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Tiffany Rhoades Isselhardt

Where are the girls who made history? What evidence have they left behind? Are there places and spaces that bear witness to their memory?

Girl Museum was founded in 2009 to address these questions, among many others. Established by art historian Ashley E. Remer, whose work revealed that most, if not all, museums never explicitly discuss or center girls and girlhood, Girl Museum was envisioned as a virtual space dedicated to researching, analyzing, and interpreting girl culture across time and space. Over its first ten years, we produced a wide range of art in historical and cultural exhibitions that explored conceptions of girlhood and the direct experiences of girls in the past and present. Led by an Advisory Board of scholars and entirely reliant on volunteers and donations, we grew from a small website into a complex virtual museum of exhibitions, projects, and programs that welcomes an average 50,000 visitors per year from around the world.

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Claudia Mitchell

This Special Issue of Girlhood Studies: An Interdisciplinary Journal represents another milestone in the history of the journal, coming, as it does, out of the second international conference of the International Girls’ Studies Association (IGSA) that was hosted by Notre Dame University, South Bend, Indiana, in 2019. As the guest editors, Angeletta Gourdine, Mary Celeste Kearney, and Shauna Pomerantz highlight in their introduction, the conference itself and the Special Issue set in motion the type of dialogue and conversation that is crucial to challenging and changing the world of inequities and disparities experienced by girls. For a relatively new area of study that has roots in feminism and social change, critical dialogue about inclusion and exclusion and about ongoing reflexivity and questioning must surely be at the heart of girls studies. The guest editors capture this admirably when they replace the question “What is girlhood studies?” with the provocative and generative question, “What can girlhood studies be?” The articles and book reviews in this Special Issue tackle what girls studies could be in so many different ways, ranging from broadening and deepening notions of intersectionality and interdisciplinarity to ensuring a place for the article, “Where are all the Girls and Indigenous People at IGSA@ND?” co-authored by the girls who belong to the Young Indigenous Women's Utopia group. Such an account offers a meta-analysis of the field of girlhood studies, but so did the call for the Special Issue as a whole. It is commendable that this team of co-editors assembled and curated a series of articles that reveal the very essence of the problematic that girlhood studies seeks to address.

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The Young Indigenous Women's Utopia Group, Cindy Moccasin, Jessica McNab, Catherine Vanner, Sarah Flicker, Jennifer Altenberg, and Kari-Dawn Wuttunee

Abstract

We adopt an autoethnographic approach to share critical reflections from the Young Indigenous Women's Utopia girls’ group about our experiences attending the 2019 International Girlhood Studies Association conference at the University of Notre Dame (IGSA@ND). Moments of inspiration included sharing our work and connecting with local Indigenous youth. Challenging moments included feeling isolated and excluded since the only girls present at the conference were Indigenous people in colonial spaces. We conclude with reflection questions and recommendations to help future conference organizers and participants think through the politics and possibilities of meaningful expanded stakeholder inclusion at academic meetings.

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Sharifah Aishah Osman

Abstract

Rape culture is a provocative topic in Malaysia; the public discourse on it is plagued by gender stereotyping, sexism, misogyny, and rape myths. Recent literary works aimed at Malaysian adolescent girls have interrogated rape culture more pointedly as a means of addressing gender-based violence through activism and education. In this article, I discuss two short stories, “The Girl on the Mountain” and “Gamble” as retellings of Malaysian legends and feminist responses to the normalization and perpetuation of rape culture in this society. Through the emphasis on female agency, consent, and gender equality, these two stories reflect the subversive power of Malaysian young adult literature in dismantling rape culture, while affirming the significance of the folktale as an empowering tool for community engagement and feminist activism.

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Jessica Bay, Alaina Schempp, Daniela Schlütz, and R. Colin Tait

Smith, Anthony N., Storytelling Industries: Narrative Production in the 21st Century. London: Palgrave MacMillan, 2018, 266 pp., $59.99 (eBook), ISBN: 978-3-319-70597-2.

Harrod, Mary, and Katarzyna Paszkiewicz, eds., Women Do Genre in Film and Television. New York: Routledge, 2018, 266 pp., $39.16 (paperback), ISBN: 9780367889845.

García, Alberto N. ed., Emotions in Contemporary TV Series. New York: Palgrave Macmillan, 2016, 253 pp., $89.00, ISBN: 978-1-137-56885-4.

Dunleavy, Trisha. Complex Serial Drama and Multiplatform Television. New York: Routledge, 2019, 202 pp., $46.95, ISBN: 9781138927759.

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“The Community is Everything, The Individual is Nothing”

The Second World War in Russian History Education

Dagmara Moskwa

Abstract

This article reconstructs the historical narrative of the Second World War in Russian middle school textbooks published after the year 2000. The author shows how textbook narratives are linked with official Russian politics of history, which aim to “manage” the memory of the war and contribute toward the standardization of Russian history teaching. Additional empirical material from interviews conducted with middle school history teachers in Moscow shows how perceptions of the teaching community impinge on ways in which knowledge about the Second World War is imparted, revealing the extent to which Russian politics of history are socially ineffective.

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Consent is not as Simple as Tea

Student Activism against Rape Culture

Brittany Adams

Abstract

In this article, I report on an action project undertaken by a group of young women (aged 18 to 20) to foster public discussions about the prevalence of rape culture on their university's campus. Students proposed this action project during a book study of a young adult (YA) novel that focused on rape culture and sexual violence. Discussions during the book study resulted in the women creating a video designed for university orientation events that addressed common misconceptions about issues such as consent, relationship violence, sexual coercion, and victimhood. Using case study and narrative methods, I recount my experience of witnessing unexpected activism in my classroom. Framed within critical literacy research, I consider the outcomes of making space for student activism and I discuss implications for practitioners.

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De-Orientalizing the Western Gaze on Eastern Europe

The First Soviet Occupation in Lithuanian History Textbooks

Barbara Christophe

Abstract

Comparing narratives of the Soviet occupation in 1940 in current textbooks by two leading Lithuanian publishing houses, I claim that Lithuanian textbooks offer diverging accounts, which mirror to a large extent the opposing mnemonic frames supported by two rival political camps. I also show that the same textbooks tame those differences by transcending the politically charged frames they have chosen in the first place, presenting, for example, the USSR as both villain and victim of the war. Considering the relevance of these findings for our understanding of dynamics of remembering in general and in the Lithuanian culture of memory in particular, I point out that embracing the political inherent in all acts of recalling the past does not necessarily lead to politicized, i.e. narrow-minded memories, and I reflect on what these mnemonic practices mean for reevaluating the traditional role of Eastern Europe as the backward other of Western Europe.

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Editorial

From the Editor

Ted Nannicelli

Welcome to the first issue of Projections for 2021. After a brief hiatus from printing due to the COVID-19 pandemic last year, we are once again publishing online and in print. (A reminder to members of the Society for Cognitive Studies of the Moving Image [SCSMI]: an online subscription to Projections is now the default inclusion for memberships; members who would prefer to receive hard copies can do so by paying a small surcharge.) I would like to thank the team at Berghahn, especially Janine Latham, for their ongoing support. Thanks too are due to associate editors Aaron Taylor and Tim Smith, along with Katalin Bálint who covered for Tim while he was on leave. Finally, I would like to extend special thanks to our referees in 2020 who willing donated their time to support us during what was a very difficult year for everyone. The names of all referees for 2020 are listed below as an acknowledgment of their service.

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Michele Meek

Abstract

The discursive shift during the twenty-first century from “no means no” to “yes means yes” clearly had an impact on contemporary American teen films. While teen films of the 1970s and 1980s often epitomized rape culture, teen films of the 2010s and later adopted consent culture actively. Such films now routinely highlight how obtaining a girl's “yes” is equally important to respecting her “no.” However, the framework of affirmative consent is not without its flaws. In this article, I highlight how recent teen movies expose some of these shortcomings, in particular how affirmative consent remains a highly gendered discourse that prioritizes verbal consent over desire.