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Social Science Education

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Browsing Social Science Education by Author "Bhana , Deevia."

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    Sexy selfies, girls and the performance of heterosexuality.
    (2024) Nhlangulela, Wendy Hope.; Bhana , Deevia.
    Research has shown that teenage girls' engagement with sexually suggestive selfies often places them in a position of passivity and subordination to the male gaze, reinforcing stereotypes about female sexuality. This study explores this phenomenon by utilising the ontological frameworks of Deleuze and Guattari, along with feminist interpretations of concepts such as "assemblage," "becoming," "territorialisation," "de-territorialisation," and "affect." The study examines how social media platforms can both expand and restrict teenage girls' sexual expression. It argues that while posting provocative selfies can serve as an opportunity for girls to explore their sexuality, it can also perpetuate dominant ideologies rooted in heteronormative norms, ultimately reinforcing male entitlement over girls' bodies and limiting their agency. In the South African context, these dominant ideologies are further complicated by racialised beauty standards and slim-thick ideals, which perpetuate hierarchies of femininity. Data was collected from 30 black teenage girls through semi-structured interviews and focus group discussions that included photo elicitation. The results highlighted the conflicting experiences that girls face when navigating their online sexuality. While they actively perform heterosexual desirability through sexy selfies, they simultaneously encounter harmful gender norms that restrict their expressions of sexiness. The study concludes that new feminist materialism provides a valuable framework for understanding the complex dynamics at play when girls negotiate their sexuality online. This approach should be further developed and incorporated into future research. The study also recommends that stakeholders such as government officials, educators, and parents create safer spaces for teenage girls to express their concerns about social media. Teachers should be provided with resources that address the gendered risks young people face online, and teenage girls should be educated on safe ways to navigate online sexual expressions.