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Category: 22.04

Investing in Girl Play: Kickstarting a New Era of STEM Toys?
Avi Santo / Old Dominion University

February 29, 2016 Avi Santo / Old Dominion University 2 comments

Avi Santo takes a closer look at a few so-called industry outsiders who are leading the charge to change girls’ play culture and guide them toward future STEM fields.

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Wicked Games, Part 2: Blood, Sex, and Pixels
Matthew Payne / University of Alabama
Peter Alilunas / University of Oregon

February 29, 2016 Matthew Payne / University of Alabama & Peter Alilunas / University of Oregon One comment

In part II of their “Wicked Games” series, Matthew Payne and Peter Alilunas look the controversies surrounding the video game industry in the early 1990s and the subsequent birth of the Entertainment Software Rating Board (ESRB) ratings.

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The Madness of Angeleno Freeways: Auto Mobility, Futurism, and Masculine Desire
Whitten Overby / Cornell University

February 29, 2016 Whitten Overby / Cornell University One comment

Whitten Overby continues his explorations of the intersections of architecture, technology, and gender in AMC’s Mad Men, this time through the lenses of Futurism, car travel, and the sprawling Los Angeles cityscape.

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Magical Girl as a Shōjo Genre and the Male Gaze
Coco Zhou / McGill University

February 29, 2016 Coco Zhou / McGill University 3 comments

Coco Zhou examines the role of the Magical Girl and the male gaze in anime programming typically targeted to young female audiences, such as Sailor Moon and Cardcaptor Sakura, and explores the economic implications of these programs and their intended audiences in Japan as well as the ways in which these programs appeal to male audiences.

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Mr. Robot’s Filmic Debts
M. King Adkins / South Dakota School of Mines and Technology

February 29, 2016 M. King Adkins / South Dakota School of Mines and Technology One comment

King Adkins calls attention to Mr. Robot’s aesthetic, thematic, philosophical, and moral filmic debts to The Matrix and The Third Man.

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Textual Object
Nicholas Sammond / University of Toronto

February 27, 2016 Nicholas Sammond / University of Toronto 2 comments

In this post, Nicholas Sammond continues his discussion of teaching Disneyland as text. Using Lefebvre, he illustrates the value of space for discerning and analyzing textuality in the classroom.

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Flow is a critical forum on media and culture published by the Department of Radio-Television-Film at the University of Texas at Austin. Flow’s mission is to provide a space where scholars and the public can discuss media histories, media studies, and the changing landscape of contemporary media.

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