"A Style Nobody can Deal With: Politics, Style and the Postindustrial City in Hip Hop" Talking Points #3

"A Style Nobody can Deal With: Politics, Style and the Postindustrial City in Hip Hop" by Tricia Rose

First of all, I have no experience whatsoever with the culture of hip-hop, so all of this is very new to me. It was hard to connect with some of Rose’s topics, but for the most part, I think I understand her general message. The beginning of the piece discussed the origins of hip hop and how it has transformed since the 1970’s through 1994, when the text was published. Rose discusses the development of hip hop, “Worked out on the rusting urban core as a playground, hip hop transforms stray technological parts intended for cultural and industrial trash heaps into sources of pleasure and power” (Rose, 401). She then goes on to explain how hip hop brought people together in urban communities, whether through break dancing on the sidewalks or rappers and DJs with microphones hooked up to the electricity of street lights. Rose says that rappers and DJs, “revised the use of central thoroughfares, made ‘open-air’ community centers in neighborhoods where there were none” (Rose, 402). New York City in the 1970’s, is where the hip hop culture has its roots. Even though hip hop has transformed over the years, today’s hip hop still uses the basics of “attitude, dance, style and sound effects” (Rose, 402) from that time period.

I also understand that hip hop culture, which includes dance, graffiti and rap, has significant undertones of political, social and economic issues. Not being a huge fan of rap music, I was unaware of this theme. After reading Tricia Rose’s piece, I have a better understanding of what rap music and the hip hop culture is derived from and also the issues that are being expressed in a very creative and unique manner. “It is, in fact, the dynamic and often contentious relationship between the two—larger social and political forces and black cultural properties—that centrally shape and define hip hop” (Rose, 402).

Even though I can somewhat understand the development of hip hop and the issues that it addresses, I am still overwhelmed by this piece. There were many words ( Afro-diasporic , phantasmagorical) that I had to look up and many of the themes were foreign to me. I hope that during class on Monday night some of my questions will be clarified and I will hopefully have a better understanding of the hip hop culture. I’m definitely open to learning new things!

"Digital Natives, Digital Immigrants"

"Digital Natives, Digital Immigrants" by Marc Prensky

While reading this article, all I could think of was my somewhat unsuccessful attempt to help my 85 year old grandfather use his new laptop. Last year he decided to buy himself a brand new Dell laptop and junk his old PC, which was still using Windows 95 and dial-up AOL. Needless to say I was surprised by his decision, he really loved that old computer. After researching for months and looking around at different models, he finally decided on a Dell laptop complete with Windows Vista. By the summer everything was in order, he had his laptop, high speed internet access and even a wireless network so he could sit outside and still be connected. Then he actually started the computer and was so overwhelmed by the difference between Vista and Windows 95, that he immediately regretted his decision to buy the laptop. I tried to help him learn what was what on the screen, how to find solitaire, get on the internet, etc, etc...but my attempts were unsuccessful. Even after spending hours with him, writing things down, he pretty much gave up. To this day, months later, his laptop is sitting on the coffee table in his living room untouched.

In the article, Prensky refers to my generation as "Digital Natives" as we have grown up with technology and it has become integrated into every aspect of our lives. On the other hand, he refers to older generations, like my parents and grandparents, as "Digital Immigrants." They are newcomers to the world of technology. Some are interested in using technology and have adjusted, like my mom, who is proud of herself for figuring out how to pay bills online. Then there are other "Immigrants" like my grandfather, who have given up on learning how to use technology in their everyday lives. He describes it well on page 3, "Smart adult immigrants accept that they don’t know about their new world and take advantage of their kids to help them learn and integrate. Not-so-smart (or not-so-flexible) immigrants spend most of their time grousing about how good things were in the "old country" (Prensky, 3).

I agree with many of Prensky's beliefs about the need for technology to be completely integrated into the education of the younger generations. Many twenty-somethings like me and teenagers can be reached on a different level by using technology. We use different forms of technology everyday, we listen to music on our I pods, keep in touch with family and friends by cell phone, use the internet for anything and everything, the list goes on and on. What is important however is the fact that technology has become stitched into every little part of our lives, except for education. Many teachers, as Prensky points out are "Digital Immigrants" that do not speak the same language as their "Digital Native" students. When this language barrier has been eliminated, technology will have an important and influential role in classrooms of all levels.

On pages 4 and 5, Prensky discusses how engineers learned the new CAD Software by playing a videogame that taught them as they went. I have a problem with videogames being used as educational tools. The whole idea of a "shooter" game being developed to teach CAD really bothered me, even though primarily adults were the ones playing the game. Games that feature violence, especially in an educational setting, I feel should not be developed, especially for use by younger students. Rather than videogames, that are often played alone, with no social interaction, I think games played that are played in a small group are more beneficial to students.

After finishing the article I began thinking about how we can close this gap between "Digital Natives" and "Digital Immigrants," I think the answer can be found by putting more of an emphasis on the younger generations helping the older generations learn how to use new technology. Even though my attempt to help my grandpa was not very successful, that does not mean that all older people cannot be helped. There need to me more programs in place in the community, maybe through high schools or senior centers, where the “natives" can help the "immigrants" become fluent in the language of technology. Do you think programs like this could work?

No one fights like Gaston!

When I got home from class tonight my head was spinning. I may not say a lot in class, even though I'm constantly thinking. Anyway, I found the topic interesting and decided to search youtube for anything about race, class or gender issues in Disney movies. This is what I found...

"Sexism, Strength and Dominance: Masculinity in Disney Films"- A project by Sanjay Newton

A new view of Disney movies!

My boyfriend and I were actually talking about this very topic the other day. We were discussing our favorite Disney movies, Snow White being mine and Aladdin being his. Looking back, we both realized that violence and uneqaul portrayal of characters based on sex, class, etc, were all present in our favorite Disney movies. It was interesting to read Christensen's article because she brought the discussion to a deeper level. She writes about the "secret education" that is present in many children's books, movies and television shows. In the introduction she writes,"...that world depicts the domination of one sex, one race, one class, or one country over a weaker counterpart" (pg. 126). Just by looking at my favorite Disney movie, I can see the truth in this sentence. From what I can remember, every character in Snow White was in fact white. All of the female characters were either portrayed as wicked, such as her evil step-mother, or waiting around for price charming to "rescue" her, such as the main character, Snow White.

It would be nice to stay "happy and ignorant" such as one of Christensen's students suggests in the article, but I think it is important to recognize that these message that have made their way into mainstream children's culture. Children are like sponges when they are young, absorbing every little piece of information that is presented to them, these messages about race, sex and class also being absorbed, even if their parents do no realize it.

Today, I think that improvements have been made in children's television shows. There are shows such as "Dora the Explorer" which has a strong, independent and adventurous little girl as the main character. To address the issue of broadening exposure of children to different ethnic groups, Dora also exposes pre-schoolers to the Spanish language and customs. Even though some shows on TV have improved, there are others that could use some work still. The little girl I babysit for is completely obsessed with Hannah Montana. Even at just five years old, she already believes that being popular, blonde and a rockstar is the way to be. She likes to crank up the volume on her Disney Princess CD player and shake her hips as she dances around, just like Hannah, Miley or whatever her name is. I notice the themes that are being presented in the show, even though Hannah is a strong young woman, doing what she loves with her life, there are other aspects of the show that could be better.


I'm hitting a writer's block with this topic now, the concept is a lot to process... I think I'll finish my thoughts later.... :)

Talking Points 1

The Rise and Fall of the American Teenager
By Thomas Hines

"The problem is rather, a way of thinking about an important time of life and how people ought to spend it. The problem is with the very concept of teenager."-Hines (Pg. 3) This quote from Hines' introduction pretty much sums up my understanding of his main point. The concept of the teenage years has changed greatly over time. In the 1800's if a girl was 15 years old, she was expected to setttle down and start a family, now she is expected to go out with her friends and text message 24/7. A teenage boy would have been working, usually hard labor in fields or mines, now he is expected to play sports, hang out with the guys and get a sweet car by the time he's 16. I understand Hines' point that the term teenager, and everything it entails is changing everyday. Teenagers 100 years ago are not the teens of today nor will they be the same as the teens of the year 2050.
I can understand Hines' point in chapter one, how teenagers are not viewed in a positive manner. Teenagers are expected to do well in school, hold down a part time job, make friends and be respectful to their parents, when at the same time, they are viewed as being irresponsible, immature and unable to handle themselves in a number of situations that are deemed "too old" for them. The way in which teenagers are viewed is very pessimistic. As Hines says on page 11, "This mystique encourages adults to see teenagers (and young people to see themselves) not as individuals, but as potential problems." Pretty much, the way in which adults view teenagers and teenagers view themselves, has set them up for being a problematic, irresponsible, disappointment, or so it may seem .

I can relate this to the subcultures activity that we just completed for class this week. Teenagers throughout history have belonged to a number or subcultures such as students, slaves, farmers, miners, frontiers, mothers, fathers, the list goes on and on.

Teenagers are viewed as problematic, if young people were given more credit for adding positively to society, would that change the overall view of what a teenager is?