gender, culture, consumers and markets: critical historical and sociocultural feminist

Gender, Culture, Consumers and Markets: Critical Historical and Sociocultural Feminist

Nike: The Girl effect

Media Literacy study, uncovering “The Girl’s Effect”: limiting effect.

Table of contents

Introduction and description of the case.....................................................................................3

Approach.....................................................................................................................................3

Chapter 1 production...................................................................................................................3

Chapter 2 textual analysis...........................................................................................................3

Chapter 3 Audience reception.....................................................................................................4

Chapter 4 Discussion..................................................................................................................5

Chapter 5 Consequences.............................................................................................................5

Chapter 6 Strategies....................................................................................................................6

Attachments................................................................................................................................7

Attachment 1: Glossary...........................................................................................................7

Attachment 2: Visual Material..............................................................................................10

Attachment 3: Detail description of the case........................................................................12

Attachment 4: Alternative Strategy.......................................................................................13

Reference list............................................................................................................................14

Group project SCG 20306 9/12/2013 of 14

Introduction and description of the case Nike practices Corporate Social Responsibility (CSR), Global Corporate Social

Engagement (GSCE) and Cause branding. The Girl Effect (TGE) is one of the famous GSCE of Nike that creates a line between CSR and philanthropy.

TGE is a global movement to help girls increasing social awareness. The main theme of this movement is to end poverty for and by young girls, their families, societies, countries and the world as well.

The main message is that when a girl in the developing world is enabled to realize her full potential, she isn't the only one who escapes poverty. She brings her family, community and country with her, so by investing in girls potential, the cycle of poverty can be broken.

Therefore the phrase “Lift the developing world out of poverty”. By making girls visible and changing their social and economic dynamics by providing them with resources like education, health and economic investment (GirlEffect.org , 2008, 2011 ). See attachment three for details.

Approach Core aspects of the analysis are gender, gender mainstreaming and diversity.

Explanation of these underlined core aspects and theories can be found in the glossary in attachment one. In attachment two the visual materials analysed can be found. The goal of the analysis is to answer the research question; “Does TGE aimed at young, real and or imagined troubles of represented ‘Non-Western’ girls result in offsetting differences and domination between ‘Western’ girls and ‘Non-Western’ girls”?.

The approach used for the analysis of the chosen material is by the study of media literacy with additional theories. To analyse gender and diversity according to media literacy a division is made between chapters of; production, textual analysis, audience reception, results, consequences and strategies as a solution. Each chapter analyses theories by addressing gender and diversity whereas there is a distinction made between ‘Western and Non-Western girls’. Additionally inclusion and exclusion are addressed and its problematic consequences with strategies to transform gender and structural inequalities.

Chapter 1 P roduction The producers of TGE are Nike Foundation, NoVo Foundation, United Nations

Foundation, Coalition for Adolescent Girls and department for international development (DfiD). The producers could be seen as the ‘dominant class’ since they are part of the ‘Western’ privileged group.

Circulation is done by internet ads, charity events, presentations and souvenirs with images of the campaign on global level. In December 2009, Oprah Winfrey aired TGE and the exposure on her show result in a big increase in Facebook followers and Youtube views. In March 2011: “The Clock is Ticking” video won TED Ads Worth Watching Award. Whereas the ‘weaker’ class are the poor girls from countries like Kenya, Nicaragua and Afghanistan (GirlEffect, 2011).

Consumption is done by donating and taking action by sharing awareness about the cause (Shapingyouth.org, 2012).

Chapter 2 T extual analysis With the textual analysis , semiotics approach noticeable is that TGE movement uses

many communicative signs. For example the position of the black young girl in her daily


routine, see figure two. Important signifiers of the text image are “Call to action” and “This is the moment to make girls impossible to ignore”. See figures in attachment one. Image three has texts; “Illiteracy doesn’t look good on a resume”, “And pregnancy doesn’t look good on a little girl” and “A good job would be nice” summed up in the image. (Girleffect.org 2008-2011)

By analysing the concept signified girls are the signifiers with associated meanings. The denotative meaning is that the girls portrayed are young, black and standing wearing headscarf’s. The connotative meaning is that these young girls are vulnerable and their economic, social and cultural position is not good, they need to be saved. Or perhaps standing, waiting to be saved before the hardships arrive. This is debatable because it is different per person how they associate these images with their own thoughts. Connotative meanings are there to create emotions and feelings by the viewers.

Noticeable with representation of gender is exclusion since only young black girls are included and no older diverse women nor even boys or older man.

Since girls are appealing and mostly used to gain sympathy for a cause this could be seen as gender mainstreaming. Besides gender mainstreaming is mostly used for economic gain. (Frey et al. 2006; McRobbie, 2009).

Furthermore the cause is about young girls so it is important to stress the employing differences throughout in order make visible that there is a symbolic and grounded power relation occurring from the United States and Europe (Whitlock, 2007).

Chapter 3 Audience reception TGE target audiences are consumers in the global North (girls), large companies,

governments, Nike and helping foundation employees. With this project ‘Non-Western’ girls are portrayed as vulnerable or the weaker group who needs saving. The audience ‘Western’ girl can be the savoir by contributing or taking action. They can help ‘Non-Western’ girls and others in the future. The ‘Western’ girl is represented as the dominant group who has the power and means to do something. It is important to not only assume but to draw up theories to analyse if there are really offsetting differences and domination between these ‘Western’ and ‘Non-western’ target groups.

Since the purpose is audience participation for this cause this could lead to the blending of interests and ideals from individual identities through brand communication. Seen as cause branding, whereas TGE blends it communication signs with that of the audience. The visuals signifier to ‘take action’, use social media and so on results in that cause branding also becomes self branding.

The use of girls to gain sympathy by gender mainstreaming is in relation with smart economics, which rationalises that investing in girls will lead to more efficient profitable outcomes. Seen with ‘Girls have the potential to add billions of dollars to GDP’.

Additionally the strategy missionary girl power can be applied as first world girls ( ‘Western’) can be constructed as the savoir of their ( ‘Non-western’) global sister. The text ‘Development agenda: it’s time to stop poverty before it starts’ is presented as common accepted by other classes. Uncovering hegemony is useful, is Nike wide-spreading to be responsible for ‘Non-western’ girls and therefore practicing their ideology? The interests and values of the dominant group then are seen in the visuals “Economically empowered girls can stop poverty before it starts”(GirlEffect, 2008-2011).

The message empowerment of girls is done by making them more profitable. The ideology then is the ‘Western’ girls are responsible to make ‘Non-Western’ girls profitable in relation with privileged irresponsibility.


Chapter 4 Discussion A problematizing concept is cause branding because is the program driving the

message and not the brand? A counterargument could be that Nike’s logo is not always visible in the visuals. However the brand Nike is associated with TGE.

In relationship with smart economics it is questionable whether it is about profitable outcomes, good will or a win-win situation. The use of gender mainstreaming and smart economics has led to the exclusion of males and older females in the campaigns. Adding that on the website the question was asked ‘why girls? Why not boys too’? . With the answer ‘the girl effect exist to help everyone and everyone includes boys”( GirlEffect, 2011).

Another discussion is about missionary girl power, hegemony and its ideology in the main visual messages. Pending that represented ‘Non-Western’ girls only need money for education from the dominant ‘Western’ girls who have the means to ‘stop poverty before it starts’. Contradictory there is, did poverty then not already start? And is the ideology therefore to ‘Non-western’ girls to be profitable, or is it about helping their needs and what these girls want? The ideals here of hegemony is that the dominant countries are responsible for economical empowerment.

Revolution will start by educating these ‘Non-Western’ girls. Important is the bigger picture so acting and caring for others by giving care by personal responsibility. The exclusion of other factors are key in this concept. The only way a real revolution will start will not only be by donating for education but also bettering other factors, or other people. Raising awareness is not enough, although the relatively privileged (Western) then don’t ignore forms of hardships of the unprivileged (Non-Western). The act of personal responsibility is still disreputable.

Chapter 5 Consequences TGE’s raising awareness doesn’t take representing diversity into account as seen with

the use of gender mainstreaming, smart economics and missionary girl power. Concerning is ‘invest in a girl and she will do the rest’ related to smart economics. Using smart economics lead to broadening structural inequalities like discrimination of gender, race and class ( Chant, Sweetman, 2012). Regarding girls as the solution to fix the world can lead to overstate what these girls are able of in a global way defined by on-going hardships like gender bias and barriers to their means.

The images send out messages of an imagined community of global sisterhood based on unequal power relations. The dominant ‘Western’ girls as saviours and the ‘Non-Western’ girls as in need of economical empowerment. Consequences are giving alternative visions; empowerment can only be reached economically, girls seen as gender from a commodity form who only need money. And not someone who has is owns ideals, intellect and values. Resulting that TGE is creating imagined social relationships between the producers, consumers and their girl ‘causes’. As Hayhurst (2011) states “these young women still must navigate the structural inequalities that tend to marginalize their lives in the first place”.

By drawing up privileged irresponsibility it is positive that the relatively privileged shouldn’t ignore hardships of these girls. The problematizing part is its commodity fetishism effect with how responsibility of care is appropriated. A consequence of donating and raising awareness by the form of following citizenship through consumerism is that the audience thinks they are ‘good-doers’ by consuming Nike’s TGE values. Alleviating these girls is then not by actively helping them but by obeying the rules of Nike in the name of economical empowerment.


By referring to Tronto’s care (1993) a consequence of caring about is the need for education has been recognized however other needs have not. Phases taking care of and care giving are problematic since information about the involvement of the cause and its responsible is non transparent and unclear. Little information is available about how TGE achieves its goals, budgeting, if there are anti corruption or bribery policies, financial monitoring and in general the providing of resources for these girls. A consequence here is that by donating and not the actual giving direct care leads to undervaluing of care-giving. Additionally care-receiving needs are not met. The website shows some responses from their girl causes however not all, and do not follow up in the future. Resulting in the unsatisfied caring with since previous phases do not meet and communication of results is unclear, exclusion and broadening of inequalities. As Tronto (1993) mentioned, care is gendered, raced and classed.

By answering the research question; “Does TGE aimed at young, real and or imagined troubles of represented ‘Non-Western’ girls result in offsetting differences and domination between ‘Western’ girls and ‘Non-Western’ girls”?

It depends, producers are the dominant western privileged group circulating TGE’s message. Visuals represent ‘Non-western’ girls indeed symbolic differently with the use of semiotics. Gender mainstreaming and smart economics rationalizes that investing in ‘Non-Western’ girls leads to efficient profitable outcomes. Consequently structural inequalities result in difference and domination between the two groups. Especially missionary girl power construct the offsetting difference of the savior versus the helpless. Creating this imagined global sisterhood is based upon unequal power relations. Hegemony is part of this wide spreading ideology. However this all depends on how the audiences actually associates and receives the message and visuals of TGE.

Chapter 6 Strategies An alternative strategy for TGE’s exclusion of diverse, old, male and female

characters from the campaign is to include these representations in the campaign. Adding the audiences involvement of men in order to empower girls can overcome gender inequalities. Also TGE’s implementation and non-clarifying information should be improved by making a detailed programme plan per country with examining the success of each program. Adding how effectively each programme is linked to other plans or initiatives. Furthermore communicate the up to date evidence of each programme and helped girls. Resulting in more transparent, clear, accountable information. Additionally other needs should be addressed, reason for investing in girls should not only be to rise the GDP but also to invest for girls rights and needs. Communicate that empowerment of girls is not only done and for money. Furthermore, actors should consider other needs and reasons for poverty. An interesting approach could be by not only raise awareness about girls in need from developing countries but by disclosing their way of life (culture, routine and relations). By including man it can become clear where other problems lay for example the not given safe sex and non-violence education to boys.

The alternative option is by not donating to TGE but by carrying out a school program once a year in the global North. With activism whereas students learn about gender and diversity and these ‘Non-Westerns’ girls. The goal after several lectures is that groups of students compose a strategy to help others by presenting to other students. The winners will not be donating but send to each programme. These programmes are not from TGE, asking other non-profit organisations is more effective and valid. Students send to these programmes are then actively caring, helping, communicating their actions by blogs and video’s about the Group project SCG 20306 9/12/2013 of 14

program . So that their fellow-students, friends and family can learn what is going on and then let them donate. Resulting in a better understanding about gender and diversity, these ‘Non-Western’ girls (and boys) situation, and giving the opportunity to think critically about the best manner to help and care. Effecting the structural inequalities and misbelieving that care is gendered, raced and classed.

A ttachments

Attachment 1: GlossaryCaring about: at the first phase of care, someone or some group recognizes the existence of a need and making an assessment that this need should be met. Caring about is usually assuming the position of another person or group to see the need. With ethical qualities; attentiveness (Tronto, 1993).

Taking care of: assuming some responsibility for the identified need and determining how to respond to it. And once needs are identified, someone or some group has to take responsibility to make certain that these needs are met. With ethical qualities; responsibility (Tronto, 1993).

Care giving: the third phase of caring requires that the actual care-giving work be done. It involves the direct meeting of needs for care. It involves physical work, and in contact with the objects of care. Important is that money does not solve human needs, though it provides the resources by which human needs can be satisfied. Providing money for care can lead to undervaluing of care-giving. With ethical qualities; competency (Tronto, 1993).

Care-receiving: once care work is done, there will be a response from the person, thing, group animal, plant or environment that has been cared for. Observing that response and making judgments about it. Provides to know that the caring needs have actually been met. With ethical qualities; responsiveness. (Tronto, 1993)

Caring with: to care about and for democracy is a task for all citizens. The collective responsibility with citizens and for them contains all members of society. With ethical qualities; plurality, communication, trust and respect; solidarity. (Tronto, 2013)

Cause Branding: Murray (2012) mentioned that cause branding is a specific type of branding that blends corporate and individual identities through brand communication and audience participation.

Connotative : Part of semiotics signified, whereas the signifier is associated with this meaning. The connotative meaning of the text image with its unconscious, not literal meaning. Course Material lecture 12.

Corporate Social Responsibility: corporations have an obligation to constituent groups in society other than stockholders and beyond that prescribed by law or union contact, (Allouche & Larouche cited in Hayhurst, 2011, p. 534).


Denotative: Part of semiotics signified, whereas the signifier is associated with this meaning. The denotative meaning of the text image with its literal, obvious meaning. Course Material lecture 12.

Gender there is a distinction made between feminine and masculine, since the advertisements are about young person’s there has been made a further distinctness between girls and boys. See also the distinction between ‘Western’ and ‘Non-Western’ girls.

Gender mainstreaming (McRobbie, 2009), critique assuming “a neoliberal reorganization strategy that seeks to optimize gender specific human resources for economic gain (Frey et al. 2006; McRobbie 2009).

Global Corporate Social Engagement: Line between CSR and philanthropy is increasingly blurred, as Hayhurst mentioned “a vast array of strategies used by corporations to become politically, economically and/or culturally involved, on a transnational scale, in social and development issues”. (Hayhurst, 2011)

Hegemony : Gramsci (1971) reasoned that the dominant classes present their view of reality in such a way that it is the only sensible way of seeing things and is therefore accepted as common sense by other classes. Thereby they gain consent of their world-view. Furthermore Gramsci (1971) claimed that the dominant classes exercise power in domains of economic, political, cultural to the state and society. Additionally in these domains hegemony is produced and maintained. Further Clark (1977) states hegemony as ‘how the ruling classes control the media and education’ . Further elaborating is Roper (2005) on hegemony, he states that ‘Hegemony can be defined as domination without physical coercion through the widespread acceptance of particular ideologies and consent to the practices associated with those ideologies”.

Ideology: Althusser (1970) debated that ideological practices depend on factors, which include family, media, and capitalist societies. Ideology reflects the interests and values of the dominant group. These interests and values are from ordinary people, which makes inequalities and subordination appear natural and correct.

Media literacy: is an integration of a textual analysis with questions of production and audience reception. A textual analyses the constructed meaning(s) of a media product through careful attention to its particular visual, verbal, auditory languages or codes. So, textual or content analysis is the significant part of the media literacy that illustrates a method of social science for studying the content of cultural, media and communication studies. It includes the study of recorded all kinds of human communications like books, video, images, websites, paintings, laws etcetera. The girl-effects restrain different images with meaningful signs. Hence, we can use the Semiotics approach theory to analyse the information processing of Nike’s girl effects movement.

Missionary Girl power: Grewal (1996) refers to the strategies used that portray ‘Western’ girls as the saviours of their ‘Non-Western’ sister girls.Privileged irresponsibility as Tronto states is “Those who are relatively privileged are granted by that privilege the opportunity to simply ignore certain forms of hardships that they do not face”( Tronto, 1994, 121).


Philanthropy: “act of donating money or goods, with no financial or material reward to the donor”( Hayhurst, (2011)

Priviliged irresponsibility: as Tronto (1994) states is “Those who are relatively privileged are granted by that privilege the opportunity to simply ignore certain forms of hardships that they do not face” ( Tronto, 1994, P 121). By asking questions about personal responsibility in the context of neo liberalism the underlying message can be solved. So who is responsible for giving care to these “Non-Western’ girls? Since society forces us to think otherwise, this is not my ‘fault or ‘not me’. TGE is raising awareness and wants other people ( Western Girls) to take responsibility by taking action and donating.

Self-branding: Individuals are encouraged to become a self-branded ‘commodity sign’. This is done by using ‘the narrative and visual codes’ promoted by institutional power. ( Corporations, advertisers, and so on) (Murray, D. P, 2013).

Signified: the concept or idea in our head with which the signifier is associated; denotative & connotative meanings. Course Material lecture 12.

Signifier: Actual word, image, photo etc. Course Material lecture 12.

Smart economics, which ‘rationalises investing in women and girls for more effective development outcomes (Chant, Sweetman, 2012).

Textual analysis with the semiotics approach: is the study of signs and signification that examines the correspondence between a sign and the meanings it conveys. In this process, Information is transmitted by linking ideas to meaningful signs & shared understanding of the signification of these signs. Semiotics involves the study not only of what we refer to as 'signs' in everyday speech, but of anything which 'stands for' something else. In a semiotic sense, signs take the form of words, images, sounds, gestures and objects (Chandler, 2013).

Western’ and ‘Non-Western girls: In this analysis there will be referred to ‘Western’ and ‘Non-Western’ girls meaning the ideological representations that reflects culturally and historically differences between the relations of power of colonized people and colonizing countries. ‘Western’ girls belong to European or American societies and ‘Non-Western’ girls belong to the ‘other’ developing countries. Or as Whitlock (2007) states employing differences throughout in order to make visible the ‘symbolic and grounded power relations emanating from the United States and Europe’.


Attachment 2: Visual Material

Figure 1 source: http://www.girleffect.org/ retrieved 18-11-2013



http://www.girleffect.org/


Attachment 3: Detail description of the caseTGE’s web site asserts that there are 250 million adolescent girls living in poverty

today and the mission is by 2030, to reduce it to 50 million. TGE launched at the World Economic Forum in Davos with a film that challenged people to think differently about the role girls play in development

The visuals as seen in the attachments, of the campaign depicts a black teen girl with the symbol that represents the potential of 600 million adolescent girls to end poverty for themselves and the world. The images invite all to support and join in the movement to achieve its short and long term objectives. The images of TGE include ten agendas regarding to build up their identity, employment opportunity, health risk, laws etc. To achieve these goals a social revolution is needed, led by twelve year old girls.


Attachment 4: Alternative Strategy


Figure 5 Alternative strategy : Goal is representing Gender & Diversity in visuals, learning and actively helping others.

Reference list Aapola, S., M. Gonick, and A. Harris. (2005). “Young femininity: Girlhood, power and socialChange”. New York: Palgrave.Althusser, L. (1970), “Ideology and ideological state apparatuses’ in Lenin and philosophy and other Essays (1971), pp. 121-76, 160. Chant, S., Sweetman, C. (2012) Fixing women or fixing the world? ‘Smart economics’, efficiency approaches, and gender equality in development. Gender & Development. Oxfam: Vol. 20, No. 3 Clark, M. (1977). “Antonio Gramsci and the revolution that failed”. Yale University Press, New Haven (1977).Chandler, Daniel. (2013). "Semiotics for beginners. Retrieved on 1 december, 2013." GirlEffect.org (2008 to 2011 website copyright) 18-11-2013 Retrieved from http://www.girleffect.orgGramsci, A. (1971).”Selections from the prison notebooks of Antonio Gramsci”. In Q. Hoare & G. N. Smith (Eds. and Trans), London: Lawrence and Wishart.Grewal, I. ( 1996). “Home and harem: Nation, gender, empire and cultures of travel”. Durham,NC and London: Duke University Press Frey, R., Hartmann, J., Heimann, A., Kugler, T., Nordt, S., & Smykalla, S. (2006), “Gender-Manifest”, Switchboard, 177 p. 4–7. 19-11-2013 Retrieved from www.gendermainstreaming.orgHayhurst,Lyndsay MC. (2011) “Corporatising Sport, Gender and Development: postcolonial IR feminisms, transnational private governance and global corporate social engagement. Third World Quarterly, Vol. 32(3), p. 531-549. Hayhurst, Lyndsay MC. (2011) "Girls as the'New'Agents of Social Change? Exploring the'Girl Effect'Through Sport, Gender and Development Programs in Uganda."Sociological Research Online 18.2 (2013): 8.McRobbie, A. (2009) “The aftermath of feminism: Gender, culture and social change”. London. Sage.Murray, Dara Persis. (2012) “Branding ‘Real’Social Change in Dove’s Campaign for Real Beauty”. Feminist Media Studies. Routledge, 1-19Roper, J. (2005) “Symmetrical communication: Excellent public relations or a strategy for hegemony?”. Journal of Public Relations Research, 17 (1) (2005), pp. 66-86.Shapingyouth.org (2012) 19-11-2013 retrieved from www.shapingyouth.org/the-girl-effect-a-world-changing-media-message/Tronto, Joan C (1993). Moral boundaries: A political argument for an ethic of care. Psychology Press, 1993.Tronto, Joan C. (2013). Caring Democracy: Markets, Equality, and Justice. NYU Press, 2013.Whitlock, G. (2007) “Soft weapons: Autobiography in transit”. Chicago and London: TheUniversity of Chicago Press.Lecture Material, SCH-20306 Gender, Culture, Consumers and Markets: Critical Historical and Sociocultural Feminist, 2013


http://www.shapingyouth.org/the-girl-effect-a-world-changing-media-message/

http://www.shapingyouth.org/the-girl-effect-a-world-changing-media-message/


gender, culture, consumers and markets: critical historical and sociocultural feminist

Documents

girls effect

nonwestern girls

young girls

girls potential

adolescent girls

girls visible

girl effect tge

gender mainstreaming