Kearney believes that the questions and comments posted by Girls Inc. to female youth through media literacy cirrcula suggest the teaching of an outdated and reductive understanding of media representations as direct reflections of, and thus direct influences on, reality (GMM p. 107-108). She seems to not agree with this because it's a representation of women's ideals that were shaped by white, middle-class, heterosexual women. Kearney believes that there is a need for more "positive" and "realistic" representations of women. I agree with Kearney that the cirricula that they teach shows a lack of exposure to contemporary theories of the relationship of gender to media representaion and consumption. As a result, the female youth who participate in Girl's Inc's programs are not motivated to problematize aesthetics or to understand fantasy as a primary component of media production and reception (GMM p.109). I believe young women need to know that the mass media is a group of people, many who are men, that get together to reach one common goal, which is to make money. Kearney also critiques Girls Inc. for not encouraging female youth to produce their own media texts, an activity that would allow them to directly challenge media representations they find problematic. I have always learned more about things when I am able to break them down and question their motives before I just accept what they say. It would be a great idea for this group to let these girls be their own judge of what they see and hear.
Kearney states that the Girl Scouts introduced the media savvy Interest Patch in 1999, a California chapter of the Girl Scouts formed an alliance with the Museum of Television and Radio in Los Angelas to produce a workshop for scouts on television genres and girls' representation within the media. Another chapter of the Girls Scouts collaborated with the Austin Children's Museum in 2001 to produce a workshop on video for young scouts. The problem Kearney saw with this is that although both of these wokshops included components that facilitated the development of girls' critical viewing skills and knowledge of media technology, neither showed practical experience in the audiovisual texts. By organizing the workshops around adults who discussed media analysis and technology but did not have the scouts' engagement in the activities, these two workshops reproduced the conventional understanding that media criticism and production are practices in which only adults engage. Much of the Girl Scout's youth are not provided with enough information on how to make a magazine, website, or television program. So unfortunately the youth can't effectively start, much less complete, exhibit, and distribute such media projects (GMM p.110). When I read this it really made me sad. I thought that of all the groups the Girl Scouts would be the best informants to young women about what is avaliable out there. This group is supposed to be up to speed on the different outlets that are avaliable to our future media savvy women.
Kearney concludes that The Girl Scouts' and Girls Inc.'s narrow focus on developing girls' critical viewing skills has been replicated recently by several other girls' advocacy organizations. She states that it's not her intention to suggest that these programs are not useful to female youth because they have helped many girls with analytical skills and awareness of media representation, and broadened their skills. Nevertheless, most girl-centered media literacy programs are not committed to facilitating girls involvement in forms of creative expression and communication that might increase their audience and expand their cultural experiences beyond stereotypical female activities that result in them being seen not heard. It may also limit their understanding of the opportunities for resistance, opposition, and subversion afforded by self-representation (GMM p.110). I agree with what Kearney has to say. This world is moving at a face pace and the female youth needs to have every opportunity avaliable out there to help them succeed not only in their career but in life.
What different activities would you suggest these organizations provide young girls with so that they can broaden their thoughts and ideas?
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