Rhetoric & Technical Communication
Rhetoric & Technical Communication
Aaron A. Toscano, Ph.D., Associate Professor, Dept. of English

Resources and Daily Activities

  • Charlotte Debate
  • Conference Presentations
    • Critical Theory/MRG 2023 Presentation
    • PCA/ACA Conference Presentation 2022
    • PCAS/ACAS 2024 Presentation
    • PCAS/ACAS Presentation 2021
    • SAMLA 2024 Presentation
    • SEACS 2021 Presentation
    • SEACS 2022 Presentation
    • SEACS 2023 Presentation
    • SEACS 2024 Presentation
    • SEACS 2025 Presentation
    • SEWSA 2021 Presentation
    • South Atlantic MLA Conference 2022
  • Dr. Toscano’s Homepage
  • ENGL 2116-014: Introduction to Technical Communication
    • April 10th: Analyzing Ethics
      • Ethical Dilemmas for Homework
      • Ethical Dilemmas to Ponder
      • Mapping Our Personal Ethics
    • April 12th: Writing Ethically
    • April 17th: Ethics Continued
    • April 19th: More on Ethics in Writing and Professional Contexts
    • April 24th: Mastering Oral Presentations
    • April 3rd: Research Fun
    • April 5th: More Research Fun
      • Epistemology and Other Fun Research Ideas
      • Research
    • February 13th: Introduction to User Design
    • February 15th: Instructions for Users
      • Making Résumés and Cover Letters More Effective
    • February 1st: Reflection on Workplace Messages
    • February 20th: The Rhetoric of Technology
    • February 22nd: Social Constructions of Technology
    • February 6th: Plain Language
    • January 11th: More Introduction to Class
    • January 18th: Audience & Purpose
    • January 23rd: Résumés and Cover Letters
      • Duty Format for Résumés
      • Peter Profit’s Cover Letter
    • January 25th: More on Résumés and Cover Letters
    • January 30th: Achieving a Readable Style
      • Euphemisms
      • Prose Practice for Next Class
      • Prose Revision Assignment
      • Revising Prose: Efficiency, Accuracy, and Good
      • Sentence Clarity
    • January 9th: Introduction to the Class
    • Major Assignments
    • March 13th: Introduction to Information Design
    • March 15th: More on Information Design
    • March 20th: Reporting Technical Information
    • March 27th: The Great I, Robot Analysis
    • May 1st: Final Portfolio Requirements
  • ENGL 4182/5182: Information Design & Digital Publishing
    • August 21st: Introduction to the Course
      • Rhetorical Principles of Information Design
    • August 28th: Introduction to Information Design
      • Prejudice and Rhetoric
      • Robin Williams’s Principles of Design
    • Classmates Webpages (Fall 2017)
    • December 4th: Presentations
    • Major Assignments for ENGL 4182/5182 (Fall 2017)
    • November 13th: More on Color
      • Designing with Color
      • Important Images
    • November 20th: Extra-Textual Elements
    • November 27th: Presentation/Portfolio Workshop
    • November 6th: In Living Color
    • October 16th: Type Fever
      • Typography
    • October 23rd: More on Type
    • October 2nd: MIDTERM FUN!!!
    • October 30th: Working with Graphics
      • Beerknurd Calendar 2018
    • September 11th: Talking about Design without Using “Thingy”
      • Theory, theory, practice
    • September 18th: The Whole Document
    • September 25th: Page Design
  • ENGL 4183/5183: Editing with Digital Technologies
    • August 23rd: Introduction to the Class
    • August 30th: Rhetoric, Words, and Composing
    • December 6th: Words and Word Classes
    • Major Assignments for ENGL 4183/5183 (Fall 2023)
    • November 15th: Cohesive Rhythm
    • November 1st: Stylistic Variations
    • November 29th: Voice and Other Nebulous Writing Terms
      • Rhetoric of Fear (prose example)
    • November 8th: Rhetorical Effects of Punctuation
    • October 11th: Choosing Adjectivals
    • October 18th: Choosing Nominals
    • October 4th: Form and Function
    • September 13th: Verb is the Word!
    • September 27th: Coordination and Subordination
      • Parallelism
    • September 6th: Sentence Patterns
  • ENGL 4275/WRDS 4011: “Rhetoric of Technology”
    • April 23rd: Presentation Discussion
    • April 2nd: Artificial Intelligence Discussion, machine (super)learning
    • April 4th: Writing and Reflecting Discussion
    • April 9th: Tom Wheeler’s The History of Our Future (Part I)
    • February 13th: Religion of Technology Part 3 of 3
    • February 15th: Is Love a Technology?
    • February 1st: Technology and Postmodernism
    • February 20th: Technology and Gender
    • February 22nd: Technology, Expediency, Racism
    • February 27th: Writing Workshop, etc.
    • February 6th: The Religion of Technology (Part 1 of 3)
    • February 8th: Religion of Technology (Part 2 of 3)
    • January 11th: Introduction to the Course
    • January 16th: Isaac Asimov’s “Cult of Ignorance”
    • January 18th: Technology and Meaning, a Humanist perspective
    • January 23rd: Technology and Democracy
    • January 25th: The Politics of Technology
    • January 30th: Discussion on Writing as Thinking
    • Major Assignments for Rhetoric of Technology
    • March 12th: Neuromancer (1984) Day 1 of 3
    • March 14th: Neuromancer (1984) Day 2 of 3
    • March 19th: Neuromancer (1984) Day 3 of 3
    • March 21st: Writing and Reflecting: Research and Synthesizing
    • March 26th: Artificial Intelligence and Risk
    • March 28th: Artificial Intelligence Book Reviews
  • ENGL 6166: Rhetorical Theory
    • April 11th: Knoblauch. Ch. 4 and Ch. 5
    • April 18th: Feminisms, Rhetorics, Herstories
    • April 25th:  Knoblauch. Ch. 6, 7, and “Afterword”
    • April 4th: Jacques Derrida’s Positions
    • February 15th: St. Augustine’s On Christian Doctrine [Rhetoric]
    • February 1st: Aristotle’s On Rhetoric, Book 2 & 3
      • Aristotle’s On Rhetoric, Book 2
      • Aristotle’s On Rhetoric, Book 3
    • February 22nd: Knoblauch. Ch. 1 and 2
    • February 29th: Descartes, Rene, Discourse on Method
    • February 8th: Isocrates
    • January 11th: Introduction to Class
    • January 18th: Plato’s Phaedrus
    • January 25th: Aristotle’s On Rhetoric, Book 1
    • March 14th: Mary Wollstonecraft’s A Vindication of the Rights of Women
    • March 21st: Feminist Rhetoric(s)
    • March 28th: Knoblauch’s Ch. 3 and More Constitutive Rhetoric
    • Rhetorical Theory Assignments
  • ENGL/COMM/WRDS: The Rhetoric of Fear
    • April 11th: McCarthyism Part 1
    • April 18th: McCarthyism Part 2
    • April 25th: The Satanic Panic
    • April 4th: Suspense/Horror/Fear in Film
    • February 14th: Fascism and Other Valentine’s Day Atrocities
    • February 21st: Fascism Part 2
    • February 7th: Fallacies Part 3 and American Politics Part 2
    • January 10th: Introduction to the Class
    • January 17th: Scapegoats & Conspiracies
    • January 24th: The Rhetoric of Fear and Fallacies Part 1
    • January 31st: Fallacies Part 2 and American Politics Part 1
    • Major Assignments
    • March 28th: Nineteen Eighty-Four
    • March 7th: Fascism Part 3
    • May 2nd: The Satanic Panic Part II
      • Rhetoric of Fear and Job Losses
  • Intercultural Communication on the Amalfi Coast
    • Pedagogical Theory for Study Abroad
  • LBST 2213-110: Science, Technology, and Society
    • August 22nd: Science and Technology from a Humanistic Perspective
    • August 24th: Science and Technology, a Humanistic Approach
    • August 29th: Collins & Pinch’s The Golem (Science), Ch. 2
    • August 31st: Collins & Pinch’s The Golem (Science), Ch. 3 and 4
    • December 5th: Video Games and Violence, a more nuanced view
    • November 14th: Boulle, Pierre. Planet of the Apes. (1964) Ch. 27-end
    • November 16th: Shelley, Mary. Frankenstein. 1818. Preface-Ch. 8
    • November 21st: Shelley, Mary. Frankenstein. 1818. Ch. 9-Ch. 16
    • November 28th: Shelley, Mary. Frankenstein. Ch. 17-Ch. 24
    • November 30th: Violence in Video Games
    • November 7th: Boulle, Pierre. Planet of the Apes Ch. 1-17
    • November 9th: Boulle, Pierre. Planet of the Apes, Ch. 18-26
    • October 12th: Lies Economics Tells
    • October 17th: Brief Histories of Medicine, Salerno, and Galen
    • October 19th: Politicizing Science and Medicine
    • October 24th: COVID-19 Facial Covering Rhetoric
    • October 26th: Wells, H. G. Time Machine. Ch. 1-5
    • October 31st: Wells, H. G. The Time Machine Ch. 6-The End
    • October 3rd: Collins & Pinch’s The Golem at Large (Technology), Ch. 7 and Conclusion
    • September 12th: Collins & Pinch’s The Golem (Science), Ch. 7 and Conclusion
    • September 19th: Collins & Pinch’s The Golem at Large (Technology), Prefaces and Ch. 1
    • September 26th: Collins & Pinch’s The Golem at Large (Technology), Ch. 2
    • September 28th: Collins & Pinch’s The Golem at Large (Technology), Ch. 5 and 6
    • September 7th: Collins & Pinch’s The Golem (Science), Ch. 5 and 6
  • New Media: Gender, Culture, Technology
    • August 19: Introduction to the Course
    • August 21: More Introduction
    • August 26th: Consider Media-ted Arguments
    • August 28th: Media & American Culture
    • November 13th: Hank Green’s An Absolutely Remarkable Thing, Part 3
    • November 18th: Feminism’s Non-Monolithic Nature
    • November 20th: Compulsory Heterosexuality
    • November 25th: Presentation Discussion
    • November 4: Hank Green’s An Absolutely Remarkable Thing, Part 1
    • November 6: Hank Green’s An Absolutely Remarkable Thing, Part 2
    • October 16th: No Class Meeting
    • October 21: Misunderstanding the Internet, Part 1
    • October 23: Misunderstanding the Internet, Part 2
    • October 28: The Internet, Part 3
    • October 2nd: Hauntology
    • October 30th: Social Construction of Sexuality
    • October 7:  Myth in American Culture
    • September 11: Critical Theory
    • September 16th: Social Construction of Gender and Sexuality
    • September 18th: Postmodernism, Part 1
    • September 23rd: Postmodernism, Part 2
    • September 25th: Postmodernism, Part 3
    • September 30th: Capitalist Realism
    • September 4th: The Medium is the Message!
    • September 9: The Public Sphere
  • Science Fiction and American Culture
    • April 10th: Octavia Butler’s Dawn (Parts III and IV)
    • April 15th: The Dispossessed (Part I)
    • April 17th: The Dispossessed (Part II)
    • April 1st: Interstellar (2014)
    • April 22nd: In/Human Beauty
    • April 24: Witch Hunt Politics (Part I)
    • April 29th: Witch Hunt Politics (Part II)
    • April 3rd: Catch Up and Start Octavia Butler
    • April 8th: Octavia Butler’s Dawn (Parts I and II)
    • February 11: William Gibson, Part II
    • February 18: Use Your Illusion I
    • February 20: Use Your Illusion II
    • February 25th: Firefly and Black Mirror
    • February 4th: Writing Discussion: Ideas & Arguments
    • February 6th: William Gibson, Part I
    • January 14th: Introduction to to “Science Fiction and American Culture”
    • January 16th: More Introduction
    • January 21st: Robots and Zombies
    • January 23rd: Gender Studies and Science Fiction
    • January 28th: American Studies Introduction
    • January 30th: World’s Beyond
    • March 11th: All Systems Red
    • March 13th: Zone One (Part 1)
      • Zone One “Friday”
    • March 18th: Zone One, “Saturday”
    • March 20th: Zone One, “Sunday”
    • March 25th: Synthesizing Sources; Writing Gooder
      • Writing Discussion–Outlines
    • March 27th: Inception (2010)
  • Teaching Portfolio
  • Topics for Analysis
    • A Practical Editing Situation
    • American Culture, an Introduction
    • Cultural Studies and Science Fiction Films
    • Efficiency in Writing Reviews
    • Feminism, An Introduction
    • Fordism/Taylorism
    • Frankenstein Part I
    • Frankenstein Part II
    • Futurism Introduction
    • How to Lie with Statistics
    • How to Make an Argument with Sources
    • Isaac Asimov’s “A Cult of Ignorance”
    • Judith Butler, an Introduction to Gender/Sexuality Studies
    • Langdon Winner Summary: The Politics of Technology
    • Oral Presentations
    • Oratory and Argument Analysis
    • Our Public Sphere
    • Postmodernism Introduction
    • Protesting Confederate Place
    • Punctuation Refresher
    • QT, the Existential Robot
    • Religion of Technology Discussion
    • Rhetoric, an Introduction
      • Analyzing the Culture of Technical Writer Ads
      • Rhetoric of Technology
      • Visual Culture
      • Visual Perception
      • Visual Perception, Culture, and Rhetoric
      • Visual Rhetoric
      • Visuals for Technical Communication
      • World War I Propaganda
    • The Great I, Robot Discussion
      • I, Robot Short Essay Topics
    • The Rhetoric of Video Games: A Cultural Perspective
      • Civilization, an Analysis
    • The Sopranos
    • Why Science Fiction?
    • Zombies and Consumption Satire
  • Video Games & American Culture
    • April 14th: Phallocentrism
    • April 21st: Video Games and Neoliberalism
    • April 7th: Video Games and Conquest
    • Assignments for Video Games & American Culture
    • February 10th: Aesthetics and Culture
    • February 17th: Narrative and Catharsis
    • February 24th: Serious Games
    • February 3rd: More History of Video Games
    • January 13th: Introduction to the course
    • January 20th: Introduction to Video Game Studies
    • January 27th: Games & Culture
      • Marxism for Video Game Analysis
      • Postmodernism for Video Game Analysis
    • March 24th: Realism, Interpretation(s), and Meaning Making
    • March 31st: Feminist Perspectives and Politics
    • March 3rd: Risky Business?

Contact Me

Office: Fretwell 255F
Email: atoscano@uncc.edu
New Media: Gender, Culture, Technology » September 11: Critical Theory

September 11: Critical Theory

Heads Up

  • Monday’s (9/16) reading from Barker & Jane is 58 pages
  • Next Wednesday’s (9/18) reading from Simon Malpas is the first part of a 132-page book
    • We’ll probably still be discussing Barker & Jane on Wednesday
    • The syllabus has Malpas over three class periods
  • Speech-Debate General Interest Meetings
    Thursdays: 5:30-6:30pm
    Colvard 3140
  • Charlotte Debate Team
    Mondays: 5:30-6:30
    Fridays: 5:00-6:00 {of course, there may be travel days on Fridays to tournaments}
    Fretwell 219
  • Less than three weeks to prepare for the 9/29 online, synchronous tournament–no travel needed

Question for Today

How might Devo’s lyrics below relate to the Habermas and Nacy Fraser readings?

Freedom of choice
Is what you got
Freedom from choice
Is what you want
Devo. “Freedom of Choice.” Freedom of Choice, Warner Bros., 1980.

Definitions for Discussion

Often when dealing with philosophy, rhetoric, and theory, the terms we use aren’t universally understood across disciplines. Meaning(s) is (are) entwined with word usage and history. Therefore, dictionary definitions are often inadequate to grasp the meaning of a term fully. The definitions below are to guide you in ways of thinking about culture as opposed to regurgitating in casual conversation.

  • Critical Theory: [definition not in the reading] often referred to as “theory,” an umbrella term for the many analyses of culture; examining society and culture and their products to understand how culture mediates a society’s ideology. Uncovering the ideology of a culture.
  • Critical Rhetoric: this perspective is in contradiction to an assumed universalist sense of reason in the formation of a discursively constructed reality. “The perspective is useful both for the political speaker, as heuristic in composing discourse, and for the rhetorical critic or audience member responding to that discourse” (Sloane, Encyclopedia of Rhetoric, p. 619). Traditional rhetoric (and all speech acts) persuades if both sender and receiver agree upon logic and reason–they’re “universal.” Critical rhetoric recognizes contexts and situations.
  • Welfare state capitalism: a term for a late and post-industrial economy where businesses provide “welfare” type benefits (retirement, health care, insurance, etc.) to employees.
    • Please show me that you’re able to point to a contemporary example of this…

Over all goal: Recognize the value (capitalism) underlying American culture. Male-dominated public sphere privileges profits: if it doesn’t make money, it’s not real work. Political preferences are irrelevant because media (specifically soundbite media on TV and non-public radio*) create/capture audiences for marketing products. Work is exchanging labor for wages, which then allow citizens–trained by ideology–the freedom to consume.

Comment on Two-Party System

There’s a critique of the two dominant American political parties essentially being a monoparty. Of course, and last night’s debate underscores this, there are differences between Democrats and Republicans, but, because they hold all the power in the United States, we can consider their totality as a monoparty. Additionally, third parties have almost no chance (especially on the national level) to effect change and win elections. By living in this two-party system, we’re immersed in the assumptions that they’re all that’s possible. The media focus predominantly (almost exclusively) on Democrats and Republicans, which reinforces their normalcy. Political scientists will tell us that the winner-takes-all system is why we have two parties and will point to parliamentary forms of government to demonstrate how proportional representation (percentage of votes) better allows for multiple parties. But that’s only part of the story. Similarly to our discussions on technology, once a system is in place, it’s difficult to conceive of an alternative, so the two-parties continue being entrenched. Disrupting this system would be a monumental, revolutionary task.

The two parties and the vast federal, state, and local bureaucracies maintain the status quo. The monoparty is conservative in that only small, incremental changes will happen, and there will be some back and forth (Roe v. Wade and Dobbs). Our cultural studies approach is to think of the prevailing norms that holds society together. There are always exceptions, so it’s good to avoid universals; however, when you see patterns, it’s unethical to claim that those observations are unexamined assumptions.

Fraser, Nancy. “What’s Critical about Critical theory? The Case of Habermas and Gender?” (1991)

Fraser doesn’t directly react to Habermas’s article “The Public Sphere” but a later work, titled The Theory of Communicative Action (1981): Volumes 1 (465 pages) and 2 (457 pages). I didn’t think we had time for those this semester. However, the discussion of the “public sphere” is germane (pun intended) to Fraser’s critique of the underlying masculine embodiment of these spheres. This essay first appeared in New German Critique, Spring-Summer, 1985 https://www.jstor.org/stable/488202.

  • Marx’s definition derived from his letter to Arnold Ruge: “Critical Theory [is] ‘the self-clarification of the struggles and wishes of the age’” (p. 253). {Note: the online translation is different–scroll to the very bottom.}
  • “A critical theory…frames its research in the light of contemporary social movements with which it has partisan though not uncritical identification” (p. 253).
  • Material reproduction: “societies must reproduce themselves materially; they must successfully regulate the metabolic exchange of groups of biological individuals with a nonhuman, physical environment and with other social systems” (p. 254).
  • Symbolic reproduction: “societies must reproduce themselves symbolically; they must maintain and transmit to new members the linguistically elaborated norms and patterns of interpretation that are constitutive of social identities” (p. 254)
  • Childrearing falls outside of Habermas’ social-theoretical framework: “childrearing is not per se symbolic reproduction activity; it is equally and at the same time material reproduction activity. It is a ‘dual-aspect’ activity” (p. 255).
    • Therefore, children must be born (material reproduction) in appropriate ways so as not to be a social burden and must be socialized (symbolic reproduction) to abide by the norms of the dominant culture.
    • material reproduction: the artifacts of a culture, including technologies, that are significant to society or a smaller community’s existence.
    • symbolic reproduction: the assumptions, attiudes, and myths, including common sense and conventional wisdom, that shape the character or culture…ideology.
  • Socially integrated action contexts: “…are those in which different agents coordinate their actions with one another by means of an explicit or implicit intersubjective consensus about norms, values, and ends” (p. 255).
    • p. 255: “[The classification of childrearing as symbolic and other work as material reproduction] could be used…to legitimate the institutional separation of childrearing from paid work,” which is “a linchpin of modern forms of women’s subordination.”
    • Similar statement on p. 259: “…linchpin of modern women’s subordination…”
  • System-integrated action contexts: “…are those in which the actions of different agents are coordinated by the functional interlacing of unintended consequences, while each individual action is determined by self-interested, utility-maximizing calculations in the “media” of money and power” (p. 255-256).
    • Consider this in light of my point about being programmed by a culture through invisible forces. When you’re immersed in a culture, you don’t always recognize the ways in which the culture shapes your worldview.
    • Also, we’re individuals collectively performing actions that support the system, and we perform based on ideology and behaviors we’ve internalized as members of a culture.
  • Capitalist “exchanges occur against a horizon of intersubjectively shared meanings and norms” (p. 256).
  • p. 257: “Habermas’s categorical divide between the ‘private sphere of the lifeworld’ and the ‘private economic system’ faithfully mirrors the institutional separation of family and official economy, household and paid workplace, in male-dominated, capitalist societies.”
    • “It directs attention away from the fact that the household, like the paid workplace, is a site of labor, albeit of unremunerated and often unrecognized labor…”
    • “…women are assigned distinctively feminine, service-oriented and often sexualized occupations. And it fails to focalize the that fact that in both spheres women are subordinate to men.”
  • To Fraser, the capitalist context is not free of ideology (although, really, nothing is non-ideological) because it is maintained by cultural assumptions and social practices; after all, the a marketplace requires participant acceptance. Ask yourself, “Why does the latest high-end TV cost the same as when the previous high-end model when it came out?”
    • Not related to this article, but, if you’re interested in a history of video game prices, check out Sam Naji’s “Are Video Games Really More Expensive?”

Public and Private Spheres

  • Private sphere: “the nuclear family” (p. 257).
  • Public sphere: “the space of political deliberation” (p.257).
  • Habermas separates family from economy (p. 257).
  • Fraser’s main argument: “[Habermas] fails to focalize the fact that in both spheres women are subordinate to men” (p. 257).
  • Family units are sites of coercion and male dominated (p. 257).
  • Normatively secured forms of socially integrated action: “…are actions on the basis of a conventional, prereflective, taken-for-granted consensus about values and ends, consensus rooted in the precritical internalization of cultural tradition” (p. 258).
    • Communicatively secured forms of socially integrated action: “…are actions coordinated by explicit, reflectively achieved consensus, consensus reached by unconstrained discussion under conditions of freedom, equality, and fairness” (p. 258).
    • “What is insufficiently stressed [by Habermas], however, is that actions coordinated by normatively secured consensus are actions regulated by power” (p. 258).
  • Fraser’s linchpin of modern women’s subordination: “the separation of the official economic sphere from the domestic sphere and the enclaving of childrearing from the rest of social labor” (p. 259).
    • Let’s complicate Fraser’s argument. If Habermas is a product of patriarchal thinking that ignores (intentionally separates) women’s contributions to society, why does patriarchy insist on heteronormative relationships?

Patriarchy or just Androcentric Bias Pervades Capitalism

Fraser is critiquing Habermas’ social-framework theory not because she thinks he’s dead wrong but because it doesn’t allow for a feminist-centered perspective, which would change the capitalist system (in her mind). Habermas is socialist-leaning, and Fraser seems to be also. This article is not a simple “for” or “against” discussion. Fraser is pointing out that male domination is so entrenched in the capitalist system that any critique must be able to confront Patriarchy. She isn’t explicitly advocating the solution; instead, she’s devising a way to approach a feminist conscious critique of capitalism and the superstructures (institutions: family, government, religion, etc.) built up in support of the system.

  • p. 261: Masculine subtext of worker, but feminine subtext for consumer.
    “…the consumer, the other role linking the official economy and the family in Habermas’s scheme, has a feminine subtext….preparing goods and services for domestic consumption.”
  • p. 262: “In Habermas’s view, citizenship means participation in political debate and public opinion formation.”
    • A well-informed, engaged public voting…
  • p. 262: “…another aspect of citizenship not discussed by [Habermas] is….the soldiering aspect of citizenship, the conception of the citizen as the defender of the polity and protector of those–women, children, the elderly–who allegedly cannot protect themselves.”
  • p. 263: “…male dominance is intrinsic rather than accidental to classical capitalism, since the institutional structure of the social formation is actualized by means of gendered roles.”
  • p. 264: “…some form of dedifferentiation of unpaid childrearing and other work is required….as long as the citizen role is defined to encompass death-dealing soldiering but not life-fostering childrearing, as long as it is tied to male-dominated modes of dialogue, then it, too, will remain incapable of including women fully.”
  • What does Fraser mean when she claims (separates Habermas into six theses, and this is the 2nd):
    “work[ers] are compensated by enhanced commodity consumption” and “there is a major decline in the importance of the citizen role as journalism becomes mass media, political parties are bureaucratized, and participation is reduced to occasional voting” (p. 265).
  • p. 266: “Decolonization encompasses three things:
    • …the removal of system-integrated mechanisms from symbolic reproduction spheres;
    • …the replacement of (some) normatively secured contexts by communicatively achieved ones;
    • …the development of new, democratic institutions capable of asserting lifeworld control over state and (official) economic systems.”
  • p. 267: “welfare state capitalism does inflate the consumer role and deflate the citizen role, reducing the latter essentially to voting–and, we should add, also to soldiering.”
    • “[Habermas] overlooks that it is overwhelmingly women who are the clients of the welfare state.”
  • p. 268: “Welfare measures do have a positive side insofar as they reduce women’s dependence on an individual male breadwinner. But they also have a negative side insofar as they substitute dependence on a patriarchal and androcentric state bureaucracy.”
  • p. 272: “Habermas’s account….fails to theorize the systemic, money- and power-mediated character of male dominance in the domestic sphere of the late-capitalist lifeworld.”

Her point is that gender discussions need to be a part of any critique in order to uncover “the evil of dominance and subordination” (p. 273) intrinsic to both the public and private spheres.

  • While one could simply belabor the point that capitalism rules because capitalism rules, that would be utterly unproductive. The point of our inquiry should be to recognize the tenets of a system under which we live.
  • What is the division of labor? Are there male jobs and female jobs?
  • What is a goal of Fraser repeatedly mentioning that childrearing is unpaid?
  • What are the ways families socialize their members into the capitalist system?
  • What are some attributes of capitalism, especially gendered ones, that pervade the media? In other words, because the media are a product of the culture from which it comes, what marks it as capitalist?
  • Is “decolonization”–removing the systemic biases from capitalism–possible?
  • How does the media reinforce, thwart, or ignore the systemic bias of capitalism?

Next Week

Keep up with the reading. On Monday, we have a long reading: Barker, Chris and Emma A. Jane. “Ch. 9: Sex, Subjectivity, and Representation.” Cultural Studies: Theory and Practice. 5th ed., Sage, 2016, pp. 342-399. It’s 58 pages, so you ought to carve out time this weekend to read. Remember, your Midterm and Final Exams are based mostly on the reading, and the Final Exam is cumulative. You’ll also have to turn in your Critical Analysis of Culture Essay by Thursday, 9/19, 11:00pm.

Of course, don’t forget to respond to the Weekly Discussion Post #4 on Canvas before Friday, 9/13, 11:00pm (in at least 250 words).

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