Search results

This paper aims to critically appraise the representation of women through photo‐essays used immediately following the December 26, 2004 tsunami disaster. Through analysis of photo‐essay images published online, the author argues that women were largely represented in the samples as helpless victims who are passive, prone and inhabiting domestic or quasi‐domestic settings. The paper argues that a “disaster genre” has emerged, and that disaster images matter. The disaster community needs to care about the “ethics of seeing”, so that the viewer can “see” women, not simply as domesticated, vulnerable, passive and prone but in their diverse and complex lives and roles.

This paper utilizes methodology developed within the emerging discipline of visual sociology, as applied to a sample of photo‐essays published online by international aid agencies in the weeks following the tsunami disaster. Data sorting of the four visual essays was done in response to three interpretative questions. In total, 65 images were interpreted across four visual essays.

A total of 26 images included women, and in these “the look” of the women suggested passivity, distress, and being in a state of being “cared for”. Relationally, women were represented in terms of domestic or quasi‐domestic locales. About 60 percent of the images included men, whereas 35.5 percent included women. There were no images in the 65 surveyed showing women actively involved in the physical labor of disaster response. In comparison, 35 percent of the images showed men involved in physical labor associated with disaster recovery.

The participation of women in pre‐ and post‐disaster planning and recovery is complex, and this complexity should not be made invisible by the visual representation of their lived experience. Agencies should actively develop policies and practices to ensure that women's diverse participation in disaster recovery is reflected in their choice of photographic materials published online.

High originality. The gendered nature of visual representation following a disaster is explored through the interpretation of four photo‐essays published online. An argument is put that disaster images matter, and that aid agencies have a responsibility to ensure that the complexity and diversity of women's disaster experiences are represented.

This paper adopts a photo-essay approach in examining the Austerity Project within the Republic of Ireland, and considers the intersection between consumer culture and the austerity visuals we experience daily.

A visual, photo-essay method is adopted. Visual images taken in urban and rural parts of Ireland – under the key themes of ghost housing estates, failed commercial property developments, failed business, and art representations are explored.

The visual representations and subsequent consumption activities of the authors illustrate how austerity has become a complex act of production and consumption, and the authors consider how these various representations play a role in creating austerity as a state of mind amongst consumers, and the subsequent impact this has on consumption practices, consumer experiences, ideals and identities.

This paper adopts an under-represented research methodology (a photo-essay) to explore the Austerity Project and its intersections with consumer culture.

Images and forms of interaction that disrupt traditional relationships of power represent ways of going “beyond words” in organizing and exchanging information as well as in designing ways to organize and inform in the future. In these processes, a departure from dominant and restrictive forms of expert writing and speaking can enhance the participation status of traditionally marginalized individuals and groups, a move aligned with the precepts of Appreciative Inquiry. This chapter addresses underlying theory of themes related to expert status, reveals examples, and identifies current theory and practice that is consistent with the notion of going “beyond words.”

In Hassani culture, women play the most important role in the family. Hassani women hold high positions of power and authority not only within their family, but also in their community and nation. Hassani women have played an essential role in building community in the refugee camps in Southwest Algeria to which they fled during the Western Sahara War in 1976.

The purpose of this paper is to describe the double infusion (DI) model, which was developed to offer technology and multicultural teacher educators a systematic process for helping prospective teachers to become proficient in using technology to enhance student learning in K‐12 environments, while they work toward strengthening their own conceptions of critical multicultural education.

This paper reports on the implementation and conceptual analysis of this DI model, which was piloted in a 16‐week graduate level instructional technology course for future educators. Data collected for this analysis included student course projects, a focus group interview with students, and an interview with the course instructor.

The preliminary findings for this pilot project yielded that the participants had the critical dispositions needed to understand and make meaning of the “doubly infused” content, however, the opportunities they had in their graduate programs to reflect upon how these ways of thinking can be reflected in technology‐based applications were few to non‐existent.

The authors found that the organizational structure of teacher education programs plays a critical role in helping students to envision how technology can be used to support the learning goals of critical multicultural education, and conversely, how critical multicultural education, can be used to support learning within a technology context.

Some consumption activities are inherently interesting, pleasurable, gratifying and potentially important to consumers' lives. The primary aim of this paper is to further understanding of the role pleasurable consumption plays in consumers' lives.

To explore consumer value in pleasurable consumption experiences, the consumer value typology in conjunction with the subjective personal introspection (SPI) approach, is applied to experiences captured in travel photographs.

Analysis identifies all eight consumer value types with play, aesthetics and, surprisingly, spirituality the most evident. Pleasure is shown as much more than immediate, self‐gratification. Issues of competency, both active effort and appreciation of others' abilities, individual growth and development as well as sharing and feelings of relatedness are all important components of pleasure.

The use of consumer value as a conceptual framework in combination with a reflective tool such as SPI suggests not only alternative approaches for future research into pleasurable consumption, but also indicates some innovative strategies to put into practice.

Communicating the different value types prior to consumption and incorporating active reflection, possibly could assist in improving consumers' enjoyment of their experiences which, in turn, could reduce post‐purchase dissonance. Besides being used as a promotional tool to increase customer satisfaction, the consumer value framework could facilitate product bundling and possibly expand product benefits.

The paper illustrates the multidimensional nature of pleasure through two research methods infrequently used, SPI and the photo essay, positioning both as valuable tools for exploring and enhancing pleasurable consumption.

Six New Mexican teachers are featured in their own words and classrooms. Using transcribed interviews and classroom photos, each K-12 teacher shares their perspectives about curriculum and pedagogy with a focus on the students and content of New Mexico. Common themes include social-emotional learning, culturally responsive pedagogy, critical and embedded literacy, place-based curriculum, and teaching for New Mexican Indigenous and Hispanic populations.

This volume includes a selection from the papers, poems, and photo essays presented at the inaugural Conference on Consumer Culture Theory held in August 2006 on the campus of Notre Dame University. What we had hoped might become a regular conference to be held every two years, proved to be so popular that it is becoming an annual event. The second conference will take place in May 2007 at York University.