Glee and new directions for social change /:
In the fall of 2009, the Fox network took a bold step in their primetime television lineup. Borrowing from the success of reality music performance shows like its own American Idol, the network introduced us to the students at McKinley High School, a fictional high school in Lima, OH, and home to th...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam, The Netherlands :
SensePublishers,
2015.
|
| Schriftenreihe: | Youth, media, & culture series ;
volume 3. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | In the fall of 2009, the Fox network took a bold step in their primetime television lineup. Borrowing from the success of reality music performance shows like its own American Idol, the network introduced us to the students at McKinley High School, a fictional high school in Lima, OH, and home to the glee club known as the New Directions. The group is made up of freaks and geeks who feel the wrath of being ℓ́ℓdifferent.ℓ́ℓ The cool kids are hell bent on making life difficult for the students in glee club. Yet, because of the determination of Mr. Will Schuester, the clubℓ́ℓs advisor, along with a few great songs, Glee has brought a new tone of inclusion to modern television and direct parallels can be seen between the experiences of the show choir members and what is happening in contemporary society. Glee has shown the importance of examining the intersections of pop culture and social issues; this text will encourage thinking on how effective the show has been beyond the screen. Essays provide critical analyses of the show, its characters, and its overall usefulness as a commentary on social issues. The showℓ́ℓs content often deals with subject matter that would lend easily to critique around such social issues as sexuality, bullying, interpersonal communication, conflict resolution, and family relationships. This text invites readers to examine the intersections between media, society, and the individual. |
| Beschreibung: | 1 online resource (xvi, 232 pages) |
| Bibliographie: | Includes bibliographical references at the end of each chapters. |
| ISBN: | 9789462099050 9462099057 9462099030 9789462099036 9462099049 9789462099043 |
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| 520 | |a In the fall of 2009, the Fox network took a bold step in their primetime television lineup. Borrowing from the success of reality music performance shows like its own American Idol, the network introduced us to the students at McKinley High School, a fictional high school in Lima, OH, and home to the glee club known as the New Directions. The group is made up of freaks and geeks who feel the wrath of being ℓ́ℓdifferent.ℓ́ℓ The cool kids are hell bent on making life difficult for the students in glee club. Yet, because of the determination of Mr. Will Schuester, the clubℓ́ℓs advisor, along with a few great songs, Glee has brought a new tone of inclusion to modern television and direct parallels can be seen between the experiences of the show choir members and what is happening in contemporary society. Glee has shown the importance of examining the intersections of pop culture and social issues; this text will encourage thinking on how effective the show has been beyond the screen. Essays provide critical analyses of the show, its characters, and its overall usefulness as a commentary on social issues. The showℓ́ℓs content often deals with subject matter that would lend easily to critique around such social issues as sexuality, bullying, interpersonal communication, conflict resolution, and family relationships. This text invites readers to examine the intersections between media, society, and the individual. | ||
| 505 | 0 | |a TABLE OF CONTENTS; INTRODUCTION: Changing the World through a TV Series (Dan's Story); The Journey; "Loser Like Me"; "Don't Stop Believin'"; ESSAYS IN THIS BOOK; SECTION 1: THE FRAMEWORK; 1. USING THE "NEW DIRECTIONS" TO MOVE MEDIA VIEWERS IN THE RIGHT DIRECTIONS: Examining the Effects of Glee Narratives on Attitudes and Behavioral Intentions towards Stigmatized Groups; THE EFFECTS OF ELEVATION AND MUSIC ON ATTITUDES AND BEHAVIORAL INTENTIONS; METHOD; Study Design and Participants; Experimental Conditions; Stimulus Material; RESULTS; GENERAL DISCUSSION; STUDY LIMITATIONS. | |
| 505 | 8 | |a IMPLICATIONS AND CONCLUSIONREFERENCES; SECTION 2: BULLYING; 2. A GLEEK PERSPECTIVE ON SLUSHIE FACIALS: Fan Forum Posts about Portrayals of Bullying on Glee; ISSUES IN THE LITERATURE; FANDOM IN THE DIGITAL AGE; STUDIES OF ONLINE FANDOM; Trends across Fan Communities; STUDIES OF TEEN ONLINE FANDOM; FAN POSTS AS INSTANCES OF OVERFLOW AND RECEPTION; A TEXTUAL ANALYSIS OF GLEE FORUM POSTS; GLEEK RESPONSES TO BULLYING PORTRAYALS; THE CONTEXT OF BULLYING; Is Bullying Ever Justified?; Bullying Is No Joke; No Free Passes; Implications of Gleeks' References to the Context of Bullying. | |
| 505 | 8 | |a LEARNING HOW TO RESPOND TO BULLYINGWhen to Step In; When to Back Down; Implications of Gleeks' Acknowledgment of Characters as Role Models; CATEGORIZING BULLYING; Types and Forms of Bullying; Anti-gay Bullying vs. "Regular" Bullying; Implications of Gleeks' Categorization of Bullying; FEELINGS TOWARD BULLY AND VICTIM CHARACTERS; Favoritism Affecting Reactions to Bullying; Implications of Gleeks' Feelings toward Characters; DISCUSSION: GLEE'S ROLE IN PROMOTING SOCIAL CHANGE; NOTES; REFERENCES; APPENDIX; Summary of Major Bullying Plots in Glee Episodes. | |
| 505 | 8 | |a 3. I'LL STAND BY YOU: Glee Characters' Multiple Identities and Bystander Intervention on BullyingDEFINING BULLYING; SOCIAL IDENTITIES & BULLYING; Sexuality; SUICIDE AND BULLYING; Adults Behaving Badly; Social Identity and Bystander Intervention; CONCLUSION; REFERENCES; SECTION 3: LGBTQ (MIS)REPRESENTATIONS; 4. GLEE GOES GAGA: Queering Concepts of High School Identity Formation; REFERENCES; 5. SOMETHING OLD & BORROWED: Homonormativity and Marriage in Glee; NORMAL NARRATIVES; TYPICAL TEENS; LOVE IS ALL YOU NEED; CONCLUSION; NOTES; REFERENCES; 6. KURT AND BLAINE: New Sexual Scripts for Gay Youth. | |
| 505 | 8 | |a SEXUALITY AS A SOCIAL CONSTRUCTIONMEDIA PORTRAYALS; GLEE FOLLOWS THIS NEW SEXUAL SCRIPT; GLEE AS AN EXAMPLE OF SOCIAL CHANGE; THE FUTURE OF GLEE; NOTES; REFERENCES; 7. SUE SYLVESTER, COACH BEISTE, SANTANA LOPEZ, AND UNIQUE ADAMS: Exploring Queer Representations of Femininity on Glee; QUEER THEORY; GENDER, FEMINIST THEORY, AND FEMININITY; SUE SYLVESTER; COACH BIESTE; SANTANA LOPEZ; WADE/UNIQUE ADAMS; IMPLICATIONS; CONCLUSIONS; REFERENCES; SECTION 4: IDENTITY POLITICS; 8. GLEE AND "BORN THIS WAY": Therapeutic and Postracial Rhetoric; POSTIDENTITY AND POSTRACE DISCOURSES; THERAPEUTIC RHETORIC. | |
| 546 | |a English. | ||
| 504 | |a Includes bibliographical references at the end of each chapters. | ||
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| 650 | 7 | |a Social change |2 fast | |
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| 700 | 1 | |a Faill, Daniel K., |e editor. | |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn904397330 |
|---|---|
| _version_ | 1816882305351811072 |
| adam_text | |
| any_adam_object | |
| author2 | Johnson, Brian C., 1972- Faill, Daniel K. |
| author2_role | edt edt |
| author2_variant | b c j bc bcj d k f dk dkf |
| author_GND | http://id.loc.gov/authorities/names/n2008046642 |
| author_facet | Johnson, Brian C., 1972- Faill, Daniel K. |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | P - Language and Literature |
| callnumber-label | PN1992 |
| callnumber-raw | PN1992.6 .G54 2015eb |
| callnumber-search | PN1992.6 .G54 2015eb |
| callnumber-sort | PN 41992.6 G54 42015EB |
| callnumber-subject | PN - General Literature |
| collection | ZDB-4-EBA |
| contents | TABLE OF CONTENTS; INTRODUCTION: Changing the World through a TV Series (Dan's Story); The Journey; "Loser Like Me"; "Don't Stop Believin'"; ESSAYS IN THIS BOOK; SECTION 1: THE FRAMEWORK; 1. USING THE "NEW DIRECTIONS" TO MOVE MEDIA VIEWERS IN THE RIGHT DIRECTIONS: Examining the Effects of Glee Narratives on Attitudes and Behavioral Intentions towards Stigmatized Groups; THE EFFECTS OF ELEVATION AND MUSIC ON ATTITUDES AND BEHAVIORAL INTENTIONS; METHOD; Study Design and Participants; Experimental Conditions; Stimulus Material; RESULTS; GENERAL DISCUSSION; STUDY LIMITATIONS. IMPLICATIONS AND CONCLUSIONREFERENCES; SECTION 2: BULLYING; 2. A GLEEK PERSPECTIVE ON SLUSHIE FACIALS: Fan Forum Posts about Portrayals of Bullying on Glee; ISSUES IN THE LITERATURE; FANDOM IN THE DIGITAL AGE; STUDIES OF ONLINE FANDOM; Trends across Fan Communities; STUDIES OF TEEN ONLINE FANDOM; FAN POSTS AS INSTANCES OF OVERFLOW AND RECEPTION; A TEXTUAL ANALYSIS OF GLEE FORUM POSTS; GLEEK RESPONSES TO BULLYING PORTRAYALS; THE CONTEXT OF BULLYING; Is Bullying Ever Justified?; Bullying Is No Joke; No Free Passes; Implications of Gleeks' References to the Context of Bullying. LEARNING HOW TO RESPOND TO BULLYINGWhen to Step In; When to Back Down; Implications of Gleeks' Acknowledgment of Characters as Role Models; CATEGORIZING BULLYING; Types and Forms of Bullying; Anti-gay Bullying vs. "Regular" Bullying; Implications of Gleeks' Categorization of Bullying; FEELINGS TOWARD BULLY AND VICTIM CHARACTERS; Favoritism Affecting Reactions to Bullying; Implications of Gleeks' Feelings toward Characters; DISCUSSION: GLEE'S ROLE IN PROMOTING SOCIAL CHANGE; NOTES; REFERENCES; APPENDIX; Summary of Major Bullying Plots in Glee Episodes. 3. I'LL STAND BY YOU: Glee Characters' Multiple Identities and Bystander Intervention on BullyingDEFINING BULLYING; SOCIAL IDENTITIES & BULLYING; Sexuality; SUICIDE AND BULLYING; Adults Behaving Badly; Social Identity and Bystander Intervention; CONCLUSION; REFERENCES; SECTION 3: LGBTQ (MIS)REPRESENTATIONS; 4. GLEE GOES GAGA: Queering Concepts of High School Identity Formation; REFERENCES; 5. SOMETHING OLD & BORROWED: Homonormativity and Marriage in Glee; NORMAL NARRATIVES; TYPICAL TEENS; LOVE IS ALL YOU NEED; CONCLUSION; NOTES; REFERENCES; 6. KURT AND BLAINE: New Sexual Scripts for Gay Youth. SEXUALITY AS A SOCIAL CONSTRUCTIONMEDIA PORTRAYALS; GLEE FOLLOWS THIS NEW SEXUAL SCRIPT; GLEE AS AN EXAMPLE OF SOCIAL CHANGE; THE FUTURE OF GLEE; NOTES; REFERENCES; 7. SUE SYLVESTER, COACH BEISTE, SANTANA LOPEZ, AND UNIQUE ADAMS: Exploring Queer Representations of Femininity on Glee; QUEER THEORY; GENDER, FEMINIST THEORY, AND FEMININITY; SUE SYLVESTER; COACH BIESTE; SANTANA LOPEZ; WADE/UNIQUE ADAMS; IMPLICATIONS; CONCLUSIONS; REFERENCES; SECTION 4: IDENTITY POLITICS; 8. GLEE AND "BORN THIS WAY": Therapeutic and Postracial Rhetoric; POSTIDENTITY AND POSTRACE DISCOURSES; THERAPEUTIC RHETORIC. |
| ctrlnum | (OCoLC)904397330 |
| dewey-full | 791.45/72 |
| dewey-hundreds | 700 - The arts |
| dewey-ones | 791 - Public performances |
| dewey-raw | 791.45/72 |
| dewey-search | 791.45/72 |
| dewey-sort | 3791.45 272 |
| dewey-tens | 790 - Recreational and performing arts |
| discipline | Allgemeines |
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Borrowing from the success of reality music performance shows like its own American Idol, the network introduced us to the students at McKinley High School, a fictional high school in Lima, OH, and home to the glee club known as the New Directions. The group is made up of freaks and geeks who feel the wrath of being ℓ́ℓdifferent.ℓ́ℓ The cool kids are hell bent on making life difficult for the students in glee club. Yet, because of the determination of Mr. Will Schuester, the clubℓ́ℓs advisor, along with a few great songs, Glee has brought a new tone of inclusion to modern television and direct parallels can be seen between the experiences of the show choir members and what is happening in contemporary society. Glee has shown the importance of examining the intersections of pop culture and social issues; this text will encourage thinking on how effective the show has been beyond the screen. Essays provide critical analyses of the show, its characters, and its overall usefulness as a commentary on social issues. The showℓ́ℓs content often deals with subject matter that would lend easily to critique around such social issues as sexuality, bullying, interpersonal communication, conflict resolution, and family relationships. This text invites readers to examine the intersections between media, society, and the individual.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">TABLE OF CONTENTS; INTRODUCTION: Changing the World through a TV Series (Dan's Story); The Journey; "Loser Like Me"; "Don't Stop Believin'"; ESSAYS IN THIS BOOK; SECTION 1: THE FRAMEWORK; 1. USING THE "NEW DIRECTIONS" TO MOVE MEDIA VIEWERS IN THE RIGHT DIRECTIONS: Examining the Effects of Glee Narratives on Attitudes and Behavioral Intentions towards Stigmatized Groups; THE EFFECTS OF ELEVATION AND MUSIC ON ATTITUDES AND BEHAVIORAL INTENTIONS; METHOD; Study Design and Participants; Experimental Conditions; Stimulus Material; RESULTS; GENERAL DISCUSSION; STUDY LIMITATIONS.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">IMPLICATIONS AND CONCLUSIONREFERENCES; SECTION 2: BULLYING; 2. A GLEEK PERSPECTIVE ON SLUSHIE FACIALS: Fan Forum Posts about Portrayals of Bullying on Glee; ISSUES IN THE LITERATURE; FANDOM IN THE DIGITAL AGE; STUDIES OF ONLINE FANDOM; Trends across Fan Communities; STUDIES OF TEEN ONLINE FANDOM; FAN POSTS AS INSTANCES OF OVERFLOW AND RECEPTION; A TEXTUAL ANALYSIS OF GLEE FORUM POSTS; GLEEK RESPONSES TO BULLYING PORTRAYALS; THE CONTEXT OF BULLYING; Is Bullying Ever Justified?; Bullying Is No Joke; No Free Passes; Implications of Gleeks' References to the Context of Bullying.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">LEARNING HOW TO RESPOND TO BULLYINGWhen to Step In; When to Back Down; Implications of Gleeks' Acknowledgment of Characters as Role Models; CATEGORIZING BULLYING; Types and Forms of Bullying; Anti-gay Bullying vs. "Regular" Bullying; Implications of Gleeks' Categorization of Bullying; FEELINGS TOWARD BULLY AND VICTIM CHARACTERS; Favoritism Affecting Reactions to Bullying; Implications of Gleeks' Feelings toward Characters; DISCUSSION: GLEE'S ROLE IN PROMOTING SOCIAL CHANGE; NOTES; REFERENCES; APPENDIX; Summary of Major Bullying Plots in Glee Episodes.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">3. I'LL STAND BY YOU: Glee Characters' Multiple Identities and Bystander Intervention on BullyingDEFINING BULLYING; SOCIAL IDENTITIES & BULLYING; Sexuality; SUICIDE AND BULLYING; Adults Behaving Badly; Social Identity and Bystander Intervention; CONCLUSION; REFERENCES; SECTION 3: LGBTQ (MIS)REPRESENTATIONS; 4. GLEE GOES GAGA: Queering Concepts of High School Identity Formation; REFERENCES; 5. SOMETHING OLD & BORROWED: Homonormativity and Marriage in Glee; NORMAL NARRATIVES; TYPICAL TEENS; LOVE IS ALL YOU NEED; CONCLUSION; NOTES; REFERENCES; 6. KURT AND BLAINE: New Sexual Scripts for Gay Youth.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">SEXUALITY AS A SOCIAL CONSTRUCTIONMEDIA PORTRAYALS; GLEE FOLLOWS THIS NEW SEXUAL SCRIPT; GLEE AS AN EXAMPLE OF SOCIAL CHANGE; THE FUTURE OF GLEE; NOTES; REFERENCES; 7. SUE SYLVESTER, COACH BEISTE, SANTANA LOPEZ, AND UNIQUE ADAMS: Exploring Queer Representations of Femininity on Glee; QUEER THEORY; GENDER, FEMINIST THEORY, AND FEMININITY; SUE SYLVESTER; COACH BIESTE; SANTANA LOPEZ; WADE/UNIQUE ADAMS; IMPLICATIONS; CONCLUSIONS; REFERENCES; SECTION 4: IDENTITY POLITICS; 8. 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| id | ZDB-4-EBA-ocn904397330 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:30Z |
| institution | BVB |
| isbn | 9789462099050 9462099057 9462099030 9789462099036 9462099049 9789462099043 |
| language | English |
| oclc_num | 904397330 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xvi, 232 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2015 |
| publishDateSearch | 2015 |
| publishDateSort | 2015 |
| publisher | SensePublishers, |
| record_format | marc |
| series | Youth, media, & culture series ; |
| series2 | Youth, Media, & Culture Series ; |
| spelling | Glee and new directions for social change / edited by Brian C. Johnson, Daniel K. Faill. Rotterdam, The Netherlands : SensePublishers, 2015. 1 online resource (xvi, 232 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Youth, Media, & Culture Series ; volume 3 Print version record. In the fall of 2009, the Fox network took a bold step in their primetime television lineup. Borrowing from the success of reality music performance shows like its own American Idol, the network introduced us to the students at McKinley High School, a fictional high school in Lima, OH, and home to the glee club known as the New Directions. The group is made up of freaks and geeks who feel the wrath of being ℓ́ℓdifferent.ℓ́ℓ The cool kids are hell bent on making life difficult for the students in glee club. Yet, because of the determination of Mr. Will Schuester, the clubℓ́ℓs advisor, along with a few great songs, Glee has brought a new tone of inclusion to modern television and direct parallels can be seen between the experiences of the show choir members and what is happening in contemporary society. Glee has shown the importance of examining the intersections of pop culture and social issues; this text will encourage thinking on how effective the show has been beyond the screen. Essays provide critical analyses of the show, its characters, and its overall usefulness as a commentary on social issues. The showℓ́ℓs content often deals with subject matter that would lend easily to critique around such social issues as sexuality, bullying, interpersonal communication, conflict resolution, and family relationships. This text invites readers to examine the intersections between media, society, and the individual. TABLE OF CONTENTS; INTRODUCTION: Changing the World through a TV Series (Dan's Story); The Journey; "Loser Like Me"; "Don't Stop Believin'"; ESSAYS IN THIS BOOK; SECTION 1: THE FRAMEWORK; 1. USING THE "NEW DIRECTIONS" TO MOVE MEDIA VIEWERS IN THE RIGHT DIRECTIONS: Examining the Effects of Glee Narratives on Attitudes and Behavioral Intentions towards Stigmatized Groups; THE EFFECTS OF ELEVATION AND MUSIC ON ATTITUDES AND BEHAVIORAL INTENTIONS; METHOD; Study Design and Participants; Experimental Conditions; Stimulus Material; RESULTS; GENERAL DISCUSSION; STUDY LIMITATIONS. IMPLICATIONS AND CONCLUSIONREFERENCES; SECTION 2: BULLYING; 2. A GLEEK PERSPECTIVE ON SLUSHIE FACIALS: Fan Forum Posts about Portrayals of Bullying on Glee; ISSUES IN THE LITERATURE; FANDOM IN THE DIGITAL AGE; STUDIES OF ONLINE FANDOM; Trends across Fan Communities; STUDIES OF TEEN ONLINE FANDOM; FAN POSTS AS INSTANCES OF OVERFLOW AND RECEPTION; A TEXTUAL ANALYSIS OF GLEE FORUM POSTS; GLEEK RESPONSES TO BULLYING PORTRAYALS; THE CONTEXT OF BULLYING; Is Bullying Ever Justified?; Bullying Is No Joke; No Free Passes; Implications of Gleeks' References to the Context of Bullying. LEARNING HOW TO RESPOND TO BULLYINGWhen to Step In; When to Back Down; Implications of Gleeks' Acknowledgment of Characters as Role Models; CATEGORIZING BULLYING; Types and Forms of Bullying; Anti-gay Bullying vs. "Regular" Bullying; Implications of Gleeks' Categorization of Bullying; FEELINGS TOWARD BULLY AND VICTIM CHARACTERS; Favoritism Affecting Reactions to Bullying; Implications of Gleeks' Feelings toward Characters; DISCUSSION: GLEE'S ROLE IN PROMOTING SOCIAL CHANGE; NOTES; REFERENCES; APPENDIX; Summary of Major Bullying Plots in Glee Episodes. 3. I'LL STAND BY YOU: Glee Characters' Multiple Identities and Bystander Intervention on BullyingDEFINING BULLYING; SOCIAL IDENTITIES & BULLYING; Sexuality; SUICIDE AND BULLYING; Adults Behaving Badly; Social Identity and Bystander Intervention; CONCLUSION; REFERENCES; SECTION 3: LGBTQ (MIS)REPRESENTATIONS; 4. GLEE GOES GAGA: Queering Concepts of High School Identity Formation; REFERENCES; 5. SOMETHING OLD & BORROWED: Homonormativity and Marriage in Glee; NORMAL NARRATIVES; TYPICAL TEENS; LOVE IS ALL YOU NEED; CONCLUSION; NOTES; REFERENCES; 6. KURT AND BLAINE: New Sexual Scripts for Gay Youth. SEXUALITY AS A SOCIAL CONSTRUCTIONMEDIA PORTRAYALS; GLEE FOLLOWS THIS NEW SEXUAL SCRIPT; GLEE AS AN EXAMPLE OF SOCIAL CHANGE; THE FUTURE OF GLEE; NOTES; REFERENCES; 7. SUE SYLVESTER, COACH BEISTE, SANTANA LOPEZ, AND UNIQUE ADAMS: Exploring Queer Representations of Femininity on Glee; QUEER THEORY; GENDER, FEMINIST THEORY, AND FEMININITY; SUE SYLVESTER; COACH BIESTE; SANTANA LOPEZ; WADE/UNIQUE ADAMS; IMPLICATIONS; CONCLUSIONS; REFERENCES; SECTION 4: IDENTITY POLITICS; 8. GLEE AND "BORN THIS WAY": Therapeutic and Postracial Rhetoric; POSTIDENTITY AND POSTRACE DISCOURSES; THERAPEUTIC RHETORIC. English. Includes bibliographical references at the end of each chapters. Glee (Television program) http://id.loc.gov/authorities/names/no2009174452 Glee (Television program) fast Social change. http://id.loc.gov/authorities/subjects/sh85123918 PERFORMING ARTS Reference. bisacsh Social change fast Johnson, Brian C., 1972- editor. https://id.oclc.org/worldcat/entity/E39PCjBtbfpxQCKrwdjh9cyrYK http://id.loc.gov/authorities/names/n2008046642 Faill, Daniel K., editor. has work: Glee and new directions for social change (Text) https://id.oclc.org/worldcat/entity/E39PCGc4Yjg8PBp6pTYv8HPVJC https://id.oclc.org/worldcat/ontology/hasWork Springer eBooks Print version: Glee and new directions for social change. Rotterdam : Sense, 2015 9462099049 (OCoLC)903194968 Youth, media, & culture series ; volume 3. http://id.loc.gov/authorities/names/no2014092941 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=970818 Volltext |
| spellingShingle | Glee and new directions for social change / Youth, media, & culture series ; TABLE OF CONTENTS; INTRODUCTION: Changing the World through a TV Series (Dan's Story); The Journey; "Loser Like Me"; "Don't Stop Believin'"; ESSAYS IN THIS BOOK; SECTION 1: THE FRAMEWORK; 1. USING THE "NEW DIRECTIONS" TO MOVE MEDIA VIEWERS IN THE RIGHT DIRECTIONS: Examining the Effects of Glee Narratives on Attitudes and Behavioral Intentions towards Stigmatized Groups; THE EFFECTS OF ELEVATION AND MUSIC ON ATTITUDES AND BEHAVIORAL INTENTIONS; METHOD; Study Design and Participants; Experimental Conditions; Stimulus Material; RESULTS; GENERAL DISCUSSION; STUDY LIMITATIONS. IMPLICATIONS AND CONCLUSIONREFERENCES; SECTION 2: BULLYING; 2. A GLEEK PERSPECTIVE ON SLUSHIE FACIALS: Fan Forum Posts about Portrayals of Bullying on Glee; ISSUES IN THE LITERATURE; FANDOM IN THE DIGITAL AGE; STUDIES OF ONLINE FANDOM; Trends across Fan Communities; STUDIES OF TEEN ONLINE FANDOM; FAN POSTS AS INSTANCES OF OVERFLOW AND RECEPTION; A TEXTUAL ANALYSIS OF GLEE FORUM POSTS; GLEEK RESPONSES TO BULLYING PORTRAYALS; THE CONTEXT OF BULLYING; Is Bullying Ever Justified?; Bullying Is No Joke; No Free Passes; Implications of Gleeks' References to the Context of Bullying. LEARNING HOW TO RESPOND TO BULLYINGWhen to Step In; When to Back Down; Implications of Gleeks' Acknowledgment of Characters as Role Models; CATEGORIZING BULLYING; Types and Forms of Bullying; Anti-gay Bullying vs. "Regular" Bullying; Implications of Gleeks' Categorization of Bullying; FEELINGS TOWARD BULLY AND VICTIM CHARACTERS; Favoritism Affecting Reactions to Bullying; Implications of Gleeks' Feelings toward Characters; DISCUSSION: GLEE'S ROLE IN PROMOTING SOCIAL CHANGE; NOTES; REFERENCES; APPENDIX; Summary of Major Bullying Plots in Glee Episodes. 3. I'LL STAND BY YOU: Glee Characters' Multiple Identities and Bystander Intervention on BullyingDEFINING BULLYING; SOCIAL IDENTITIES & BULLYING; Sexuality; SUICIDE AND BULLYING; Adults Behaving Badly; Social Identity and Bystander Intervention; CONCLUSION; REFERENCES; SECTION 3: LGBTQ (MIS)REPRESENTATIONS; 4. GLEE GOES GAGA: Queering Concepts of High School Identity Formation; REFERENCES; 5. SOMETHING OLD & BORROWED: Homonormativity and Marriage in Glee; NORMAL NARRATIVES; TYPICAL TEENS; LOVE IS ALL YOU NEED; CONCLUSION; NOTES; REFERENCES; 6. KURT AND BLAINE: New Sexual Scripts for Gay Youth. SEXUALITY AS A SOCIAL CONSTRUCTIONMEDIA PORTRAYALS; GLEE FOLLOWS THIS NEW SEXUAL SCRIPT; GLEE AS AN EXAMPLE OF SOCIAL CHANGE; THE FUTURE OF GLEE; NOTES; REFERENCES; 7. SUE SYLVESTER, COACH BEISTE, SANTANA LOPEZ, AND UNIQUE ADAMS: Exploring Queer Representations of Femininity on Glee; QUEER THEORY; GENDER, FEMINIST THEORY, AND FEMININITY; SUE SYLVESTER; COACH BIESTE; SANTANA LOPEZ; WADE/UNIQUE ADAMS; IMPLICATIONS; CONCLUSIONS; REFERENCES; SECTION 4: IDENTITY POLITICS; 8. GLEE AND "BORN THIS WAY": Therapeutic and Postracial Rhetoric; POSTIDENTITY AND POSTRACE DISCOURSES; THERAPEUTIC RHETORIC. Glee (Television program) http://id.loc.gov/authorities/names/no2009174452 Glee (Television program) fast Social change. http://id.loc.gov/authorities/subjects/sh85123918 PERFORMING ARTS Reference. bisacsh Social change fast |
| subject_GND | http://id.loc.gov/authorities/names/no2009174452 http://id.loc.gov/authorities/subjects/sh85123918 |
| title | Glee and new directions for social change / |
| title_auth | Glee and new directions for social change / |
| title_exact_search | Glee and new directions for social change / |
| title_full | Glee and new directions for social change / edited by Brian C. Johnson, Daniel K. Faill. |
| title_fullStr | Glee and new directions for social change / edited by Brian C. Johnson, Daniel K. Faill. |
| title_full_unstemmed | Glee and new directions for social change / edited by Brian C. Johnson, Daniel K. Faill. |
| title_short | Glee and new directions for social change / |
| title_sort | glee and new directions for social change |
| topic | Glee (Television program) http://id.loc.gov/authorities/names/no2009174452 Glee (Television program) fast Social change. http://id.loc.gov/authorities/subjects/sh85123918 PERFORMING ARTS Reference. bisacsh Social change fast |
| topic_facet | Glee (Television program) Social change. PERFORMING ARTS Reference. Social change |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=970818 |
| work_keys_str_mv | AT johnsonbrianc gleeandnewdirectionsforsocialchange AT failldanielk gleeandnewdirectionsforsocialchange |