Early twenty-first century North American journalists often claim that social changes such as women's liberation and civil rights have had a dark side for girls. For supposedly abandoning the safety of their traditional role in the home, girls are disproportionately characterized as being at risk of victimization, while also being increasingly cast as risks to themselves and others. Using mixed-methods content analysis, this article demonstrates that the social construct of risky girls crystallized for Toronto news after the 1997 murder of Reena Virk in British Columbia through a raced, classed, and gendered moral panic over bad girls. Discourses changed from talk of youth violence before the murder to talk of risky girls after it. By conflating victimization with offending, risky girl discourses prioritize risk management over needs. This conflation results in the increased policing and incarceration of girls and youth of color, ultimately reinforcing social inequalities like racism and patriarchy.
A Comparative Approach
The world is fast becoming increasingly digital, networked, and mobile. The use of mobile devices is a growing educational trend and determines how knowledge is taught and used when teaching and learning. This article presents the results of a comparative analysis of web and mobile educational content, which focuses on instructional issues that affect learning in a mobile context—namely, length, density, complexity, purpose, and structure. It then demonstrates that mobile content is shorter, denser, and more complex than the content of other types of educational media, and it proposes a critical assessment of how such content should be designed.
The ban on almost all previously approved textbooks in occupied Germany in 1945 brought about a turning point in the history of reading primers in this country. This article examines the requirements that textbooks had to fulfill in order to be approved by the authorities of the various occupation zones. In spite of differing sociopolitical and pedagogical attitudes and conditions, reading primersin all occupied zones shared the theme of children’s play and harmonious everyday life. However, a comparative analysis of the primers reveals significant differences that cannot be explained exclusively as a consequence of influence exerted by occupying powers. Rather, these differences resulted from the context in which each primer appeared.
activists and feminists in the diaspora. Accordingly, the data for this article consists of interviews 1 with Iranian women’s rights activists who are currently outside Iran with online anthropology/ethnography in cyberspace. Through content analysis of
Explaining the Failure of Pegida in Austria
to examine why Pegida was not able to become a stable social movement organization ( smo ) in Austria or to draw a large number of followers. In order to compare the ideology of the fpö and Pegida, I undertake a comparative content analysis, since
universal and particular moral values, and their predisposition toward the former. The content analysis of the proposals (and their explanatory memoranda) was not limited to the form of the law, since I was also interested in unveiling deeper layers
Framing Processes, Collective Identity, and Emotion in the Men’s Rights Subreddit
powerful tools for spreading a message, I decided to do a content analysis of the memes posted in the MRA subreddit. For the purposes of this study, memes are frame vehicles. Methods Reddit is a website that allows members to create special interest
Based on news video archives, this article employs critical frame and content analysis to analyze representations of the 2005 French banlieue riots on France's most-watched television station, TF1. Cultural racism theory is then used to analyze the results to demonstrate the discursive nature of the TF1 frames and the contexts of institutional racism they left out but which historians, ethnographers, and theorists of cultural racism suggest are crucial to understanding racial conflict in contemporary France. The most frequent frames blamed non-integrating cultures and illegal immigration. That is, race was coded in cultural traits of a problematic sub-group without mentioning it specifically.
Hegemonic Boyhood Masculinity as Depicted in Boy’s Life Magazine, 1911–2012
Susan M. Alexander and Kelsey Collins
Hegemonic masculinity is a fluid concept that varies according to historical period and social and cultural location. While much has been written about hegemonic masculinity as experienced by adult men, research is lacking on hegemonic masculinity in boyhood from an historical perspective. Using a quantitative content analysis of images on the covers of Boy’s Life magazine, this study finds three distinct historically specific images of hegemonic American boyhood masculinity: boys who serve their country as patriotic scouts in uniform; boys who admire celebrities, particularly professional athletes; and a branded boyhood in which boys wear brand name products while engaging in sports activities.
This article examines the extent to and the ways in which the Holocaust is presented in Albanian secondary school history textbooks. It offers a quantitative analysis of the space devoted to the Holocaust in proportion to the textbooks’ overall content and a qualitative content analysis based on the narrative patterns outlined in the UNESCO report The International Status of Education about the Holocaust: A Global Mapping of Textbooks and Curricula. It demonstrates that Albanian textbooks offer scant coverage of the Holocaust, but that some changes regarding the conceptualization, contextualization, and narrative of the Holocaust have been implemented since the curricular reform of 2004.