A qualitative study of children, young people and 'sexting ... - NSPCC
A qualitative study of children, young people and 'sexting ... - NSPCC
A qualitative study of children, young people and 'sexting ... - NSPCC
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A <strong>qualitative</strong> <strong>study</strong> <strong>of</strong> <strong>children</strong>, <strong>young</strong> <strong>people</strong> <strong>and</strong> ‘sexting’<br />
both traditions – <strong>and</strong> the policy reports that are based on them – have ignored practices to focus instead on<br />
products or consumption, whether this is media products or consumer items such as Playboy stationery<br />
or padded bras being marketed to pre-pubescent girls. Not only has the literature on ‘sexualisation’ not<br />
been concerned with ‘sexting’ but, more generally, the focus on consumption <strong>of</strong> products rather than on<br />
social practices has given much <strong>of</strong> the research in the field <strong>of</strong> ‘sexualisation’ a ‘lifted out’ quality, rather<br />
than underst<strong>and</strong>ing its significance in the daily flow, texture <strong>and</strong> lived experience <strong>of</strong> <strong>young</strong> <strong>people</strong>’s lives<br />
(cf Livingstone, 2009; Ringrose & Renold, 2011; Renold & Ringrose, 2011; Jackson & Vares, 2011; Vares<br />
et al., 2011).<br />
In this <strong>study</strong> we move beyond the limitations <strong>of</strong> both these traditions to an approach that might be<br />
called ‘psycho-social-cultural’ – to capture the way in which it pays attention to the different moments<br />
<strong>of</strong> ‘sexualised’ experience in <strong>young</strong> <strong>people</strong>’s lives. The <strong>study</strong> <strong>of</strong>fers a detailed, <strong>qualitative</strong> exploration <strong>of</strong><br />
<strong>young</strong> <strong>people</strong>’s experiences <strong>of</strong> ‘sexting’ <strong>and</strong> <strong>of</strong> the culture <strong>of</strong> mobile internet technologies more generally.<br />
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