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Ophav

 Ophav:
Deleuran, Sacha1, Forfatter
Block, Charlotte 2, Vejleder
Tilknytninger:
1Det Samfundsvidenskabelige Fakultet, Københavns Universitet, København, Danmark, diskurs:7001              
2Sociologisk Institut, Det Samfundsvidenskabelige Fakultet, Københavns Universitet, København, Danmark, diskurs:7013              
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Indhold

Ukontrollerede emneord: Barndomssociologi, forbrugskultur, identitet, Belk, Maffesoli, Giddens
 Abstract: Today, children are being urged to buy, collect, consume, want, dream about and desire material goods. TV advertisements, children’s programmes, the Donald Duck magazine, idols, websites and last but not least friends lure with gorgeous products that promise glory, happiness and status. There was a time when children were not spoken of as consumers, but as future consumers. But today, marketers view the children segment as a viable market. Children are consumers and by and large they enjoy it. But is this problematic? And to what extent are children capable of filtering the market input they are exposed to on a daily basis? Development psychiatrists are calling for a massive regulation of children’s access to the commercial world. They see children as passive, naïve, seduced, exploited and brainwashed consumers. Marketers bring forward opposite opinions when justifying their points of view of children’s unregulated access to the marketplace. They see children as sophisticated, critical, demanding, sceptical and autocratic beings, very capable of navigating in a consumer culture.
The focus of this master thesis is the contrast between the two positions, since they construct the child as respectively impotent and omnipotent. The purpose of this paper is to examine how children at a local level navigate in the consumer culture they live in. Based on the relatively new approach to studying children – Sociology of Childhood, I deliver an analysis of how children relate to the commercial exposure they experience on a daily basis and how consumer culture affects identity and social orientation among children. In order to perform a sociological analysis of the topic, I use sociological definitions of identity and community. The identity concept is based on Antony Giddens’ take on reflexive identity and Russel W. Belk’s view on possessions as the extended self. The community- and sociality concepts evolve around Michel Maffesoli’s concept of the neo-tribes.
Twenty-four children in the age group 9-11 have been involved in the qualitative research. Based on their experiences I have been enlightened with the maelstrom of feelings that children experience in today’s commercial world, the pester-power they demonstrate and the diverse and loose sociality they engage in on a daily basis.
I investigate how consumer culture affects children’s self-image and their relationships with their peers, and my conclusion is comforting compared to the assumptions existing primarily in the development psychology literature. My finding is that children are under a tremendous pressure from the ever-present consumer culture. They are active in social spheres defined by belongings and they use the belongings as an extension of their identity. But at the same time, these children demonstrate solid social competencies that overrule the power of the material artefacts. As a child, you are not perceived as a strong character and somebody everyone wants to befriend, if you have the right iPhone, flat screen TV or best skate accessories. It is of importance, yes; but without being able to demonstrate interpersonal skills and knowing how to be nice to others, then the child will be excluded from the sociality. The material artefacts constitute - and often define - friendships among children. But without the ability to be a good friend, the material possessions won’t empower the child.
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Tilgængelighed:
Offentlig
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application/pdf / 2MB
Copyright dato:
2012-07-12
Copyright information:
De fulde rettigheder til dette materiale tilhører forfatteren.
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Basal

Bogmærk denne post: https://diskurs.kb.dk/item/diskurs:31484:3
 Type: Speciale
Alternativ titel: En kvalitativ undersøgelse af forbrugskulturens indflydelse på børn
Alternativ titel: Children and Consumption
Alternativ titel: A qualitative study of consumer culture's influence on children
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Detaljer

Sprog: Danish - dan
 Datoer: 2012-06-04
 Sider: -
 Publiceringsinfo: København : Københavns Universitet
 Indholdsfortegnelse: ABSTRACT 4
1. INDLEDNING OG PROBLEMFELT . 6
1.1.1 Problemformulering 9
1.2 FORSKNINGSSPØRGSMÅL . 10
1.3 SPECIALETS KAPITLER . 10
1.4 SPECIALETS RELEVANS OG EKSISTERENDE VIDEN 12
2. METODE . 15
2.1 VIDENSKABSTEORETISK PLACERING 15
2.1.1 Socialkonstruktivismen 15
2.1.2 Fænomenologien . 16
2.2 VIDENSKABSTEORIENS METODISKE BETYDNING . 17
2.2.1 Metodologiske overvejelser. 19
2.3 DET EMPIRISKE ARBEJDE . 19
2.3.1 Kvalitativ metode 20
2.3.1.1 Interviewmetode 20
2.3.1.2 Udvælgelse af interviewpersoner 22
2.3.1.3 Fremgangsmåde . 24
2.3.1.4 Interviewguide 25
2.4 BØRN SOM RESPONDENTER. 27
2.4.1 Etiske overvejelser i studier af børn. 28
2.5 ANALYSE OG FORTOLKNING 29
2.5.1 Transskribering 30
2.6 GENERALISÉRBARHED OG DEN KVALITATIVE UNDERSØGELSES BERETTIGELSE . 30
3. TEORI 33
3.1 FORBRUGSKULTUR 34
3.1.1 Forbrug som teoretisk faktor. 35
3.1.2 Forbrugskulturen som sociologisk paradigme. 36
3.2 BARNDOMSSOCIOLOGI . 38
3.2.1 Børn som et socialt problem 38
3.2.2 Barndom som et socialt fænomen. . 39
3.3 BØRN OG FORBRUG . 39
3.3.1 Børns materielle kultur 40
3.3.2 Den kommercielle barndom 41
3.3.3 Kids Grow Older Younger 43
3.4 IDENTITET 44
3.4.1 Den refleksive identitet 45
3.4.2 Possessions and the Extended Self 46
3.5 FÆLLESSKAB. 48
3.5.1 Neo-tribale fællesskaber . 48
3.6 TEORIERNES FUNKTION 50
4. ANALYSE - BØRN & FORBRUG 51
4.1 BØRNS INTERESSER OG HVERDAGSLIV . 51
4.2 BØRNS FORHOLD TIL DEN KOMMERCIELLE EKSPONERING 54
4.3 FORBRUG OG IDENTITET . 58
4.4 FORBRUG OG FÆLLESSKABER 62
4.4.1 Forbrugets sociale funktion . 67
4.5 HVORDAN AGERER BØRN I FORBRUGSKULTUREN?. 69
5. KONKLUSION 71
5.1 METAREFLEKTION OG DISKUSSION . 74
6. PERSPEKTIVERING 77
LITTERATUR . 81
APPENDIKS A: INTERVIEWGUIDE . 85
APPENDIKS B: TRANSSKRIBEREDE FOKUSGRUPPEINTERVIEWS . 87
GRUPPE 1. 3. KLASSE. JONATHAN, ZIRPA, ANNA, OLIVIA – 9 ÅR GAMLE. 87
GRUPPE 2. 3. KLASSE. BATISTE, ASTA, THERESE, ATLAS – 9 ÅR GAMLE. . 90
GRUPPE 3. 5. KLASSE. ARTHUR, AGNETE, AKACIE, FREDERIKKE – 11 ÅR GAMLE . 94
GRUPPE 4. 3. KLASSE. FRIDA, MONA, ANTON, BERTRAM – 9 ÅR GAMLE . 98
GRUPPE 5. 5. KLASSE. RASMINE, IDA, CECILIE, BELLA – 11 ÅR GAMLE. 103
GRUPPE 6. 5. KLASSE. AMALIE, ANDREA, NAJA, ASTRID – 11 ÅR GAMLE . 105
 Note: -
 Type: Speciale
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