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Week 1 Questions

  1. How has the academic reception of popular genres changes over time and what might the value be of studying them?

In the field of literature, popular genres such as science fiction, fantasy, and comics were not considered categories of literary worth. For a long period of time, literary convention consisted of theatrical drama, prose literature and poetry that appealed to academics and such niche audiences. Literary convention followed or consisted a set of rules and criteria to which ideal compositions adhered.

Over time, the introduction of novel forms of literature, more modern canon such as comics, fantasy, and science fiction were initially considered trivial and not worth being categorised as literary works, as their basics of composition did not consist of dimensions of complexity that is observed in conventional literature. Fortunately, with time and its gradual increase in acceptance from a growing audience normalised its literary components, such as two dimensional plot structures, multi-modal elements such as visuals and audio embedded, and its constant improvement due to technological innovations in terms of cinematography and visual effects. The aspect of such popular genres that portray fictitious realms is what led critics to categorise such productions apart from conventional literature and deem them as trivial. Plot structures are generally inspired of ancient mythology and stereotypical characterisation.

Although it may not adhere to factors of realism, modern productions have crafted plot structures around contemporary issues to address them on screen and raise awareness. With the increase from television screens to modern media platforms such as Netflix, such productions are now widely accessible. Popular genres is also recognised as academic courses in various universities, and explores them in different perspectives in terms of craft and cater to audience perception. Studying popular genres can allow people to understand, accept new concepts, and break free from predispositions about societies and marginalised groups that popular genres attempt to highlight.

Week 1 Questions

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

As technology developed cheap printing became more affordable which made sci-fi and fantasy fiction so popular because publications were producing them in masses that’s when Popular genres such as comics, fantasy novels and science fiction novels were on the rise. Although they were popular they still weren’t categorized under literature in the beginning when they first were created because it didn’t meet the standards of traditional literature such as fables, myths and folklore. The reason why they weren’t accepted to be part of literature because the structure of the plot was seen to be too “predictable” along with its portrayal of characters. Over time popular genre started to project the realness of our society today which is the struggles of marginalized groups such has African- Americans, homosexuals, women, and many others. This gave recognition to popular genre as people realized that classical literature teaches us about the problems of the past and not about about the struggles of today which people find much more appealing to read. Therefore, nowadays this perception of popular genre has changed and is widely available in tertiary education institutions. The reason for this is because popular genre is the outcome of social change in our society.

What might the value be of studying them?

Popular genre has become valuable over the years because it has more inclusive and relevant stories which suits the modern audience today. It also makes the audience of the popular genres capable of critically analyzing aspects of the story and also critically view the functionality of our society. Therefore many universities around the world provide a popular genre course alongside classical study courses because in today’s society all sorts of genres are worth learning and worth exploring because of the different techniques that are being used and are considered to be just as equal in knowledge with conventional English.

Week Three Questions

How and why have Tintin’s gender and sexuality been questioned?

There has been much debate over the course of Tintin’s adventures, about his gender and sexuality by many different readers and critics alike. In Mountfort’s (2020) article on topics of gender and desire in relation to Tintin, many critics have proposed several considerations on Tintin’s supposed gender and sexuality, including psychoanalytic criticisms to point out oedipal subtexts from different Tintin stories.

Objectively, Tintin’s sexuality has remained ambiguous, but has been criticized to exist somewhere outside of the heteronormative contexts. For example, one critic Mountfort (2020) cites, compares Tintin to Joan of Arc, as he exhibits feminine-like qualities of tenderness, being silent, as well as observant, and especially after meeting Haddock which, results in Tintin taking on a more passive role. These inferences consider whether Tintin is in a closeted relationship with Haddock, proposing ideas for Tintin’s sexuality. Furthermore, there is little to no female roles in Tintin’s stories, and women are visually scene as part of the background as bystanders, or part of a crowd, which leaves little romantic interests for Tintin in the heteronormative perspective.

Another point that is considered among Tintin’s ambiguous identity is that his stories are primarily fictional adventures for children, with Tintin supposedly being between 14 to 15 years of age. Although, his design was based on an actual journalist, Albert Londres, who was an adult rather than an adolescent. Overall, as Tintin is a fictional cartoon character, he does not have an actual biological age, which leaves many arguments about his gender and sexuality still up for debate.

In terms of sexuality, an example of Tintin’s homoerotic subtext can be found in Tintin’s The Crab with the Golden Claws, where Tintin and Haddock are both suffering from dehydration in the Sahara. Tintin has a hallucination of being stuck in a bottle of Burgundy with his head sticking out, signifying a cork. Then, Haddock bends over him with a raised corkscrew and the allotted speech bubble reads, “I’ll uncork it…”. Critics read this as Haddock symbolically penetrating and screwing Tintin in this scene, questioning the interchangeable gender roles, and whether Tintin could symbolically be bi- or pansexual. These criticisms along with many others show that Tintin is a more feminized character in comparison to Haddock. Mountfort (2020) also suggests that the term ‘male’ seems incidental to Tintin’s identity, as envisioning him as either a boy or a girl in his canon would make little difference to his depiction in the adventures.

Ultimately, Tintin’s gender and sexuality are quite enigmatic as he can be read as a boy or a girl, or as bi- or pansexual. Most of these criticisms come from the observations made on Tintin’s lack of ‘normative desires.’ His feminine qualities, and interesting relationship with Haddock also raise questions to Tintin’s persona.

References

Mountfort, P. (2020). Tintin, gender and desire. Journal of Graphic Novels and Comics. Doi: 10.1080/21504857.2020.1729829  

Week 2 Questions

In what specific ways is Tintin a forerunner of late 20th – 21st century transmedia storytelling franchises?  

In Mountfort’s (2016) review, it is said that Tintin has been recalled as one of the greatest global transmedia franchises of the early twenty-first century and quickly gained popularity in popular culture through its dependence on its spread over different medias. From its first success in the magazine Le Vingtième Siècle (The Twentieth Century) as a strip cartoonTintin then got published into an album a year later in the same newspaper. This spurred Tintin from being a simple strip cartoon to a more novelistic form of media. This also influenced Hergé to create more fully plotted stories for Tintin which in turn made it easier to be commodified and more appealing to the public audience. Tintin also presented new aesthetics in its medium as Tintin’s first colorized debut, The Shooting Star was published. Colorization during this period of printmaking made the product a more “premium” product and elevated its appeal for the market as it cost more to produce. This marked a big transition for Tintin, from being a strip cartoon to a finished comic book. Tintin also easily became a brand that was merchandised across puzzles, calendars, cushions, etc, further increasing its spread over different mediums. 

Moreover, Tintin was published in many different forms of media such as albums, and feature film adaptations. Tintin had rapidly gained popularity and dominated the popular culture in Europe and is seen as one of the forerunners of late 20th-21st century transmedia franchises from its beginnings as a simple strip cartoon to fully fleshed out comic books. Tintin’s influence on popular culture encouraged its transmediation as Tintin became published in a range of narratives of film, comics, and more.  

References 

Mountfort, P. (2016). Tintin as Spectacle: The Backstory of a Popular Franchise and Late Capital. Journal of Asia-Pacific Pop Culture, 1(1). 

Week 1 Questions

1. How has the academic reception of popular genres changes over time?

Popular genre’s, also known mass literature, encompasses a wide arrange of literary fiction that is not considered authorised literary canon by academics and highbrow educational organizations.

Literary canon consisted of poetry, high prose literature, and dramas were classical mega-genres and enjoyed by ledged status such as Shakespeare and Greek tragedy. Popular genre’s however included para-literature, pulp fiction, trivial literature. Melodramas, romance, spy novels, criminal detective series and costume-historical novels as well as thrillers, action novels, fantasy, science fiction, comics and manga. Popular genres were considered the “lowest level of literature”. They were books that were not part of the official literature hierarchy of its time due to certain elements explored within it such as the sketchiness of the plot, stereotyped ideas and topic content, clichés in the artistic shape and was “predictable”. Characters were often poorly characterised, others were used as plot devices rather than people and were considered simplifications of artistic ideas, making them primitive in nature.

One of the reasons why the perception of popular genres has changed, is because they are multi-modal and easily adapted into various other mainstream forms of entertainment such as books being transformed into television series or films, or alternatively even into plot driven games. This allows for a wider audience of readers or viewers to engage with mass literature.

2. What might the value be of studying them?

One way in which studying mass literature or Popular genres in an academic setting is further exposure to diversity. There higher inclusion of women, people of colour and members of the LGBTQ+ communities, allowing greater representation for post-colonial and other marginalised groups which would otherwise be excluded from today’s “literary classics”. Popular genres expands the literary field, branching into other genres and concepts that can and are explored within mass literature.

References

McAlister, J. 2018). Defining and redefining popular genres: The evolution of ‘new adult’ fiction. Australian Literary Studies 33.4.

Week 3 Questions – Tintin

Rija Faisal

What gaps are there in Herge’s representations of women?

While much has been said and addressed about the representation of race in Herge comics, what has often been neglected to be addressed is his representation of women.

Women play very limited roles in The Adventures of Tintin comics. Herge claimed once that women had little place in the Tintin stories. “Women have nothing to do in a world like Tintin’s”. The Tintin stories, Herge stated, were concerned with men getting themselves into misadventures rather than adventures, and that he found he simply could not mock women in the same way. “I like women far too much to caricature them. And, besides, pretty or not, young or not, women are rarely comic characters”.

It is not surprising therefore, given these statements and belief’s of Herge’s, that women are almost invisible in the Tintin series.

One of the few ways women tend to be used in the Tintin comics (when they are used at all, that is) , is as a background. They are visible among large crowds of people, such as in a scene set in a square or a marketplace, seen behind simple figures within the crowd, such as in Tintin and the Land of the Soviets. They do not stand out in any particular way, simply blending in with the background. In Tintin in America, as well, women remain creatures of the background, often being displayed with a child nearby, reducing their statues simply to that of a housewife or a mother.

Another way women are depicted in the Tintin series is by placing them within the small realm of labour. Characters representing female labour are portrayed as housewives, nurses, and mothers. This stereotypical portrayal of women serves to effectively limit the number of roles they can portray. White they are not being ruled out in this way, they are certainly being pushed into limited roles, e.g, that of an assistant or a stewardess.   

When viewed through the context and the mindset of the time period in which the Tintin comics were produced, this portrayal is easily understandable. Applied to the mindset of modern times, we can see why this portrayal would raise issues.       

References:  

Participation of Women in Tintin Adventures Tintinologist.org Retrieved from: https://www.tintinologist.org/forums/index.php?action=vthread&forum=8&topic=5922

Week 2 Question

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

Historically, The Adventures of Tintin has had a troublesome past with its disturbing caricatures and depictions of various ethnicities, which can be traced back to the origins of Tintin in the early 1930s. In which, the original volumes of The Adventures of Tintin are heavily littered with racist caricatures.

In the volume Tintin In The Congo, originally published in the early 1930s, the native Congolese are caricatured as unintelligible and unsophisticated, displaying distinctly racist traits such as ‘juju lips’ (Mountfort, 2012). Additionally, the native Congolese only communicate through pidgin English, delivering lines such as “white master very fair…! him give half hat to each one! him very good white!” (Tintin In The Congo, 1931). Throughout this volume, Hergé frames Tintin as the white saviour sent to civilise and educate the Congolese. However, ‘Tintin In The Congo’ serves to promote the brutal colonisation of Congo in the late 19th century, that inevitably led to the death of millions of Congolese. Unfortunately, Hergé’s caricatures of Africans would continue to appear in later volumes of The Adventures of Tintin.

However, Hergé representations of different ethnicities in The Adventures of Tintin would begin to change in the mid-1930s with the creation of The Blue Lotus. The success of which can be attributed to Hergé’s newfound friendship and collaboration with a Chinese art student, Chang Chong-chen. Through this friendship, Hergé gains a competent level of knowledge and respect for Chinese culture which is then represented in the complexity and humanisation of Chinese characters and settings. While The Blue Lotus makes notable strides in its depictions of Chinese culture, it is not without its flaws. In particular, its depiction of the Japanese through the villain, Mr Mitsuhirato, as a pig-snouted and visibly subhuman (Mountfort, 2012).

After the publication of The Blue Lotus, Hergé, while not flawlessly, has been more cautious with his depictions of other cultures in his adventures. Additionally, Hergé republished earlier volumes of Tintin to address some of the troublesome content.

References.

Hergé (1931). Tintin In The Congo.

Mountfort, P. (2012). ‘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

Week 3 Questions

  1. What gaps are there in Hergé’s representations of women?

In The Adventures of Tintin, it is clear that much has been addressed and corrected on the issue of representations of race. Still, not much has been addressed on the topic of representations of women. Hergé explains why women are not expressed by saying that “Women have nothing to do in a world like Tintin’s. I like women far too much to caricature them. And, besides, pretty or not, young or not, women are rarely comic characters” (Mountfort , 2020). But this lack of representations of women causes problems as it is read to many public.

 First of all, in every adventure series, the woman faces come out almost invisible. Unlike men, women not only don’t get a chance to speak, but they are just used as a background. Women, for example, are visually behind the status of simple figures in the crowd in Tintin in the Land of the Soviets. Also, in Tintin in America, women remain background figures, limiting women’s agency by being divided into the domain of someone’s guardian and mother.

 Women are also divided into the realm of labour. Housekeepers, housewives and mothers are mostly portrayed as characters representing female labor. Furthermore, “Wives may or may not double as housekeepers, depending on their station, but they are depicted almost exclusively as homemakers, care-givers or otherwise domiciled”(Mountfort,2020). It limits the role of women in families and prevents women from entering the daily lives of a wide variety of men. Of course, it does not rule out women in providing them with career options, but by limiting the jobs they can have to nurses, flight attendants and assistants, this is also feminized labor. These factors, when viewed in the context of the times, were understandable in that the status of women was low, but were sufficient to create a reactionary and wave of feminism in modern times.

Reference

Mountfort, P. (2020). Tintin, gender and desire. Journal of Graphic Novels and Comics. https://doi-org.ezproxy.aut.ac.nz/10.1080/21504857.2020.1729829 

Week 1 Questions

Student: Rija Faisal

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

And

What might the value be of studying them?

As a field of study on its own, popular genre has only recently started to be widely accepted and studied in universities. One can say, in the academic world, this branch of fiction was rather, “unpopular”.

The categories of popular genre include:

Anime.

Comics.

Science fiction.

Fantasy fiction.

For a long period of time, popular genre, or genre fiction as it is also known, was widely excluded from the literary and academic world. These works of fiction were not taken as seriously as classic literature, which is still considered to be a more “elevated” form of literature, and this perspective remained among the academic elite for quite some time.

Slowly, however, as these works of fiction evolved and advanced, they established their own place in the academic world.

Benefits of studying popular genre or popular fiction:

Broadens our horizons.

We get to learn about and come to understand people who are different from us.

Helps us to refine our own writing skills.

Teaches us about universal human experience.

References:

(n.d.). importance of studying literature e notes Homework Help. Retrieved from: https://www.enotes.com/homework-help/why-study-literature-important-what-skills-do-408329

Week 3 – Tintin

What gaps are there in Hergé’s representations of women?

Throughout Hergé’s albums, there are notable gaps in his representation of women, specifically in how little they feature throughout the series, and the limited character development they are given when they do feature.

In many of Hergé’s albums there is an almost total absence of female characters, and the only women we do see are background characters who do not speak (Mountfort, 2020). For example, in Tintin in the Land of the Soviets, women are only seen as figures in the crowd rather than fully realised characters who interact in the storyline. In Tintin in the Congo, while we do see a few female characters speaking, they are just one-liners served to move the plot along, such as the woman who is upset over her husband being sick, or the woman who bemoans Tintin for running into her (Mountfort, 2020). Hergé justified his erasure of women in his albums when he said, ‘[w]omen have nothing to do in a world like Tintin’s. I like women far too much to caricature them. And, besides, pretty or not, young or not, women are rarely comic characters’ (Mountfort, 2020, p. 2). This is problematic in the sense that under the guise of liking women, Hergé’s lack of female representation is really doing more harm by relegating them to background characters with no agency. This attitude is known as benevolent sexism, which are views towards women that may appear positive but actually do more harm (Glick & Fiske, 1996). This is because these ‘positive’ views, such as idolising women in the domestic sphere or romanticising them to the point of objectification, still imply that women are inferior and need protecting, and that men have a duty to protect them (Glick & Fiske, 1996). While Hergé’s justification for his near erasure of women may appear to have positive intentions, they are still rooted in misogyny.

Another gap in Hergé’s representation is that when women are featured they are given little to no character development and are relegated to the domestic sphere. For example, female characters are often portrayed as wives, mothers, housekeepers, nurses, maids and flight attendants, all roles that are serving others, particularly men (Mountfort, 2020). It could be argued that this is in keeping with roles women were able to do at the time, however, this argument holds little weight when we see that the first woman to have flown in space, Valentina Tereshkova, embarked on this mission in 1963, during the same time that female characters in Tintin are given less exciting domestic roles (Mountfort, 2020). This limits the amount of development and fulfilment female characters can enjoy. While the men in Tintin get to go on fabulous adventures and enjoy varied careers, women are portrayed as extensions of their husbands with no agency of their own (Mountfort, 2020). They are not well-rounded, fleshed out characters that help Tintin on his adventures, but are confined to the ‘ordinary’ world while Tintin gets to experience the ‘extraordinary’ world (Mountfort, 2020).

When women are given more fleshed out characters, their character portrayal is hardly flattering. In Tintin and the Picaros, Peggy Alcazar is portrayed as a domineering shrew who bosses around her intimidated husband (Mountfort, 2020). This trope reinforces the idea that women who are assertive and in control are dismissed as being bossy, and that the men in their lives are meek and only listen to them out of fear, rather than because they want to be an equal partner. Arguably Tintin’s most developed female character, Bianca Castafiore, is given much more depth than other female characters. She extends beyond the domestic sphere by being a self-made celebrity opera singer, and appears in multiple Tintin albums (Mountfort, 2020). While it’s positive to see a female character given more depth and exposure, one problematic element is that she is portrayed as annoying, shrill and intolerable. Her singing voice is so high-pitched that it shatters glass, much to the annoyance of Tintin and Captain Haddock (Mountfort, 2020). While not every female character needs to be well-liked and without flaws, it seems particularly problematic that one of Tintin’s only developed female character is found to be a nuisance to the male protagonists, further reinforcing Hergé’s statement that women have no place in the world of Tintin.

References

Glick, P. & Fiske, S. (1996). The Ambivalent Sexism Inventory: Differentiating hostile and benevolent sexism. Journal of Personality and Social Psychology, 70(3), 491-512. https://doi.org/10.1037/0022-3514.70.3.491

Mountfort, P. (2020). Tintin, gender and desire. Journal of Graphic Novels and Comics. https://doi-org.ezproxy.aut.ac.nz/10.1080/21504857.2020.1729829