Feminism and popular culture: investigating the postfeminist mystique

Maclaran, Pauline

doi:10.1080/10253866.2014.988009

Cited by 2 publications

(1 citation statement)

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“…Women are participating in politics and professional roles, holding power, and are increasingly visible in positions of authority, both in real life (see Forbes et al, 2022;National Society of Leadership and Success, 2023) and as fictional characters in movies and television (Cocca, 2018;Gill, 2007b;Rotten Tomatoes, 2021). These depictions insinuate we live in a postfeminist world where advocating for gender equality is no longer necessary (Gill, 2007a(Gill, , 2017McRobbie, 2009;Munford & Waters, 2014;Tasker & Negra, 2007). This attitude aligns with popular culture's tendency to portray "the capacity of female subjects to make free and autonomous choices" (Gill & Donaghue, 2013, p. 240), and the neoliberal understanding of agency based in consumerism, individual effort, and performance (Banet-Weiser et al, 2020;McRobbie, 2009;Rottenberg, 2014).…”

Section: Mixed Messages: Feminism In Pop Culturementioning

confidence: 99%

Identifying and interpreting gendered violence: Visual literacy in an audience reception study of Issa López' Casi Divas

DeFeo,

García,

Kılıç

2024

J Adolescent & Adult Lit

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We present an audience reception study of participant reactions to gender‐based violence in Issa López' 2008 film, Casi Divas, chosen for its nuanced depiction of women grappling with several violences. Over three focus groups with 15 adult participants, we used Galtung's conflict theory to explore what participants identified as violence, and how victims should respond to violence in various forms. We find that participants have a narrow definition of violence, seeing it as an individualized act and therefore neglecting to consider its cultural or structural foundations. The participants' responses to violence largely reflected neoliberal values of personal empowerment and choice, resilience, and “leaning in.” We recommend critical visual literacy as a tool in the educational context to identify and address violence, to fight inequity, and to establish emancipatory discourses.

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