Index
Fandom Culture and The Archers
ISBN: 978-1-80262-970-5, eISBN: 978-1-80262-967-5
Publication date: 18 May 2022
This content is currently only available as a PDF
Citation
(2022), "Index", Courage, C. and Headlam, N. (Ed.) Fandom Culture and The Archers, Emerald Publishing Limited, Leeds, pp. 241-248. https://doi.org/10.1108/978-1-80262-967-520221018
Publisher
:Emerald Publishing Limited
Copyright © 2022 Cara Courage and Nicola Headlam. Published under exclusive licence by Emerald Publishing Limited
INDEX
‘Aca-fans’
, 3
Academic Archers
, 4, 124, 151
Archers and informal education
, 76–77
on being
, 1–2
birth of
, 85–86
collection and analysis of Academic Archers 2017 and 2021 impact data
, 89–91
conference and ‘public engagement with research’
, 86–87
on doing
, 2–3
on fanning
, 2–3
library
, 1
methods
, 89–90
saturday sessions as described by Saturday Group
, 129–132
in time of COVID-19
, 87–88
transformational learning with
, 76–77
impact of using different data collection methods in 2017 and 2021
, 91
Academic identity
, 3
Accidental Archers
, 44
Accounting for intersectionality
, 202–205
Affirmative fandom
, 66
‘Affirmative’ fans
, 61–62
Age
, 18
Ambridge
, 178, 204–205
accounting for intersectionality
, 202–205
airing abuse
, 195–198
Archers as praxis
, 201–202
dismantling public and private
, 199–200
leaving
, 43–44
radio
, 194–195
shaping picture of
, 231–232
students reflect on year in
, 152–156
year in
, 147, 149–150, 152, 156–157
Ambridge Blindies
, 230–231
Ambridge Cardigan
, 72, 74–75
Ambridge Quilt
, 72, 74–75
Ambridgeology
, 4, 6, 129
Anti-essentialism
, 204–205
‘Anti-fan’ sentiments
, 9–10
Archers, The
, 1–4, 8, 15–16, 33, 47–48, 61–62, 107–108, 145, 163–164, 193–194, 230
accidental Archers
, 44
and informal education
, 76–77
as praxis
, 201–202
Barwick Green plays for final time on national programme
, 117
broader audience of
, 17
community of
, 10
creating internalised universes
, 235–237
evolution of Archers fan and scholar
, 146–147
fan
, 35–36
fandom without listening
, 43
fandom
, 35, 49–50
findings
, 38–42
in New Zealand literature and life
, 113–117
indicative continuum of The Archers F/fandom
, 5
leaving Ambridge
, 43–44
length of time out
, 41
listeners possibly fans and fans aren’t always listeners
, 42–44
listening without limits
, 34
listening
, 38–39, 42
loyalty
, 42
New Zealand in 1982
, 112–113
online communities of fans of
, 35
personal perspective
, 117
personal reflection
, 33–34
power of radio
, 230–231
radio in New Zealand in 1950s
, 109–111
research design
, 36–37
returning to fold
, 41–42
shaping picture of Ambridge
, 231–232
students reflect on year in Ambridge
, 152–156
studying
, 166–167
taking break
, 39–41
time listened to
, 18
transmission of The Archers in New Zealand
, 108–109
vision
, 233–234
year in Ambridge
, 147, 149–150, 152
Archers of Ambridge, The
, 64–65
Archers-related behavior
, 62
Arts and Crafts movement
, 126–127
Attitudinal factor
, 183
Audience, understanding
, 173
Autoethnography
, 123–124
Barwick Green plays for final time on national programme
, 117
Behaviour
, 53–54
Biological determinism
, 54–55
Bloom’s Taxonomy of Educational Objectives
, 172
Borchester Asylum
, 69–70
‘Brief escapism’
, 100–101
Broadcasting Corporation of New Zealand (BCNZ)
, 108
Character
, 225–227
Class, gender and
, 171–172
Classroom, listening in
, 167–169
Cobblers of Umbridge, The
, 63–64
Community
, 132, 220, 222
Community of Practice
, 4, 123, 132–133
learnt from experience about
, 136–137
Saturday Group
, 133–136
Cortisol
, 54–55
Counselling
confines of created reality
, 189–190
different about Elizabeth
, 187–189
individual barriers to accessing psychotherapeutic support
, 183–187
mental health support
, 178–183
COVID-19 pandemic
, 47–48, 67, 144–145
Academic Archers in time of
, 87–88
Creative works
, 35
Creativity
, 62
Crowd-sourcing material culture
A History of Ambridge in 100 Objects
, 219–227
agricultural machinery/vehicles/implements/buildings
, 219–220
character
, 225–227
clothing and jewellery
, 224–225
community
, 220–222
food and drink
, 223–224
memory
, 222–223
Cult
, 63–64
media
, 61–62
Cultural stereotypes
, 183–184
Culture
, 63–64
‘Cyber agora’
, 49
Dead Ringers
, 63–64
Demographics
, 16–17
Digital influences on fan activity
, 67–68
Disgruntled sniff
, 237
Domain
, 132
Dopamine
, 54–55
Dramaturgical approach
, 52–53
Dual relationships
, 183
DumTeeDum podcast
, 26–27
Dunning-Kruger Effect
, 53–54
Echo chamber formation
, 53–54
Emotion
, 53–54
Exhibitions
, 52–53
External information
, 233–234
Extreme incivility
, 53–54
Face-to-face interaction
, 52–53
Facebook
, 20, 37, 63–64
Fan[-]scholars
, 65
Fan[s]
, 3, 35–36, 61–62
activity
, 65–67
commercial production for
, 64–65
digital influences on fan activity
, 67–68
evolution of Archers fan and scholar
, 146–147
fiction
, 35
production
, 66
productivity
, 66–67
Fandom
, 2, 35, 49–50, 61–62
and informal education
, 77–78
without listening
, 43
and social media
, 50–51
studies
, 1–4
‘Fanthropology’
, 65
‘Feminine knowledge’
, 203–204
Feminist
issues
, 193–194
learning
, 194–195
5-point Likert scales
, 89–90
Flouncing
, 26
Free-text responses
, 96
Freedom of Information (FOI)
, 178–179
Gauging Guerrilla engagement
Academic Archers conference and ‘public engagement with research’
, 86–87
Academic Archers in time of COVID-19
, 87–88
birth of Academic Archers
, 85–86
collection and analysis of Academic Archers 2017 and 2021 impact data
, 89–91
qualitative data and analysis
, 96–101
quantitative data and analysis
, 92–96
results
, 91–101
well-being
, 88–89
Gender
, 17
and class
, 171–172
Genre, knowledge of
, 169–171
‘Group polarisation’
, 50–51
Habermas projects
, 49
#TheArchers
, 177–178
Health
, 88–89
History of Ambridge in 100 Objects, A
, 219–227
agricultural machinery/vehicles/implements/buildings
, 219–220
character
, 225–227
clothing and jewellery
, 224–225
community
, 220–222
food and drink
, 223–224
memory
, 222–223
History of the World in 100 Objects, A
, 215, 218–219
‘Home-grown’ radio
, 112–113
Homophily
, 50–51
Human learning
, 132–133
Hyperflexible mythology
, 6–7
In vitro fertilization (IVF)
, 185
In-person paper-based forms
, 91
Increasing Access to Psychological Therapies (IAPT)
, 178–179
Informal education
Archers and
, 76–77
fandom and
, 77–78
Interdisciplinary community
, 144–145
Internalised universes, creating
, 235–237
‘Internationalisation at home’ approach
, 143–144
Internet age
, 15–16
Intersectional approach
, 184–185, 204–205
Intersectionality, accounting for
, 202–205
Jisc Online Surveys
, 37
John Finnemore’s Souvenir Programme
, 63–64
Jollity Farm
, 64–65
Knowledge of genre
, 169–171
Language, tracking cultures through
, 23–25
Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ)
, 184
Listening
in classroom
, 167–169
fandom without
, 43
loyalty and
, 42
Loyalty and listening
, 42
‘Lurking’
, 33–34
‘Material culture’
, 215–216
Media literacy
, 165–166
Media Magazine
, 163–164
Media Studies
, 165–166
Media teaching in context
, 164–166
Memory
, 222–223
Mental health support
, 178–183
Mental well-being
, 88–89
Moderators
, 23
Multi-disciplinary approach
, 126–127
National Health Service (NHS)
, 178–179
New Home, New Life
, 202
New Zealand
in 1982
, 112–113
Archers in New Zealand literature and life
, 113–117
radio in New Zealand in 1950s
, 109–111
The Archers transmission in
, 108–109
New Zealand Broadcasting Service (NZBS)
, 109
Non-consuming Archers fans
, 37
Non-text-based fan production
, 72–74
Online Archers fan cultures
age
, 18
background and location
, 19–20
benefits of online groups
, 27–30
COVID-19
, 31–32
demographics
, 16–17
DumTeeDum podcast
, 26–27
flouncing
, 26
gender
, 17
online fan locations
, 20
preferred online spaces and perceptions of cultures
, 21–23
research
, 16
research motivation
, 15–16
SATTC
, 26
Sausage Boy
, 27
time listened to The Archers
, 18
tracking cultures through language
, 23–25
Online digital surveys
, 91
Online exchange
, 48
Online fan locations
, 20
Online groups, benefits of
, 27–30
Online political behaviour
, 48, 53–54
Online public sphere
, 48–50
Oxytocin
, 54–55
‘Passionate affinity-based learning’
, 4
Patriarchal domination
, 204–205
Performativity
, 51–53
Personal networks
, 50–51
Photograph
, 237–238
Physicality
, 54–55
‘Picture theory’
, 231–232
Polarisation
, 53–54
Power of radio
, 230–231
Practical activities
, 172
Practical production work
, 172
Practice
, 132
Pre COVID-19
, 37
Preferred online spaces
, 21–23
Primary Care Trust (PCT)
, 178–179
Psychological connection
, 66–67
Psychotherapeutic interventions for adults
, 180
‘Public engagement with research’
, 86–87
Public sphere
, 49–50
Qualitative data
, 90
and analysis
, 96–101
Quantitative data
, 90
and analysis
, 92–96
Radio
, 194–195
drama
, 202
in New Zealand
, 109–111
power of
, 230–231
Reductio ad absurdium argument
, 53–54
Regularity
, 130
Repair Shop, The
, 215–216
Research motivation
, 15–16
Respondents
, 96–98, 100–101
Ruwan Dare
, 202
Saturday Academic Archers Group
, 124–129
Saturday Group
community of practice
, 133–136
saturday sessions as described by
, 129–132
Sausage Boy
, 27
Save the Ambridge Vale Environment campaign (SAVE campaign)
, 221
Science, Technology, Engineering, Maths (STEM)
, 87
Scriptwriters
, 54
Self-present online
, 52–53
Serotonin
, 54–55
Shaking Ambridge To The Core (SATTC)
, 26
Shared activity
, 135–136
Social boundary-breaching
, 53–54
Social media
, 15–16, 51–52, 54
fandom and
, 50–51
Social networks
, 50–51
Soul City
, 202
Star Trek
, 35–36
Star Wars
, 35–36
Storylines
, 43
Structural barriers
, 184
Structural factor
, 183
Students as new fans
, 173–174
Survey Monkey platform
, 90
Tales
, 70–71
Television
, 112–113
Text-based transformative production
, 68–71
Theory of constructed emotion
, 54
‘Thought-provoking’
, 97
Tracking cultures through language
, 23–25
Transformational learning with Academic Archers
, 76–77
Transformative fandom
, 8, 61–62
commercial production for fans and wider public
, 64–65
cult or culture
, 63–64
digital influences on fan activity
, 67–68
fan activity
, 65–67
fandom and informal education
, 77–78
non-text-based fan production
, 72–74
text-based transformative production
, 68–71
Transformative works
, 35
Transformative/transformational fandom
, 66
Tribalism
, 48
Twitter
, 20, 37, 63–64
‘Uncle Newbie’
, 9–10
Unheard of Ambridge
, 64–65
Vernacular sociology
, 53–54
Village culture
, 145
Vision
, 233–234
Visual impairment
, 230
Well-being
, 88–89
Women’s Institute (WI)
, 144–145
World Health Organisation (WHO)
, 88–89
- Prelims
- Introduction – On Being and Doing Academic Archers
- Section 1 Practice into Theory: Fandom Informing the Academy
- 1 Fans, Flouncers, Fundamentalists: Understanding Online Archers Fan Cultures
- 2 When the Script Hits the Fan: Why Archers Fans Stop Listening (and Why They Can't Completely Keep Away)
- 3 Archers Fandom and the Online Public Sphere
- 4 Cult and Culture: Transformative Fandom de dum de dum de dum
- 5 Gauging Guerrilla Engagement: The Unexpected Benefits of the Academic Archers Conference
- 6 When the Programme Leaves the Fans
- 7 It's Saturday, It Must Be The Archers!
- Section 2 Fandom in Action: Real-Life Application of Fandom
- 8 A Year in Ambridge: Introducing American Students to English Village Culture through The Archers
- 9 Teaching The Archers – Creating New Fans or Turning Them Off?
- 10 They Needed Counselling?
- 11 Airing Abuse in Ambridge: Is The Archers a Forum for Feminism?
- 12 Crowd-Sourcing Material Culture: A History of Ambridge in 100 Objects
- 13 The View from Lakey Hill: How The Archers Empowers, Liberates and Enables Listeners Who Are Blind
- Index