03/17/2006 03:01 PMMedia RepresentationPage 3 of 5file:///Users/juliethrasher/Documents/Mags%20&%20Gender/gender%20articles/Media%20Representation%20chandler.webarchive
whose are being denied.Both structuralist and poststructuralist theories lead to 'reality' and'truth' being regarded as the products of particular systems of representation - every representation is motivated and historicallycontingent.
Key Questions about Specific Representations
What is being represented?How is it represented? Using what codes? Within what genre?How is the representation made to seem 'true', 'commonsense' or'natural'?What is foregrounded and what is backgrounded? Are there anynotable absences?Whose representation is it? Whose interests does it reflect? How doyou know?At whom is this representation targeted? How do you know?What does the representation mean to you? What does therepresentation mean to others? How do you account for thedifferences?How do people make sense of it? According to what codes?With what alternative representations could it be compared? How doesit differ?Areflexiveconsideration - Why is the concept of representationproblematic?Comparisons with related representations within or across genres or mediacan be very fruitful, as can comparisons with representations for otheraudiences, in other historical periods or in other cultural contexts.
Approaches to Teaching Representation
: e.g. class, age, gender, ethnicity, or more broadly viaidentity, stereotyping, ‘prejudice’ (typically racial) or ‘bias’ (typicallypolitical); also topics such as royalty, motherhood, childhood,nationhood etc.
: e.g. ‘bias’ in news, class in soap operas or sitcoms, genderin ads.
: e.g. in TV, film, comics, magazines (mags usefulfor representations aimed at specific audiences)Television is... the most rewarding medium to use when teaching