Week 2: Brendan O’Neill

What issues do his albums raise in terms of representation of ‘race’, and particularly ethnic and cultural stereotyping?

If the term ‘aged like milk’ has any accuracy, then the flavour of the older Tintin albums is at times remarkably sour. Over the long course of the series Hergé has built an impressive roster of cultural stereotypes that have been the cause of criticism in modern days. The first example appeared in the very first volume Land of the soviets where the Chinese are depicted with eyes so slanted, they are literally just lines on their faces, with pig tale haircuts that are about to torture Tintin. Arguably the most outrageous case comes in the second volume Tintin in the Congo. In this volume, African people are depicted with comically oversized rounded lips that are a bright red in colored versions, large eyes relative to other characters, speaking in broken english, wearing western clothing incorrectly, and having low intelligence. Tintin educates the natives about Belgium, a reference to the ‘Belgian Congo’, the Belgian colonial exploits of Congo, in which the natives were exploited and exposed to violence, while also given little in the way of healthcare and education. As Hergé explains it, The inclusion of this in the comic was meant to be a reflection of his paternalistic feelings in regard to the colony. This is the first example of Hergé’s misguided attempts at including race in his work. Not only is the profile of the natives in the comic highly stereotypical and degrading, but Tintin is also in the unfortunate role of the white man that fixes their problems and becomes their ‘master’. A year later in Cigars of the Pharaohs the artistic depictions of Africans still remain consistent. Hergé’s depiction of native Americans was a slight improvement, with the primary goal of his third entry Tintin in America being intended as a critique of American capitalism and treatment of Native Americans. The Native Americans in the comic are written to be sympathetic, but Hergé still depicts them as gullible and naive, as well as less intelligent than the white characters. With the fifth volume The Blue Lotus the visual depictions of the Chinese characters have toned down from their depictions in Land of the Soviets which may be due to the fact that Hergé’s view of the Chinese in this story was sympathetic unlike in Land of the soviets. This maybe explains why his depiction of the Japanese antagonistic force in The Blue Lotus was more questionable, with his visual depiction of the character Mitsuhirato being suspiciously similar to anti Japanese war propaganda. Whether Hergé chooses to view other races in a paternalistic or sympathetic manner, their depictions still are more often than not problematic. I do believe that Hergé is not a racist and that the messaging of his work is well meaning, but ultimately misguided in execution. This is best illustrated by Tintin himself, who educates the Congolese and solves their problems, because they need him to. Who nearly gets killed by Native Americans that were easily tricked and imposed on by the ‘bad whites’. Who saves a drowning Chinese boy, and treats him as someone he needs to protect. Hergé’s paternalistic and sympathetic views on other races resulted in depictions of these races that required a smart competent white man to help them, and that is why the early volumes have aged like milk all these years later.

Mountfort, Paul. (2011). Yellow skin, black hair … Careful, Tintin’: Hergé and Orientalism. Australasian Journal of Popular Culture 1(1), 33-49. https://doi.org/10.1386/ajpc.1.1.33_1

https://en.wikipedia.org/wiki/Tintin_in_America

https://en.wikipedia.org/wiki/The_Blue_Lotus

https://en.wikipedia.org/wiki/Tintin_in_the_Land_of_the_Soviets      

Week 1: Brendan O’Neill

How has the academic reception of popular genres changed over time?

In previous era’s there has been an observable bias by academics towards what was at the time and occasionally now is referred to as ‘high’ literature. Poetry, prose literature, and stage dramas are classical genres that were often deemed to be superior to modern popular genres. For this reason popular genres were often excluded from academic study, and were not taken seriously in the academic space. Furthermore there existed aspects of popular genres that lead academics to be less favorable towards them. Popular genres often present formulaic narrative outlines that are easy to predict. Many characters in popular genres suffer from being two dimensional and lacking significant growth over the narrative, while also being easily categorised into different character archetypes within that genre. Popular genres as a concept were also new, and many texts came to by way of new technologies and mediums.

As time went on the academic perceptions of popular genres began to change, and popular genres began to to be included in academic literature programs. There are two main reasons for this change, firstly because of a steady increase in popularity for genre fiction, and secondly because of a more favorable reevaluation of popular genres in the academic space. Many popular genre works are accessed via new technologies and mediums, such as TV, film, and the internet, and with televisions still being a normal household item, and many films and series being available online. Popular genres have taken over as the more affordable and accessible means of entertainment. As these new technologies become more normalised and used by more people, this also increases the popularity of popular genres. There are also several factors of popular genres that made them more appealing in the academic space. Popular genres are newer then classical genres, and as a result often better reflect modern society as it is today. Popular genres also have qualities that literary classics lack, such as the implementation of both text and imagery in ways that enhance the work. Lastly there were several ways in which the notion that ‘high literature’ being superior to popular genre fiction was deconstructed. It became apparent that the perception of what was ‘high’ and ‘low’ literature was not only subjective, but were centered around the tastes of privileged and elite groups. Authorial intentions for texts from both classical and popular genres were also often indistinguishable, with the intentions for texts often being more than just for basic entertainment.

What might the value be of studying them?

Popular genre fiction often does not exist within the realm of realism. Locations, languages, creatures, races, items, and technology that do not exist in our reality exist within popular genre texts, and these ideas can have real world practical and cultural applications. Science fiction concepts like hoverboards from back to the future or lightsabers from star wars now have real world prototypes, and popular culture is heavily influenced by popular genre texts making it worthy of studying what other ideas could be implemented in the real world from popular genres. As mentioned above popular genre fiction is often a reflection of the society it was produced from, therefore studying popular genre texts can inform on aspects of societies in different locations and time periods. Popular genres have a larger consumer base then classical genres in modern day, by studying popular genres it could be found out why this is the case. 

Mounfort, P (auth). (2020). ENGL602 popular genres. Retrieved from