Tag Article List: gender

A Gendered Perspective on Policing Violence in Happy Valley and Fargo

T. Allen Culpepper
Tulsa Community College
Tulsa, Oklahoma, USA
allen.culpepper@tulsacc.edu

Abstract

Portrayal of a police officer determined to fight crime and execute justice in a harsh, isolated environment has become a television and film subgenre, often featuring women facing gender-related challenges. The issues raised in Sally Wainwright’s British television series Happy Valley, can be made more accessible, particularly to American undergraduate students, via its commonalities with the Coen brothers film Fargo. In both, a tough but compassionate policewoman pursues the more sociopathic of a pair of criminals involved in a botched kidnapping attempt instigated by an inept businessman, taking on the case for personal and professional honor, and as a responsibility to family and community. Catherine in Happy Valley and Marge in Fargo juggle “masculine” and “feminine” roles as they care for family members while policing violence.  The women generally succeed in balancing their gender roles, whereas the men around them do not. But they sometimes assume the aggression associated with the male criminals they pursue. Happy Valley takes these issues deeper by giving Catherine a more intimate connection with one of the perpetrators and presenting the story more directly through a woman’s extra-patriarchal perspective, thus revealing the performative nature of gender roles and the limits of a patriarchal binary view of them. Looking at these issues in relation to Fargo paves the way for examination of their more complex and extensive treatment in Happy Valley.  

Keywords: television, women, gender, police officers, crime, northern England, film, violence, Happy Valley, detective, Fargo

Author Bio 

T. Allen Culpepper is an associate professor of English at Tulsa Community College in Oklahoma, where he teaches literature, composition, and creative writing.  He holds a Ph.D. from the University of Tulsa, with a primary specialization in 20th-century British literature. He has a longstanding interest in the interplay between literature and popular culture. He is also a poet, and he currently serves as faculty managing editor of the online literary and arts magazine Tulsa Review, and as a reader for Whale Road Review and Nimrod.

Reference Citation

APA
Culpepper, T. A. (2018). A gendered perspective on policing violence in Happy Valley and Fargo. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 5(3). http://journaldialogue.org/issues/v5-issue-3/a-gendered-perspective-on-policing-violence-in-happy-valley-and-fargo/

MLA
Culpepper, T. Allen. A Gendered Perspective on Policing Violence in Happy Valley and Fargo. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 2018, vol 5, no. 3. http://journaldialogue.org/issues/v5-issue-3/a-gendered-perspective-on-policing-violence-in-happy-valley-and-fargo/

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Grounded Aesthetics: Pedagogy for a Post-Truth Era

Becca Cragin
Bowling Green State University
Bowling Green, OH, USA
bcragin@bgsu.edu 

Abstract

With the rise of cultural studies, positivism and formalism fell out of favor. But in recent years, altered versions of these methodologies have been suggested as solutions to the deficiencies of the ideological approach dominating the field. Where the ideological approach looks at the content of texts to determine their meaning, the aesthetic approach adopted by media scholars in recent years returns to the close textual readings of formalism (while abandoning its assertion that meaning resides in the text alone). Similarly, where the ideological approach tends to use textual analysis devoid of sociological empiricism, the use of “big data” in the humanities enhances interpretation by using empirical data alongside it (while rejecting positivism’s assumption that measurable data alone is probative). This article draws both methodological strands together to propose an approach to media interpretation called “grounded aesthetics.” Grounded aesthetics involves correlating sociological data with close textual reading to argue for the likely social meaning of the text, given the techniques it uses and the social reality around it. Examples of classroom activities are used to show how the approach can address the “post-truth” perspective many students share: that analyses of representation are interchangeable opinions. Grounded aesthetics greatly improves students’ ability to create well-supported textual analyses and to evaluate the persuasiveness of others’ arguments. It also models critical thinking skills that are useful for dismantling attacks on reality in the “fake news” era, especially those that dismiss analyses of inequality as ideology.

Keywords: aesthetics, big data, class, cultural studies, empiricism, formalism, gender, inequality, media studies, pedagogy, post-truth, race

Author Bio

Becca Cragin is an Associate Professor of Popular Culture in the School of Cultural and Critical Studies at Bowling Green State University. Her research interests include gender, race, and sexuality in television and film, in comedy and crime genres.

Reference Citation

APA
Cragin, B. (2018). Grounded Aesthetics: Pedagogy for a Post-Truth Era. Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 5(3) http://journaldialogue.org/issues/v5-issue-3/grounded-aesthetics-pedagogy-for-a-post-truth-era/

MLA
Cragin, Becca. “Grounded Aesthetics: Pedagogy for a Post-Truth Era.” Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. 2018, vol 5, no 3. http://journaldialogue.org/issues/v5-issue-3/grounded-aesthetics-pedagogy-for-a-post-truth-era/

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