The election of the Pope, in 2005 and in 2013
Avid Sociology Lens readers (as I am sure you all are) will have already read Roger Tyler’s piece this week; “Digital Witness: Memory vs. Experience”. In it, he discusses his experiences of attending Glastonbury Festival and the summer solstice at Stonehenge, and how in both cases he felt showed examples of how obsessed we have become with the need to document and record our experiences as they are happening. Even as the fireworks go off or the sun comes up, we all reach for our smart phones; as if, if we don’t record something and share it with our friends it cannot possibly have happened.
By a strange coincidence (either offering support for the issue, or implying lack of imagination, I’m not sure which…) I was in the middle of writing an almost identical piece this week. Given that I am lazy, and there is no such thing as too much Sociological analysis, I want to build on the points made in the article, and see if I can usher in a few more theories along the way.
Football is England’s national sport. It’s played in every city, town and school in the country. The English Premier League is the richest league in the world. For millions of English fans who contribute this wealth, watching football either live or on TV is effectively a costly tax on their devotion to their club. Why then does England lose to smaller nations with fewer players and less money to invest in talent? (more…)
By Iconshock [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
Over the past few months, numerous publications have
discussed – and mostly: dismissed – the trend to incorporate so-called trigger warnings into the college classroom and syllabus. Trigger warnings have become a standard practice for articles in feminist blogs and other online media that discuss incidences of violence, sexual assault and that may contain other potentially ‘triggering’ material, with the purpose of giving readers a way to opt-out of exposing themselves to said material. As some college professors have started to incorporate this practice into their classrooms in order to warn students of potentially ‘triggering’ material – and some colleges
have even discussed adopting trigger warning policies – the public reaction has been mostly negative. However, it is my position that most of these commentators have it backward and misunderstand what trigger warnings are about and can do – granted, there are examples of very poorly-done trigger warnings out there that can easily be taken as evidence for some of the critics’ fears – and I believe they can and should have a place in the sociology classroom and that they can actually play a positive and productive pedagogical role.
["White Ribbon". Source: MesserWoland [Public domain], via Wikimedia Commons]
In response to the horrific murders at UC Santa Barbara two weeks ago, many commentators have pointed out the perpetrator’s connection to so-called Anti-Pickup Artist
online communities and to the misogynist
motivations of the shooting. Whereas the Pick-Up Artist fad has received some media attention and academic study
in the past, the so-called Anti-Pick-Up artist scene has received much less attention – with notable exceptions well worth reading
– and has probably been completely off the radar even for those of us studying gender. Even though the name suggests an oppositional stance on the idea of PickUp artistry, in reality, these Anti-Pick-Up Artists share in the very same gender ideology as those being drawn to Pick-Up Artist message boards and websites. Add in the frustration with the ineffectiveness of the Pick-Up Artists’ tips and strategies, and the Anti-Pick-Up Artist scene reveals itself as promoting an equally – if note more – toxic gender ideology.
Following on from a report from the White House on student sexual assault, the Obama administration has recently released an anti-rape PSA to launch the ‘1 Is 2 Many’ campaign to address the issue of sexual assault and rape. If you haven’t already watched it then do: it has a refreshing and positive rhetoric, placing the focus on the perpetrator and not the victim. “If I saw it happening I would help her, not blame her”, Daniel Craig states. It follows an argument that is entirely reasonable but often forgotten, that it is more effective to teach people not to rape than it is to teach people not to get raped.
I like this advert for a number of reasons. It is clear and concise, moving and inspiring without being patronising, and doesn’t rely on ‘misery porn’ or fear to get its point across. It has a sense of hope and optimism, a “we can do this!” attitude. It is encouraging rather than threatening and manages to discuss rape whilst being approachable. I say all this because I don’t want to fall into the sociological trap of jumping straight into criticism without saying positive things, or to belittle how progressive this perspective is. This advert is a significant improvement on anti-rape campaigns that blame the victim, and I hope for more. However, there are overarching themes that this video throws up that I have to acknowledge, because despite liking this advert, it still has discursive effects and impact beyond simply preventing rape.
Source: Nathan Rupert (SD) [CC-BY-2.0], via Wikimedia Commons.
Finally, it’s almost summer. And as the weather gets better, more and more social life in my neighborhood shifts outside to the street. As I was sitting at my desk the other day, I noticed two kids playing in the street, a boy of maybe 10 years and a girl, maybe 8. The boy was practicing his basketball skills, dribbling the ball between his legs, moving backwards, sidewards, spinning around, all while keeping perfect control over the ball. The girl on the other hand was listening to music and practicing dance moves from the latest music video (needles to say, both kids were far more skillful in their respective activity than I ever will be). Then something interesting happened: The kids started teaching each other their respective activities. And while the boy did quite a good job of learning the girl’s dance moves, the girl struggled when it came to dribbling the basketball: Whereas before as she was dancing, she was able to move extremely smoothly and elegantly, now her body became stiff. Her eyes fixated on the ball so as not to lose control, her upper body moved up and down parallel to her hand awkwardly and in a very choppy way; and she kept losing the ball repeatedly after every dozen or so dribbles. Is this little anecdote proof then that girls are just naturally less adept at ball games than boys [spoiler alert: it's not]?
The White House. Source: Wikimedia Commons
On Tuesday the White House launched its new campaign to address and prevent the epidemic of sexual violence against women on college campuses in the US. The campaign, 1 is 2 Many, includes a blog, an informational website with a major report, Not Alone, and a PSA aimed at men and boys. The launch of the campaign has been largely celebrated among the numerous sexual and domestic violence agencies across the country as a much needed step toward creating real change on college campuses. For those of us in the social sciences, the campaign, and the report in particular, reveals just how much we don’t yet know about sexual violence on college campuses. (more…)
By Richard Smith from Bowen Island, Canada (Chicago Marathon – the start) [CC-BY-2.0 (http://creativecommons.org/licenses/by/2.0)], via Wikimedia Commons.
Last week marked the first installment of the Boston Marathon after the horrible terrorist acts of 2013. Although the world-renowned event will forever be linked to these atrocities, there are also acts of positive social change linked to its. Most famously, the 1967 Boston Marathon saw Kathrine Switzer become the first woman to enter the race as a numbered runner (there had actually been other women run the race unofficially before) by registering as “KV Switzer”. Her run and the attempt by a race official to remove her from the race show how sports can become an arena of progressive social change. Moreover, the history of marathon running over the past half century can also serve as a teaching tool to challenge myths about the supposed fundamental differences between men and women.
A side-event at the 2012 meeting of the United Nations Commission on the Status of Women. Attribution: Silje Bergum Kinsten/norden.org via Wikimedia Commons
The Huffington Post recently ran an article by Juliana Carlson, Assistant Professor of Social Welfare at the University of Kansas and member of the Mobilizing Men in Violence Prevention research collaboration, on the topic of men’s global engagement in the prevention of violence against women and girls. She argues that “men and boys have been largely relegated to the sidelines of violence preventions efforts” but that a growing movement “aims to create structural change by engaging boys and men in conversations about equality, gender expectations, family health, fatherhood, and the concrete, positive roles they can and do play, such as sharing caregiving and being a role model for younger generations.” The proliferation of NGOs doing this crucial work with men and boys extends well beyond the prevention of violence against women and may signal a larger shift in human rights and global development discourse. (more…)
[By Porcielcrosa [CC-BY-SA-3.0], via Wikimedia Commons.]
Although soccer (or ‘football’ as it is known in most places globally) still lags behind the four ‘major’ sports of American football, basketball, baseball and hockey as a speactator sports, it does have a sizeable and growing following in the US. A recent interdisciplinary conference
at Hofstra University explored the importance and meaning of soccer in society – beyond (but including) economics and market shares – and made the argument that soccer (and sports more generally) should be treated as a serious topic of academic study, a phenomenon worthy of our attention and a lens through which society can be understood. One sociologically relevant topic is that of fans, violence, politics and identity in soccer.