Feeling My Way Through Gendered and Racialize Spaces

Lessons from a Local Football Advertisement

Authors

DOI:

https://doi.org/10.56105/cjsae.v32i1.5422

Keywords:

Adult Learning, Public Pedagogies, Affect, Gender, Race

Abstract

In this article, I present my analysis of an advertisement for a local professional football team. Central premises here include the conceptualization of adult learning as occurring holistically in the course of everyday encounters, and Sara Ahmed’s (2004, 2007a, 2007b, 2010, 2014) thoughts on the social function of affect, especially happiness or “good feeling.” I draw, too, on Gillian Rose’s (2007) writing on visual methods, particularly the semiotic and psychoanalytic approaches that fit especially well with Ahmed’s ideas. I explore how the advertisement’s representation of gender and race work affectively with and for its viewers to tap into both human impulses and hegemonic ideologies. This analysis contributes to scholarship in adult education, especially for those who take up the multidimensionality of learning and who underpin their work with an emphasis on social justice.

References

Ahmed, S. (2004). The cultural politics of emotion. New York, NY: Routledge.

Ahmed, S. (2007a). A phenomenology of whiteness. Feminist Theory, 8(2), 149-168. DOI: 10.1177/1464700107078139

Ahmed, S. (2007b). Multiculturalism and the promise of happiness. New Formations, 63, 121-137.

Ahmed, S. (2010). Happy objects. In M. Gregg & G. H. Seigworth (Eds.), The affect theory reader (pp. 29-51). Durham, NC & London, England: Duke University Press.

Ahmed, S. (2014). The politics of good feeling. Critical Race and Whiteness Studies, 10(2). Retrieved from www.acrawsa.org.au/ejournal

Anderson, B. (1991). Imagined communities (Rev. ed.). London, England & New York, NY: Verso. (Original work published 1983)

AUTHOR. (2015).

AUTHOR et al. (2014).

Best, B. (2012). Raymond Williams and the structure of feeling of Reality TV. International Journal of Humanities and Social Science, 2(7), 192-201.

Dirkx, J. M. (2001). The power of feelings: Emotion, imagination, and the construction of meaning in adult learning. New Directions for Adult and Continuing Education, 2001(89), 63-72.

Dirkx, J. M. (2008). The meaning and role of emotions in adult learning. New Directions for Adult and Continuing Education, 2008(120), 7-18. DOI: 10.1002/ace.311

Douglas, S. J. (2010). The rise of enlightened sexism: How pop culture took us from girl power to girls gone wild. New York, NY: St. Martin’s Press.

During, S. (2005). Cultural studies: A critical introduction. London, England & New York, NY: Routledge.

Giroux, H. A. (2000). Public pedagogy as cultural politics: Stuart Hall and the “crisis” of culture. Cultural Studies, 14(2), 341-360.

Hall, S. (1980). Encoding/decoding. In S. Hall, D. Hobson, A. Lowe, & P. Willis (Eds.), Culture, media, language (pp. 128-138). Abingdon, England & New York, NY: Routledge.

Jarvis, P. (2010). Adult education and lifelong learning: Theory and practice (4th ed.). Abingdon, England & New York, NY: Routledge.

Jordi, R. (2011). Reframing the concept of reflection: Consciousness, experiential learning, and reflective learning practices. Adult Education Quarterly, 61(2), 181-197. DOI: 10.1177/0741713610380439

Lawrence, R. L. (2012). Intuitive knowing and embodied consciousness. New Directions for Adult and Continuing Education, 2012(134), 5-13. DOI: 10.1002/ace.20011

Leys, R. (2011). The turn to affect: A critique. Critical Inquiry, 37(3), 434-472.

Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New Directions for Adult and Continuing Education, 2001(89), 25–34.

Massumi, B. (2002). Parables for the virtual: Movement, affect, sensation. Durham, NC & London, England: Duke University Press.

Maudlin, J. G., & Sandlin, J. A. (2015). Pop culture pedagogies: Process and praxis. Educational Studies, 51(5), 368-384. DOI: 10.1080/00131946.2015.1075992

McRobbie, A. (2004). Post-feminism and popular culture. Feminist Media Studies, 4(3), 255–264. DOI: 10.1080/1468077042000309937

Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.

Probyn, E. (2005). Blush: Faces of shame. Minneapolis, MN: University of Minnesota Press.

Rose, G. (2007). Visual methodologies: An introduction to researching with visual materials (2nd ed.). London, England: SAGE Publications.

Sandlin, J. A., & Maudlin, J. G. (2017). Disney’s pedagogies of pleasure and the eternal recurrence of whiteness. Journal of Consumer Culture, 17(2), 397-412. DOI: 10.1177/1469540515602302

Sandlin, J. A., Wright, R. R., & Clark, C. (2013). Reexamining theories of adult learning and adult development through the lens of public pedagogy. Adult Education Quarterly, 63(1), 3-23. DOI: 10.1177/0741713611415836

Shouse, E. (2005). Feeling, emotion, affect. M/C Journal, 8(6). Retrieved from http://journal.media-culture.org.au/0512/03-shouse.php

Tisdell, E. J. (2008a). Critical media literacy and transformative learning: Drawing on pop culture and entertainment media in teaching for diversity in adult higher education. Journal of Transformative Education, 6(1), 48-67.

Tisdell, E. J. (2008b). Spirituality and adult learning. New Directions for Adult and Continuing Education, 2008(119), 27-36. DOI: 10.1002/ace.303

Williams, R. (2001). The long revolution. Peterborough, ON: Broadview Press. (Original work published 1961)

Yorks, L., & Kasl, E. (2002). Toward a theory and practice for whole-person learning: Reconceptualizing experience and the role of affect. Adult Education Quarterly, 52(3), 176-192.

Downloads

Published

2020-02-20

How to Cite

Jubas, K. (2020). Feeling My Way Through Gendered and Racialize Spaces: Lessons from a Local Football Advertisement. Canadian Journal for the Study of Adult Education, 32(1). https://doi.org/10.56105/cjsae.v32i1.5422

Issue

Vol. 32 No. 1 (2020): Winter

Section

Articles

License

Authors of manuscripts accepted for publication will be required to assign copyright to the Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). CJSAE requests that, as the creator(s)/author(s) of the manuscript your are submitting assign certain rights to the manuscript to the CJSAE in exchange for undertaking to publish the article in print and electronic form and, in general, to pursue its dissemination throughout the world. The rights the CJSAE requests are:

  1. The right to publish the article in print and electronic form or in any other form it may choose that is in keeping with its role as a scholarly journal with the goal of disseminating the work as widely as possible;
  2. The right to be the sole publisher of the article for a period of 12 months;
  3. The right to make the article available to the public within a period of not more than 24 months, as determined by relevant journal staff of the CJSAE;
  4. The right to grant republication rights to itself or others in print, electronic, or any other form, with any revenues accrued to be shared equally between the author(s) and the journal;
  5. The right to administer permission to use portions of the article as requested by others, seeking recompense when the CJSAE sees it as warrented;
  6. The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;
  7. As the author(s), the CJSAE wishes you to retain the right to republish the article, with acknowledgement of the CJSAE as the original publisher, in whole or in part, in any other pbulication of your own, including any anthology that you might edit with up to three others;
  8. As the author(s), the CJSAE withes you to retain the right to place the article on your personal Web page or that of your university or institution. The CJSAE askes that you include this notice: A fully edited, peer-reviewed version of this article was first published by the Canadian Journal for the Study of Adult Education, <Year>, <Volume>, <Issue>, <Page Numbers>.

BY AGREEING TO THE FOREGOING, YOU CONFIRM THAT THE MANUSCRIPT YOU ARE SUBMITTING HAS NOT BEEN PUBLISHED ELSEWHERE IN WHOLE OR IN PART, AND THAT NO AGREEMENT TO PUBLISH IS OUTSTANDING.

SHOULD THE ARTICLE CONTAIN MATERIAL WHICH REQUIRES WRITTEN PERMISSION FOR INCLUSION, YOU AGREE THAT IT IS YOUR OBLIGATION IN LAW TO IDENTIFY SUCH MATERIAL TO THE EDITOR OF THE CJSAE AND TO OBTAIN SUCH PERMISSION. THE CJSAE WILL NOT PAY ANY PERMISSION FEES. SHOULD THE CJSAE BE OF THE OPINION THAT SUCH PERMISSION IS NECESSARY, IT WILL REQUIRE YOU TO PURSUE SHUCH PERMISSSION PRIOR TO PUBLICATION.

AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.

Provided the foregoing terms are satisfactory, and that you are in agreement with them, please indicate your acceptance by checking the appropriate box and proceed with your submission.

This copyright agreement was extracted with permission from the "Best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).