Showing posts with label Cultural Bias in Prime Time Television. Show all posts
Showing posts with label Cultural Bias in Prime Time Television. Show all posts

Sunday, December 8, 2013

"Classic": Retro-grade TV in Our Digital Age

One of the three old movie channels, digital channels of local network affiliates, has an ad professing testimonials of people so happy "real" tv is back again, that they feel good about tv again and that they can let their children watch without being worried about what they'll be exposed to. These are the channels that play movies from the 30's to the 70's and many made later.  They are cheap to replay and bring in advertising revenue with films owned by particular studios now boughtbout by the media conglomerates that own the networks.  These are the movies with the most racist and sexist images, characterizations and narratives ever produced, with some of the widest distributions of their time, now getting even more distribution - and a free pass on their socially and politically retrograde storylines...they're "classics".  It's troubling to think that those testimonials might be real, at least that they might reflect many other people's idea of what 'good', 'safe' television programming looks like.

And yes, I just watched a bug-eyed Willie Best react in his "classic" stepinfetchit role to the idea of a ghost in a haunted Puerto Rican swamp while ferrying yellow-faced Peter Lorre in 1939's "Mr. Moto in Danger Island".  It just doesn't get any 'safer' than that.  Westerns also figure voluminous on these channels, most old, but many newer, very few with any redeeming, non-settler-colonial, non-genocidal qualities.  "Safe", they say.  Isn't it strange that this sort of story, much created before the bare beginnings of social and televisual/cinematice reforms of the 60's and 70's, is what they say we think is "safe"?

Oh, and with regard to those ghosts in the swamp, the USAmerican colonials....yes, colonials as in colonialism...were discussing the people that hold such ideas about Spirit beings and Ancestors and such.  They chided such claims of "ghosts" as "superstitions of a dangerously ignorant people".  (long pause)  "Dangerously ignorant".  Those are indigenous people and African descendants in those swamps.  Those are humans, children, women and men, freedom fighters in those swamps.  And don't let it slip by you that these anti-indigenous, anti-African, anti-woman narratives assume the ascendancy and presumptuous superiority of a colonial culture that deified a particularly "holy" ghost, but maybe merely a ghost nonetheless, albeit tied to a he-god and a so-called savior-son whose adherents would prove much more globally and ignorantly dangerous than any culture known to revere and keep intimate relations with their Dead.

Wednesday, August 17, 2011

Biased Portrayals in Children's TV Persist

Today, on "THIS is for Kids" on WHDH's "THIS" digital channel, I watched a cartoon that featured a European cowboy in Africa, blue gendered gorillas and a Tarzan character with glasses. The female gorilla was amorously chasing the cowboy for some reason (I missed the beginning), then was convinced to wed the male gorilla, presided over by the Tarzan-type character. Some of the action took place in a hut that was perched on the branch of a tree. Just like the more recent Disney version of Tarzan, there were no African people present at all. This absence of Africans in Africa was echoed in a recent past episode of Gadget Boy on the same channel.

The next cartoon featured a caveperson (male) who dressed up as a female dinosaur to lure a tyrannosaurus into a tar pit. He threw a handkerchief on the ground with expectation that the tyrannosaurus would see it and fall in the tar pit in the process. When the rex saw the caveperson, he went cartoonishly ga-ga, with eyes bulging, banging its tail on its head and demonstrably drooling. The rex "fell in love" (clearly only lust) with the caveperson and the narrative continued on portraying the caveperson as a captive housewife, unable to leave the house and placating the husband rex by dusting the house after he got angry at the "wife" for daring to want to escape. The caveperson was scheming to get ouf of the house while the rex sat in an easy chair reading the newspaper and only got free after the rex saw another character it felt attracted to.

(more on this soon)

Monday, April 4, 2011

That 70's Show: The Cultural Horror Show That Is Fez

(from "Cultural Bias in Prime Time Television", pg. 151)

Fez, played by Wilmer Valderrama, was the program’s infantilized, hypersexual ethnic Other, cute in his playfulness and socio-cultural ignorance, much like a three year old who said the word “tittie” for the first time - every day. Fez, like that three year old, might have engendered laughter, but Fez was not funny.

The program samples included an episode that provided a rare look into the shallow waters of Fez’s world, safe for viewers to walk through without fear of learning something new about the world or at least that of this one character. The episode trundled through each musical vignette laboriously and without any real passion, essentially a series of music videos all positioned to give exposition to another of Fez’s wants and desires as a young man from an undisclosed country who was constantly thinking about sex (or its absence) and candy. The episode seemed to be an unconscious display of the writers’ desire to keep Fez from achieving his innermost goals, whether as a young, lusty, Latin almost-lover (given, also a stereotype, but a more self-assured one) that he might have been or the emasculated, infantilized, de-nationalized clown that he really was.

The episode featured songs like The Joker (Steve Miller Band), Shake Your Groove Thing (Peaches and Herb), So Happy Together (The Turtles) and Sing (The Carpenters). The songs were performed as dream sequence production numbers with low-tech star wipes, smoke machines and shiny polyester outfits. The song vignettes were all dreams conjured by Fez as we waited impatiently for his “friends” to come to the school choral musical recital that he was a part of, presided over by 70’s rock idol Roger Daltrey, playing a pompous, brash, though also culturally unaware Brit music director, Mr. Wilkinson. Fez’s frustrations deepened as his “friends” failed to show while he waited before the recital, lapsing every so often into another musical rendition of what he thought the world should be like. Even Red exclaimed before Fez (and viewer) lapsed into another dream song, “Aw jeez, not another one!” (02/#6). Fez got to the point where he sincerely doubted his friendships, but turned it inward, calling himself a “goofy foreign kid” that no one wanted to be around (Program Sample 02/#6). Red, Eric’s father, gladly validated Fez’s feelings for him and was possibly the most egalitarian character on the program, never giving anybody a break, particularly his son or anyone seemingly not born in the United States of America or vociferously loyal to it.

Fez’s daydreams seemed to betray him as the physical performances were lackluster and the singing was poor. There was no hint of “sweetening” to raise the recorded quality of the vocals. None of the actors were accomplished or even fair singers to be performing as such. The pedestrian performances might have been produced to decrease the separation between skilled performer and presumably less skilled viewer. Fez was disappointed in his “friends” as the viewers may have been in the characters’ performance of the music segments. The story cut away at one point to find the gang smoking marijuana in Eric’s basement. They discussed how they didn’t want to go to the concert, completely dismissive of the idea that Fez would have any feelings about their actions. The program’s orientation to (or away from) Fez became apparent through the voice of Eric as they got caught up in their own pot-induced anti-Fez fervor. Each increased note of mockery was punctuated by a laugh track, the “OK sign” for viewer acceptance or dismissal of content, whichever came easier. Eric stated clearly in a close-up shot, saying, “That idiot actually thinks I’m his friend [Eric laughs]. Like I care. Iwish he were dead. [laugh track] Hey, we should kill him [louder laugh track]” (02/#6). No explanation or apology was ever made for their declarations against Fez, save for their excuse for their lateness - they were busy toilet-papering Wilkinson’s house and brought Fez his decapitated mailbox, presumably as a sign of their “friendship” and support for him. Wilkinson saw his mailbox in Fez’s hands, took it, aghast, and vowed a weak reprisal. The gang looked none too concerned, actually happy that they had “gotten him” in this way (which included a bag of dog excrement on his front steps and a symbol drawn on his door with some kind of cream or paste, interestingly enough - a peace sign).

Fez did at one point in this same episode strike a cord of nationalism and pride for the heretofore-unnamed country of his birth and its people. Wilkinson walked away from him after having leveled a barrage of insults and patronizing comments. Fez responded, “The British have always hated my people. We won the war, buddy. Get over it! Ah, good one, Fez. [laugh track]”. Fez, at least, got what he wanted - his “friends” with him at the concert. They did in fact go to the concert after all, but the ideological, socio-cultural and relational distance with which the narrative kept Fez from his “friends” was always there, too. Fez was allowed to share space with the “White Wisconsin Others”, but it seemed he could only get close to them in his cartoonish dreams.

The character of Fez was reminiscent of two of Willie Best’s characters, the “elevator boy’ Charlie” in My Little Margie and Willie in The Trouble with Father. Best, in the former “repeatedly bugged his eyes at the slightest provocation and looked stunned by the most ordinary of occurrences” (Bogle, 2001, p. 44). Bogle went on to say that “Best’s Charlie becomes delirious over the sight of the two [teen boy and girl] kissing good night. Widening his eyes, he goes into a romantic swoon. Apparently, he’s never experienced love himself nor known much about sexual desire (or fulfilling it)” (2001, p. 44). Bogle went on to say about Best in The Trouble with Father, “Again cast as a likable childlike dunce, he’s Willie, the family handyman, a nifty tagalong playmate for the family’s adolescent daughter Jackie. Mostly called upon to react and observe, he rarely initiates any action” (2001, p. 45). Much of this rang true for Fez. Fez was the consummate child, often swooning at the thought of candy or other ultimately simple things. This response could have been an expression of an immigrant’s stereotypical adoration for anything (United States of) American, an ideological frame of reference that would be easy to understand coming from a network like Fox, so deeply conglomerated and conservative in politics (Greenwald, 2004). Fez’s response was more likely the expression of a child. Fez was almost as enraptured by candy as he was for the prospect of sex. His simplistic reactions were the butt of the explicit and implicit joke. His dunce status was defined in every episode and his constant swoon and persistent, but contrived, lisp was always present to reinforce the consumption of his character as an ignorant child. If Fez walked on camera licking a gigantic lollipop and wearing knee pants, neither the audience nor the other characters would have thought anything of it.

Fez also showed his penchant for shallow, self-centered baby-isms when Wilkinson relegated him punitively to the back row during the recital, to which Fez retorted, “The back row is for the untalented and the ugly [laugh track]” (02/#6). Fez also stood his ground beforehand when Wilkinson tried to get Fez to understand the finer points of music appreciation. Wilkinson asked, “Have you ever been moved to tears by the warbling timbre of your own voice?”. Fez responded, “No - because I am a man! [laugh track]”, the laugh track almost bubbled over into a reserved, though macho cheer of support for his assertion of mainstream, narrow masculinity.

Fez, while at the school dance, was in the stairwell, along with three other couples, making out with a female dork stereotype. When word of the tornado warning reached them, Fez responded, “Oh no, I’m going to die a virgin!”. His partner expressed that it could be their last day on earth so they decided to “do it” and ran off to yet another stairwell. Word reached them later that the tornado warning had been lifted, though, before they got the chance to “do it”. His partner, then with a renewed sense of hope, snorted, chuckled and waddled off (literally) leaving Fez to tantrum before the Creator. Fez exclaimed, “Oh you can make a tornado, but you can’t make me do it! Oh you are not a just god!!” (02/#1).

The group’s flashback to their first meetings in the yearbook episode was telling of the characters’ and the programs relationship to this ethnic “Other” in the cast, the lone non-White token character for almost the whole run of the show. Fez was found hanging in a closet by his pants, preyed upon by cruel jocks. Kelso’s first response was to throw a gym ball at him. There was no major outcry to his treatment as the only “foreign exchange student” seemingly in all of Point Place or all of Wisconsin according to this program. Their empathy for Fez was underwhelming, all in the interest of the laugh track, ratings, repeat viewership and the bottom line. After they finally helped him down, Hyde asked him his name. Fez began to recite a litany of names (stereotypical and real for many Latinos/as), but as he did so, the school bell rang and obscured the viewer from hearing his name. Hyde responded, “I’m never gonna remember that”. It was not apparent whether Hyde heard the name or not, but it was apparent that he didn’t care to know his name or anything else about him.

The message was clear in all of the occurrences of Fez on screen that what was foreign was unwelcome in that world. Difference would not be tolerated and would be submerged for the greater ignorance of the self-centered (read ethnocentric) community. Fez was the butt of jokes from others and his own self-condemnation. He was the target of marijuana-induced assertions of hatred by people he called “friends”. He was neglected and disrespected off-hand. Intolerance of difference, of a different culture, a different national origin, was accepted wholesale by the characters and by the program itself. Fez might have been the best example of the worst that That 70’s Show had to offer teenage aspirational viewers looking for cues regarding how they should act and fit in - or allow others to fit in - or not - in this society.

Cultural Media Literacy

(from "Cultural Bias in Prime Time Television and Teenage Viewers: Cultural Media Literacy for High School and Higher Education", pg.196)

Cultural Media Literacy, a development borne of this study, was an important and necessary advancement in the growth of general media literacy education, research and organization. While most media literacy focused adequately on the dynamics of medium production and distribution, how it worked visually, graphically and/or sonically and possible effects in society (Strasburger & Wilson, 2002), these efforts did not show a marked trend toward deeper discussion of particular social issues as a whole. All of the aforementioned organizations and efforts were spectacular undertakings and deserve to be supported and grown. The discourse must have at some point advanced more deeply into the core of the social dynamic, the people themselves. That core was the source or container of the conflict and/or challenge in values and dominant life practice around which the discussion about media and television revolved. That human core was the locus of hope for the ultimate growth in positive human development.

Cultural Media Literacy sought to advance the discussion of television in
particular and mass communications media in general as a serious motive social force, but also to raise issue with the society’s grasp of its own negative and positive tendencies, to help redefine and broaden its understanding of itself and its pattern of cultural consumption and production. The media, the empty television stations, dark movie theaters or unlit fiber-optic internet cables were not the criminals, but the ways in which they had been manipulated by some people and consumed and used by so many more could have been considered as such. The hammer was not responsible for whether it was used as a tool for construction of home or a weapon of destruction of life, so the media in general and television in particular were also powerful, desirable tools of constructive change and transformation, almost innocent by themselves until imbued with the higher intentions of the creator and consumer alike.

Cultural Media Literacy defined conventional media literacy issues and elements as important, but only a part of the larger discussion that must happen with regard to mass communications in any society. Aside from the deleterious, anti-social forces and consequences of corporate media conglomeration, within Cultural Media Literacy, the media were simply the carriers of the message and these messages are important to society’s ability to observe itself, analyze its tendencies, whether realistic or fantastic, fictional or non-fictional, and make functional, practical decisions, actions and changes in its forward motion through time. Without a substantive discussion about the actual elements that television could only raise issue about or narrow discourse on, any society would only have been spinning its wheels with regard to mentioning mass communications media, cultural issues and social responsibility and positive social development.

Cultural Media Literacy defined culture and society as an organic and embodied human force that was simply and gloriously a macrocosm of the dynamism of the individual human being. Just as the individual must have been able to have insight into its own reality, tendencies, strengths and weaknesses, so must have society as a whole been able to look at itself and through informed observation and contemplative insight been able to lessen its pathologies and increase the effects of the best elements that it had to offer itself.

Cultural Media Literacy assumed that people cared enough about other people that we should have been actively and constantly engaged in each other’s development for the good of the society and each individual within it. This concept was essential for any conscious and active society to move forward, progressively and intelligently. The history of countless cultures pointed to the necessity of this one to, like them, make informed and conscious choices about its future, in the interest of those who would carry it forward. Teenagers were the beneficiaries of our greatest failures and achievements. They found information, crystal clear and deeply flawed on the millions of small screens lit by the culturally biased images given robust life in prime time television.

Sunday, April 3, 2011

"Cultural Bias in Prime Time Television and Teenage Viewers: Cultural Media Literacy for High School and Higher Education"

Teenagers, as formative adults and aspirational viewers, look to prime time television programming to assist them with defining their roles, behavior and social expectations. Television continues to project characters and storylines steeped in cultural bias. Studies revealed that the programming showed persistent, overt and subtle, negative stereotypes of numerical minorities, women and young people. Current trends in corporate media conglomeration, centralization of control over all media outlets, help explain the challenges of the teen media and television environment. Teenagers are falling prey to the prejudiced characterizations, negative portrayals, wholesale omissions of sub-cultural populations and advertiser-driven balkanization of television audiences. The primary objective of this study was to qualitatively assess the level of televisual bias and segregation that is validating oppressive ideas and behavior that threaten the cultural life of the United States of America. Media literacy education, with a focus on communal and cultural issues is a positive, though still largely latent force, that can help to counteract harmful human messages that often lie hidden in the technically sophisticated, though narrowly conceived programming. Prime time programming watched heavily by teenagers was recorded and analyzed, observing five cultural parameters: Culture/National Origin/Race, Gender, Sexual Orientation, Age and Ability. By exploring these categories of sub-cultural presentation, patterns of portrayals were found that gave perspective to practical issues currently challenging social cohesiveness. This qualitative study gave rise to a cultural media literacy presentation, created as a proactive outgrowth of this research in the interest of addressing the issues of social discord, geared for high school and college students and adaptable for adult audiences.