Re-presentations of Animals in Media & Popular Culture
Animals are everywhere. They inhabit our forests, our fields, our imaginations, our dreams, and our stories. Making appearances in advertisements, television programs, movies, books, Internet memes, and art, symbolic animals do tremendous work for us selling goods, services, and ideas, as well as acting as stand-ins for our interests and ideas. Yet, does knowing animals only symbolically impact their lived experiences? Seeing Species: Re-presentations of Animals in Media & Popular Culture examines the use of animals in media, tracking species from appearances in rock art and picture books to contemporary portrayals in television programs and movies. Primary questions explored include: Where does thinking of other beings in a detached, impersonal, and objectified way come from? Do the mass media contribute to this distancing? When did humans first think about animals as other others? Main themes include examining the persistence of the human-animal divide, parallels in the treatment of otherized human beings and animals, and the role of media in either liberating or limiting real animals.
This book brings together sociological, psychological, historical, cultural, and environmental ways of thinking about nonhuman animals and our relationships with them. In particular, ecopsychological thinking locates and identifies the connections between how we re-present animals and the impact on their lived experiences in terms of distancing, generating a false sense of intimacy, and stereotyping. Re-presentations of animals are discussed in terms of the role the media do or do not play in perpetuating status quo beliefs about them and their relationship with humans. This includes theories and methods such as phenomenology, semiotics, textual analysis, and pragmatism, with the goal of unpacking re-presentations of animals in order to learn not only what they say about human beings but also how we regard members of other species.
Chapter Three: Children and Animals
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Children and Animals
Living animals are central presences to young children.
—Myers (2007, p. 6)
Animals are such agreeable friends—they ask no questions; they pass no criticisms.
For at least the last hundred years, American cultural images weave child and animal into the same cloth.
—Melson (2001, p. 18)
The childhood landscape is learned on foot, and a map is inscribed in the mind—trails and pathways and groves—the mean dog, the cranky old man’s house, the pasture with the bull in it—going out wider and farther. All of us carry within us a picture of the terrain that was learned roughly between the ages of 6 and 9.
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