Mixed Feelings: Conflicts in Emotional Responses to Film

Harold, James

doi:10.1111/j.1475-4975.2010.00209.x

Cited by 3 publications

(7 citation statements)

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“…During this step, the researcher connected core categories (i.e., "opinions," "emotions," and "potential actions"). The data analysis framework was drawn upon existing theories and studies on reader/audience response (e.g., Beach & Marshal, 1991;Harold, 2010;Li et al, 2020;Mart, 2019;Rosenblatt, 1995) and feminist resistance (e.g., Berglund et al, 2023;Utami et al, 2022;Wolf, 1993).…”

Section: E-issn: 2461-131x P-issn: 2406-8586mentioning

confidence: 99%

Conflicting Opinions and Emotions in Students’ Responses to Feminist Resistance in the Film Photocopier

Sari

2023

IJLECR

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The film Photocopier depicts how its main character, a victim of sexual harassment, exercised her feminist resistance toward hegemonic and patriarchal power in society. Studies have been conducted in the past to examine feminist resistance in this film and a few other films. Yet, none have looked closely into students' responses to feminist resistance in those films. Engaging students in responding to film contents is important because films have the potential to provoke students’ critical thinking and emotions toward various issues in society, such as issues related to the victimization of women. To address the gap in research, this study aimed to examine how students express their opinions and emotions toward the female main character’s resistance in the film Photocopier. It also aimed to analyze how those opinions and emotions may influence students’ potential actions when faced with sexual harassment issues in real life. Using an audience response method, data were collected through observations that included film viewing, a classroom discussion, and an open-ended questionnaire. The study involved eleven female and two male graduate students in a literature teaching and appreciation course. The results showed that each student experienced conflicting opinions and emotions with regard to the main character’s resistance. After watching the film, students felt motivated and inspired to advocate for victims of sexual harassment in real life. The researcher argues that conflicting opinions and emotions were inevitable consequences of students’ critical thinking and emotional processes while responding to the film. The negative opinions and emotions that even led to victim blaming did not hinder them from supporting the main character’s efforts to obtain justice. Furthermore, the researcher argues for the necessity of developing audience responses to films as a powerful strategy in critical literature pedagogy.

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Section: E-issn: 2461-131x P-issn: 2406-8586mentioning

confidence: 99%

Conflicting Opinions and Emotions in Students’ Responses to Feminist Resistance in the Film Photocopier

Sari

2023

IJLECR

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“…(Carr ) Beckert : On watching Fritz Lang's film M James is simultaneously moved by disgust for its protagonist, the child‐murderer Beckert, and sympathy for his plight as he becomes the target of a gang of criminals who try him in a kangaroo court. (Harold )…”

Section: Examples and A Thesismentioning

confidence: 99%

“…A cognitivist might retreat from the claim that emotions involve judgments to the idea that they involve some kind of cognitive state of a kind K which has the following property: a subject can be in a K‐state with respect to two incompatible propositions without thereby being guilty of irrationality. Eligible K‐states include thoughts (Stocker ); taking pleasure or pain in a given thought (Greenspan ); half‐hearted beliefs (Harold ); or perceptual states (de Sousa ).…”

Section: Cognitivism and Rational Ambivalencementioning

confidence: 99%

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Ambivalence for Cognitivists: A Lesson from Chrysippus?

Wringe

2017

Thought: A Journal of Philosophy

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“…La respuesta tradicionalmente se ha apoyado en la idea de que nos identificamos con los personajes de ficción, pero resulta que también tenemos reacciones emocionales con personajes de ficción con los que no nos identificamos, desmontando así la explicación (Smith, 1995). En su lugar, otro investigadores han propuesto que nuestra relación emocional con las películas tiene su origen en el hecho de que nos importa lo que sucede en el cine porque esos hechos nos llevan a imaginar cosas que suceden en la vida de las personas, cosas que nos importan, porque el cómo imaginamos que suceden, afecta a nuestras emociones (Harold, 2010).…”

Section: Revisión De La Literaturaunclassified