Social Media Through The Generations. The Idea The Findings The Themes. The Idea. We decided to interview seven members of our families, ranging in age from 10-70, regarding their thoughts on social media. . Interesting Findings.
● Most of our subjects place the responsibility for the control of social media in the hands of institutions like the government, the educational system, and the police.
● The one exception is the RCMP officer who sees it as more of an individual responsibility.
Social Media & The Case Of
September 26th, 2011
“They say parents need to teach their children. Instead, it was Rehtaeh who was my teacher. My precious gift. She was the absolute best part of my life.”
“There’s a wooden box in my house that holds all the memories I have of my beautiful little girl. The outfit she wore home from the hospital, a hand print in clay, art, school cards and drawings, mementoes of her life. Even a newspaper dated December 9th, 1995, the day she came into this world. I tried to keep it all for her, to have someday when she grew up and had her own family. That day will never come…yesterday I looked at another wooden box. It will hold her ashes.”
“To the Justice Minister of Nova Scotia…why is it they didn’t just think they would get away with it; they knew they would get away with it. They took photos of it. They posted it on their Facebook walls. They emailed it to God knows who. They shared it with the world as if it was a funny animation...
how is it possible for someone to leave a digital trail like that yet the RCMP don’t have evidence of a crime…my daughter wasn’t bullied to death, she was disappointed to death. Disappointed in people she thought she could trust, her school, and the police…for the love of God do something.”
-Glenn Canning, April 10th/13
Key questions to ask when reading any cultural text from a Feminist point of view:
1. What does the work reveal about the operations of patriarchy? How are women portrayed? How do these portrayals relate to gender issues of the period in which the novel was written or is set?
2. What does the work suggest about the ways in which race, class, and/or other cultural factors intersect with gender in producing women’s experience?
3. How does the work define femininity and masculinity? Do the characters always conform to their assigned genders?
4. What does the work imply about the possibilities of sisterhood as a means of resisting patriarchy?
5. How was the work received by the public and by the critics? What does this tell us about the operations of patriarchy?
6. What role does the work play in terms of women’s literary history and tradition?
“…it showed a male student pressed against her naked body in a sexual act, the boy flipping a thumbs-up as Rehtaeh vomited out a window. Returning home, Rehtaeh collapsed on the kitchen floor and, between sobs, told her mother and a cousin, “Everybody knows…I can’t go back to school…I want to die.”
“…at school the kids called her “slut.” Boys she didn’t even know began texting her, asking to have sex; nearly all of her female friends cut her off.”
“…when she’d spot one of her attackers, “she would have panic attacks (and) she would have problems breathing.” She also smoked a lot of dope.”
Pepler, D., & Milton, P. Government of Nova Scotia, Department of Education. (2013). External review of the halifax regional school board's support of rehtaeh parsons: Final report. Retrieved from website: http://www.ednet.ns.ca/files/reports/External Review of HRSB Final.pdf
Smolowe, J. & Rayford, J. (2013, July 15). Shamed into suicide. People Magazine, 80(3), 66-69.
The Chronicle Herald. (2013, July 21). Content about rehtaeh parsons. Retrieved from http://thechronicleherald.ca/topics/Rehtaeh Parsons
Tyson, L. (2006). Critical theory today: A user-friendly guide. (2nd ed.). New York, NY: Routledge.