MYTHS

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MYTHS
What are myths and defining questions in relation
to contemporary society?
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Its tempting to believe what weve always been
told.
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Students must
1) Identify defining myths and questions about
contemporary societies or social issues. 2) Use
analytical skills in investigating these myths
and questions.
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Analytical skills in relation to myths mean

• Finding out what a myth is
• Taking a defining social myth apart
• Asking where it came from
• Discussing the consequences of this myth
• Questioning what purpose the myth serves
• Identifying who is perpetuating the myth

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SOS is underpinned by the SACSA framework

• Economic sustainability
• Democratic processes
• Social Justice
• An examination of social myths bring about an
  awareness of what a democratic and socially just
  society is.

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An examination of myths helps with skills of
social enquiry

• What is socialisation?
• How are societies structured?
• How are individuals and societies linked?
• How does the construction of power, prejudice,
  gender, sexuality, race, ethnicity, and class,
  affect individuals, groups, societies and
  cultures?

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So what is a myth in the context of SOS ?

• Many different definitions and ideas of myths
  that exist in wider society or possible in our
  student's heads
• - a simple misconception (eg myth busters)
• - something that is not true
• - a symbolic origin story
• - believed as true

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• - an explanation about the way the
  world is
• - generally not testable
• - hidden persuaders
• - value-laden statements/stories that
  explain much about humans and human life

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- reflect the values and social order of a
culture - encourage a certain world view and
sanction certain sorts of actions and
ideologies
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Students goal should not be to simply try to
evaluate if a social myth is true or accurate
but rather to analyse what it reflects about
societys concerns.
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• Myths grant continuity and stability to a culture
• Myths present guidelines for living
• Myths justify a culture's/societys actions

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• Myths affirm the values, customs and beliefs of
  the group, reinforcing bonding between its
  members.
• Myths are like a computer program that governs
  the way we see things in society and the way we
  behave. Mostly we are not conscious of their
  influence.

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• A living ,myth is like an icebergonly 10
  visible. 90 lies beneath peoples consciousness
  and generally is not examined by them.
• Myths can be contradictory and can also expose
  contradictions in society.
• e.g. that we value peace, yet are always at war.

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Two common contemporary myths that expose
contradictions are

• Myth of terrorism
• dangerous jihad/evil on the one hand, but
• justified war/democracy on the other
• Myth of individualism
• individual rights and freedoms, versus
• alienation, anomie, loneliness

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• Myths can be thought of as the contents of our
  deep sub consciousness that shape the contents of
  our thoughts, words, and actions
• Repeated exposure to myths, rather than what we
  consciously learn is what shapes the structure of
  our consciousness.

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Such influences and exposures may be

• Fragmentary phrases, slogans, headlines, catch
  cries
• indirect allusions
• symbols/advertisements
• social ceremonies
• literature, film, songs
• media stories

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So what are some of our contemporary myths and
defining questions?
Brainstorm myths in relation to each of the
topics
Cultural Diversity Youth Culture Sport, Work
Leisure, The Material World Social Ethics, Issues
for Indigenous Australians, The technological
Revolution, People and the Environment Globalisati
on, A Question of Rights, People and Power,
Political Leadership
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So how do we help our students understand
contemporary myth?

• Become myth hunters (Examine headlines, movies,
  songs, TV shows etc.)
• Give students a range of headlines, graphics and
  advertisements that promote certain myths and
  discuss.
• Give students a list of statements. Ask them if
  it is possible to group them around the defining
  myths they relate to?

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Take one contemporary myth apart and examine it
thoroughly. Eg Asylum seekers or Immigrants are
illegals and a threat to Australias security.
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• Who is putting forward this myth? Why? How? When
  did it start?
• Why do people believe it?
• Who benefits/Whose interests does it serve?
• Who is disadvantaged?

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• What does it say about our society?
• Are there any voices in the public arena
  questioning/protesting this myth?
• What reading of the myth are we invited to have?
  What is a resistant reading (one that opposes the
  obvious ideology) of the myth?

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• Ask students to find a contemporary song that
  deals with or exposes a myth. Bring to class and
  discuss in groups.

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• Start a class Graffiti board of current myth
  fragments from a range of media. Invite comments
  to be added.
• Watch a movie such as Bowling for Columbine
  Outfoxed/ The Corporationand discuss the
  myths it exposes.
• Ask class members to present a skit or role play
  portraying one myth.

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Writing a Task

• Make the intent of the task very clear.
• 2) Have a direct question or questions
  specifically about a contemporary myth. Make sure
  that the task directs students to evaluate what
  the myth indicates about contemporary society.
  Myth is best dealt with in a task devoted to it
  solely.
• 3) Brainstorm some myths to do with the topic
  before beginning the task.

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• 4) Be clear that students must actually write
  about the chosen myth and analyse it as well as
  evaluating what this tells us about the society
  from which it comes.
• The chosen myth must be substantial as students
  need to investigate and analyse it in depth and
  detail. It is no good leaving it up to students
  to choose their own myth. Generally they do not
  understand what is required.
• Meeting only one or two criteria in this task is
  fine. Do not hide the myth criteria amongst
  others.

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• In summary, from a sociological point of view
  it is important to remember that myths are
  central to the way our society is and they need
  to be examined.