In her book from a chapter called Imitation and Gender Insubordination, Judith argues that gender is performative. It’s one thing to say that gender is performed and that is a little different from saying gender is performative. When we say gender is performed we usually mean that we’ve taken on a role or we’re acting in some way and that our acting or our role playing is crucial to the gender that we are and the gender that we present to the world. To say that gender is performative is a little different because for something to be performative means that it produces a series of effects. We act and walk and speak and talk in ways that consolidate an impression of being a man or being a woman. (Bulter p. 124)
To us this means that we are taught how to act. From a early
age we are taught to act how the world perceives our gender. For example little
girls are told to wear pink and play with Barbies; however if a little boy
plays with Barbies or wears pink people think differently of the young boy
because its not the social norm.
Social norms play a big part in our gender. Women are taught
they need to find their Prince Charming, marry them and have babies. They
should learn how to cook and take care of a family. Viewed as weaker than men.
It’s okay for women to be emotional. On the other hand men are taught to be masculine.
For example men don’t have any emotions. They should suppress their emotions
and problems. They are rough and tough
and should not complain about women. Men are expected to be physically tall,
strong, and brave and so on.
We play into these roles, which makes us play out our
gender. We are always performing our gender. Our gender is always being performed
consciously and unconsciously.
The examples:
I provided are too young children, one is a boy play with “boy things” and the other is a little girl dressed up in make up and high heels. The examples put ideas into young minds about what they should and shouldn’t do.
I provided are too young children, one is a boy play with “boy things” and the other is a little girl dressed up in make up and high heels. The examples put ideas into young minds about what they should and shouldn’t do.
Questions.
1. Do you
think it’s possible for gender roles to be changed in the future?
2. Do you
think our culture has a big influence on gender roles and how we
perform
gender?
3. Should
toys be regulated to form ideas of gender in young minds?
4. Do you agree with Butler? In what ways do you perform gender?
4. Do you agree with Butler? In what ways do you perform gender?
The other example is a Dove commercial. The woman starts explaining how dying her hair different colors makes her feel. Hair dye for her is like having a different mood like blonde is bubbly and red is passionate. The voice-over explains that dying her hair makes life "more vivid" and makes her want to laugh and dance. she does it to invoke these characteristics.
She then explains that she's blind. The commercial used her blindness to suggest that hair dye isn't about color at all. It's about the feeling having dyed hair gives you, even if you can't see the color.
The commercial implies that hair dye can change who you are. And teaches women that beauty is so important. This goes back to social norms and how we are suppose to act. She is performing her gender because she was taught how to act from a young age.
Questions
1. Why do you think they used a blinded woman in the ad? What does it say about Dove?
2. If you had to make a commercial for Dove's hair care how would you use gender differently?
The commercial implies that hair dye can change who you are. And teaches women that beauty is so important. This goes back to social norms and how we are suppose to act. She is performing her gender because she was taught how to act from a young age.
Questions
1. Why do you think they used a blinded woman in the ad? What does it say about Dove?
2. If you had to make a commercial for Dove's hair care how would you use gender differently?
