prominent voices—both academic and popular— sending these messages. I have also been aiding them in examining the context, rhetorical strategies, and potential consequences of such messages. With the goals of teaching students how to think critically about the rhetoric that surrounds them and also how to effectively and thoughtfully employ rhetorical strategies in their own communication of ideas, the first-year composition course has seemed an appropriate place to encourage students to analyze and respond to this rhetoric. It is important to engage students in a study of the rhetoric of intellectualism and anti-intellectualism in the United States not only because it shapes education reform, public policy, and public ideas about literacy and learning but also because it influences students’ own attitudes, experiences, and actions. In addition, it is important for us to employ a pedagogical approach that encourages and empowers students to become critical, active participants in these academic and public 119 conversations because (as the survey in chapter 1 makes clear) students’ voices are not currently present in these discussions. In this chapter, I discuss two examples of my work engaging undergradu- ates in a critical analysis of the rhetoric of intellectualism and anti-intellectu- alism in the United States. I describe the assignments and discern both what students learned from their work in the class and what rhetoric, composition, and literacy studies scholars can learn from students’ conclusions. -
Structure in Persuasion
English Structure in Persuasion About this Lesson The purpose of this lesson is to compare, analyze, and evaluate the claims, persuasive techniques, and structures of two opinion pieces originally printed in newspapers. Students will read the texts, paragraph by paragraph, and determine the purpose of each paragraph while analyzing and evaluating the effectiveness of the techniques the writers use to defend their claims. Students will also read an additional brief excerpt, identify the claim, and practice writing a concession and counterargument following a model. Passages for LTF® lessons are selected to challenge students while lessons and activities make texts accessible. Guided practice with challenging texts allows students to gain the proficiency necessary to read independently at or above grade level. This lesson is included in Module 10: Analyzing Organization and Syntax. Objectives Students will compare, analyze, and evaluate claims, persuasive techniques, and structures in two TEACHER contrasting texts. evaluate the effectiveness of techniques a writer uses to defend his or her claims. write a concession and counterargument in response to an argument. Level Grades Six through Ten Connection to Common Core Standards for English Language Arts LTF Foundation Lessons are designed to be used across grade levels and therefore are aligned to the CCSS Anchor Standards. Teachers should consult their own grade-level-specific Standards. The activities in this lesson allow teachers to address the following Common Core Standards: Explicitly addressed in this lesson Code Standard Level of Depth of Thinking Knowledge R.1 Read closely to determine what the text says Understand III explicitly and to make logical inferences from it. -
Nerds! Cultural Practices and Community-Making in a Subcultural
Nerds!: Cultural Practices and Community-Making in a Subcultural Scene by Benjamin Michael WOO Chun How M.A. (Communication), Simon Fraser University, 2006 B.A. (Hons.), Queen’s University, 2004 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the School of Communication Faculty of Communication, Art and Technology © Benjamin Woo 2012 SIMON FRASER UNIVERSITY Summer 2012 All rights reserved. However, in accordance with the Copyright Act of Canada, this work may be reproduced, without authorization, under the conditions for “Fair Dealing.” Therefore, limited reproduction of this work for the purposes of private study, research, criticism, review and news reporting is likely to be in accordance with the law, particularly if cited appropriately. Approval Name: Benjamin Woo Degree: Doctor of Philosophy (Communication) Title of Thesis: Nerds!: Cultural Practices and Community-Making in a Subcultural Scene Examining Committee: Chair: Richard Smith, Professor Gary McCarron Senior Supervisor Associate Professor Shane Gunster Supervisor Associate Professor Stuart Poyntz Supervisor Assistant Professor Cindy Patton Internal/External Examiner Canada Research Chair in Community, Culture & Health Department of Sociology and Anthropology Bart Beaty External Examiner Professor Department of English University of Calgary Date Defended/Approved: August 13, 2012 ii Partial Copyright Licence iii Ethics Statement The author, whose name appears on the title page of this work, has obtained, for the research described in this work, either: a. human research ethics approval from the Simon Fraser University Office of Research Ethics, or b. advance approval of the animal care protocol from the University Animal Care Committee of Simon Fraser University; or has conducted the research c. -
Get Your Geek On”: Online and Offline Representations of Audiotopia Within the Geekycon Community
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 8-2017 “Get Your Geek On”: Online and Offline Representations of Audiotopia within the GeekyCon Community Sarah Frances Holder University of Tennessee, Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Part of the Digital Humanities Commons, Ethnomusicology Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons, Musicology Commons, Other Arts and Humanities Commons, and the Women's Studies Commons Recommended Citation Holder, Sarah Frances, "“Get Your Geek On”: Online and Offline Representations of Audiotopia within the GeekyCon Community. " Master's Thesis, University of Tennessee, 2017. https://trace.tennessee.edu/utk_gradthes/4882 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Sarah Frances Holder entitled "“Get Your Geek On”: Online and Offline Representations of Audiotopia within the GeekyCon Community." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Master of Music, with a major in Music. -
Geek and Nerd Masculinity in the Big Bang Theory
Geek and nerd masculinity in The Big Bang Theory Marie Louise Skou Larsen Master’s thesis Mia Rendix 02 June 2020 Characters: 190,519 L a r s e n | 2 Table of Contents Abstract ......................................................................................................................................................... 3 Keywords ....................................................................................................................................................... 3 Topic .............................................................................................................................................................. 4 Introduction .................................................................................................................................................. 4 Method ............................................................................................................................................ 6 A brief history of masculinity ........................................................................................................................ 7 Judith Butler on gender performativity ...................................................................................................... 13 Raewyn Connell on masculinities ............................................................................................................... 15 Male intimacy and homosocial groups ...................................................................................................... -
Nerd/Geek Masculinity: Technocracy, Rationality
NERD/GEEK MASCULINITY: TECHNOCRACY, RATIONALITY, AND GENDER IN NERD CULTURE’S COUNTERMASCULINE HEGEMONY A Dissertation by ELEANOR AMARANTH LOCKHART Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Chair of Committee, Kristan Poirot Committee Members, Tasha Dubriwny Jennifer Mercieca Claire Katz Head of Department, J. Kevin Barge August 2015 Major Subject: Communication Copyright 2015 Eleanor Amaranth Lockhart ABSTRACT Nerd and geek culture have become subjects of increasing public concern in recent years, with growing visibility and power for technical professions and increasing relevance of video games, science fiction, and fantasy in popular culture. As a subculture, nerd/geek culture tends to be described in terms of the experiences of men and boys who are unpopular because of their niche interests or lack of social skills. This dissertation proposes the concept of nerd/geek masculinity to understand discourses of hegemonic masculinity in nerd/geek culture. Examining three case studies, the novel Ender’s Game by Orson Scott Card, the neoreactionary political ideology, and the #GamerGate controversy, the dissertation suggests that nerd/geek masculinity responds to a perceived emasculation of men who identify as nerds or geeks by constructing the interests, skills, and behaviors of nerd/geek culture as inherently male traits. In this way, nerd/geek masculinity turns the very traits nerds and geeks are often mocked for into evidence of manhood – as the cost of excluding women and queer people from nerd and geek culture. ii DEDICATION To my friends and family who have supported me through this process of scholarship and survival, especially Aeva Palecek and Emily O’Leary… you are my dearest friends. -
Presenting a Retro Appearance Through Sewing for Oneself: Motivations and Methods Charity Suzanne Armstead Iowa State University
Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2018 Presenting a retro appearance through sewing for oneself: Motivations and methods Charity Suzanne Armstead Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the American Material Culture Commons, Fashion Design Commons, Home Economics Commons, and the Women's Studies Commons Recommended Citation Armstead, Charity Suzanne, "Presenting a retro appearance through sewing for oneself: Motivations and methods" (2018). Graduate Theses and Dissertations. 17141. https://lib.dr.iastate.edu/etd/17141 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Presenting a retro appearance through sewing for oneself: Motivations and methods by Charity Suzanne Armstead A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Apparel, Merchandising, and Design Program of Study Committee: Ellen McKinney, Major Professor Eulanda Sanders Kelly Reddy-Best Amy Bix Michèle Schaal The student author, whose presentation of the scholarship herein was approved by the program of study committee, is solely responsible for the content of this dissertation. The Graduate College will ensure this dissertation is globally accessible and will not permit alterations after a degree is conferred. Iowa State University Ames, Iowa 2018 Copyright © Charity Suzanne Armstead, 2018. All rights reserved. -
Society's Evolving Stereotypes of Our Students with Gifts and Talents
Social/Emotional Needs Tracy L. Cross Nerds and Geeks: Society’s Evolving Stereotypes of Our Students With Gifts and Talents Over the past 25 years, my colleagues and I have Since the early 1980s many popular films, conducted research into the experiences of our stu- books, and television shows have been produced dents with gifts and talents, particularly those in with an intellectually capable student as the main school. We have written many papers and even a character. Some examples are Searching for Bobby couple of books describing these students’ lives and Fischer (1993), Good Will Hunting (1997), and how they live them. An obvious part of their expe- “Family Matters,” a sitcom showcasing Steve Urkel rience can be reflected in the stereotypes used in as “America’s favorite nerd.” All of these examples society to describe these children. The two most portrayed gifted students in a broader light than common ones are nerd and geek. When we first did the strict stereotypes that were just described. started interviewing gifted students about these Even though these characters did have some nega- terms in 1982, we found that both terms had very tive aspects to their lives that were tied to society’s Onegative ramifications in the gifted students’ per- stereotypes, they were seen as people, as individuals, ceptions. For example, nerds were generally consid- and that was a huge step forward. ered as socially inadequate, shy or overbearing, As the years passed, the current generation of smart, and perhaps too smart as we learned later in children has grown up immersed in an increasingly our studies. -
Surprise and Seduction: Theorising Fashion Via the Sociology of Wit Dita
Surprise and seduction: Theorising fashion via the sociology of wit Dita Svelte A thesis in fulfilment of the requirements for the degree of Doctor of Philosophy School of Social Sciences Faculty of Arts and Social Sciences UNSW Sydney 12 September 2019 THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: SVELTE First name: DITA Other name/s: ISHTAR ARTEMIS Abbreviation for degree as given in the University calendar: Doctor of Philosophy (PhD) School: School of Social Sciences Faculty: Arts and Social Sciences Title: Surprise and seduction: Theorising fashion via the sociology of wit Abstract 350 words maximum: What insights might a sociology of wit as applied to the phenomenon of fashion generate? This thesis applies the sociology of humour to fashion to develop a concept of wit that contributes to further understanding fashion. The thesis argues that this concept of wit is characterised by qualities of surprise and seduction. Surprise is defined as the experience of an unexpected, creative intellectual insight expressed in a pithy manner; seduction is the experience of being led astray, and also the desire of the subject to be led astray. The thesis demonstrates the presence of empirical sites of wit within fashion in the form of the dandy and glamour. It utilises Thomas Carlyle’s Sartor Resartus [2000] (1836) to further conceptualise the wit of fashion at the intersection of theories of humour and theories of fashion. The contribution of the wit of fashion to classical texts in the sociology of fashion -
Disability Is Not Measles: New Research Paradigms in Disability. INSTITUTION Roeher Inst., North York (Ontario)
DOCUMENT RESUME ED 390 194 EC 304 458 AUTHOR Rioux, Marcia H., Ed.; Bach, Michael, Ed. TITLE Disability Is Not Measles: New Research Paradigms in Disability. INSTITUTION Roeher Inst., North York (Ontario). REPORT NO ISBN-I-895070-34-1 PUB DATE 94 NOTE 295p. AVAILABLE FROM L'Institut Roeher, Kinsmen Building, York University, 4700 Keele St., North York, Ontario M3J 1P3, Canada. PUB TYPE Books (010) Collected Works Conference Proceedings (021) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS Civil Rights; *Disabilities; Foreign Countries; Labeling (of Persons); Mental Retardation; Models; Normalization (Disabilities); *Political Influences; Quality of Life; *Research Methodology; *Research Problems; Semiotics; Social Discrimination; *Social Influences; Social Integration; *Social Science Research; Social Stratification; Social Systems IDENTIFIERS *Attitudes toward Disabled; Empowerment ABSTRACT This book is the product of a forum titled New Research Directions and Paradigms, held at the Congress of the International Association for the Scientific Study of Mental Deficiency in Australia in August 1992. The book presents 13 chapters, all written within a critical paradigm for disability research which critiques the reification of disability entrenched through a positivist theory of knowledge and focuses on the social, economic, political, and legal construction of disability. This paradigm sees disability as socially constructed rather than an inherent and fixed feature of a person and examines disability research questions through the lens