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Claudia Mitchell

I met Roxanne Harde, the guest editor of this Special Issue, at the Second International Girls Studies Association conference in 2019 when I attended the panel discussion, “Representations of Rape in Young Adult Fiction.” I recall Roxanne's passion vividly and, indeed, the enthusiasm of all three presenters as they discussed a variety of texts in superb presentations that aligned well with Ann Smith's notion of feminism in action in their seeing “a fictional text not only as a literary investigation into issues of concern to its author but also as the site of educational research” (2000: 245). Their papers pointed to the ways in which the analysis of how rape culture is treated in Young Adult (YA) literature, film, and the print media can take scholars and activists so much further into the issues, and, at the same time, noted the ways in which rape culture in all its manifestations as a global phenomenon has inevitably led to its becoming an everyday topic of YA fiction.

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Roxanne Harde

In 1983, Andrea Dworkin addressed the Midwest Men's Conference in Minneapolis. She discussed the rape culture in which we live, noted the similarities between rape and war, and, following the title of her talk, asked for a “24-hour truce in which there is no rape.” And she asked why men and boys are so slow to understand that women and girls “are human to precisely the degree and quality that [they] are” (n.p.). Every sexual assault begins with the dehumanization of the victim. And sometimes, after the violation, after the pain and the fear, comes the institutional dehumanization visited upon the victim who seeks medical or legal help. Two recent memoirs bring to the surface rape culture, evident in the young men who raped these girls and the systemic dehumanization they suffered when they sought justice. describes the aftermath of being sexually assaulted, when she was just out of college and still living at home, by someone she met at a fraternity party. Although the case against her rapist was as strong as possiblethere were eyewitnesses and physical evidence was collected immediatelyhe was sentenced to only six months in the county jail, and she was repeatedly shamed, her humanity denied by the judicial system. describes the aftermath of being sexually assaulted, when she was 15, by two boys, students at her New England boarding school, including an account of how school officials refused to do anything other than label her promiscuous and protect the boys. The ways in which she was silenced by St. Paul's, which disregarded her health and future, and denied her humanity because she was only a girl, were profound. In both cases, the promising future of the perpetrators was prioritized over the humanity of the girls by many institutions, including the judiciary and the press. Crawford was raped just seven years after Dworkin made her plea to that men's conference, but Miller was assaulted twenty-five years after, making perfectly clear that rape culture has become only more entrenched.

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Julie Fedor

This article explores a key claim underpinning Russian official memory politics, namely, the notion that Russia’s past (and especially the role it played in the Second World War) is the object of a campaign of “historical falsification” aimed at, among other things, undermining Russian sovereignty, especially by distorting young people’s historical consciousness. Although “historical falsification” is an important keyword in the Kremlin’s discourse, it has received little scholarly attention. Via an analysis of official rhetoric and methodological literature aimed at history teachers, I investigate the ideological functions performed by the concept of “historical falsification.” I show how it serves to reinforce a conspiratorial vision of Russia as a nation under siege, while simultaneously justifying the drive toward greater state control over history education.

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Introduction

Remembering the Second World War in Post-Soviet Educational Media

Barbara Christophe

Analyzing representations of the Second World War in Russian—and in one case, Lithuanian—educational media, the contributions to this special issue respond to three important anniversaries: the eightieth anniversary of the signing of the Molotov–Ribbentrop Pact in 2019, the seventy-fifth anniversary of the Second World War victory in 2020, and the eightieth anniversary of the German invasion of the USSR in 2021. Moreover, they investigate the commemoration of historical events which clearly gained in significance after the collapse of the Soviet Union. It was only in the mid-1990s that post-Soviet Russia first introduced annual parades on Victory Day, 9 May, which used to take place only every five years during Soviet times. And it was again the government of Boris Yeltsin that expanded the Russian mnemonic calendar and introduced the Day of Mourning on 22 June, the day Germany invaded the USSR in 1941. Finally, the articles in this special issue also intervene in a lively academic debate on the political and cultural significance of the single most important affair in post-Soviet memory cultures—a term used here explicitly in order to avoid invoking the idea of a culturally coherent social space, but rather to denote all the different forms and modes of recalling the past enacted by a broad range of different actors, at times openly competing with each other. In an attempt to carve out the specific shape of these interventions, I will begin with an outline of the main achievements and lines of argument in the impressive number of recent studies that have explored the dynamics of remembering the Second World War, usually referred to as the Great Patriotic War in post-Soviet Russia. I will then present an overview of the contributions to this volume.

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Ghostly Presences OUT THERE

Transgender Girls and Their Families in the Time of COVID

Sally Campbell Galman

Meet Lily: Hi! I'm Lily. I'm 12 years old and I'm going into junior high school next year. I have curly black hair like my dad and green eyes like my mom. It's been 170 days since school and life and shops and stuff all shut down and my little sister Chloe and I really REALLY want COVID to be over. We play dolls and read and go for walks but I also spend a lot of time online texting and stuff with my friends.

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The Girlhood Project

Pivoting our Model with Girls During COVID-19

Cheryl Weiner, Kathryn Van Demark, Sarah Doyle, Jocelyn Martinez, Fia Walklet, and Amy Rutstein-Riley

Abstract

The Girlhood Project (TGP) is a community based, service-learning/research program that is part of the undergraduate course at Lesley University called “Girlhood, Identity and Girl Culture.” TGP works with community partners to bring middle and high school girls to Lesley's campus for nine weeks as part of intergenerational girls’ groups that are co-facilitated by Lesley students (also referred to as TGP students). TGP fosters the development of feminist leadership, critical consciousness, voice, and community action, and activism in all participants. In this article, we describe how we adapted TGP's model to a virtual and synchronous platform for students during COVID-19 and supported their learning competencies. We reflect critically on this experience by centering the voices and perspectives of girls, students, and professors.

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Jennifer A. Thompson, Sarah L. Fraser, Rocio Macabena Perez, Charlotte Paquette, and Katherine L. Frohlich

Abstract

In this article, we feature photographs and cellphilms produced by 13 girls and young women (aged 13 to 19) from urban, rural, and Indigenous areas of Quebec, Canada during the COVID-19 pandemic. Framed within girls’ studies, we present girls’ and young women's creations and co-analysis about wellbeing during a period of lockdown. We explore how girls and young women restructured their routines at home as well as negotiated motivation and the pressure to be productive. We note that girls had more time than usual for creative activities and self-discovery and that they engaged with the politics of the pandemic and advocated for collective forms of wellbeing. Importantly, girls reported that participating in this research improved their wellbeing during this lockdown.

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Girls, Homelessness, and COVID-19

The Urgent Need for Research and Action

Kaitlin Schwan, Erin Dej, and Alicia Versteegh

Abstract

Equitable access to adequate housing has increasingly been recognized as a matter of life and death during the COVID-19 pandemic. Despite this, there has been limited gendered analysis of how COVID-19 has shaped girls’ access to housing. In this article we analyze how the socio-economic exclusion of girls who are homeless is likely to increase during the COVID-19 pandemic in Canada. We suggest that three structural inequities will deepen this exclusion: the disproportionate burden of poverty faced by women; the inequitible childcare responsibilities women bear; and the proliferation of violence against women. We argue for the development of a research agenda that can address the structural conditions that foster pathways into homelessness for low-income and marginalized girls in the context of COVID-19 and beyond.

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Intersectional Pandemics in Bangladesh

The Effects of COVID-19 on Girls

Nasrin Siddiqa

Girls and women are the first victims of any calamity, pandemic, or disaster in developing countries like Bangladesh. As it is, they are very often denied health care, are forced to endure child marriage and early motherhood, and are frequently subjected to violence. Given this unprecedented COVID-19 pandemic they are now suffering immensely. COVID-19 threatens girls’ rights in countries around the world and will have far-reaching impacts on their health and wellbeing, education, and protection. Self-isolation has increased the rates of gender-based violence. Early marriage and pregnancy are among the drastic effects of school closures and many parents have married off their underage daughters or sold them off to rich families as domestic workers to reduce their economic burden.

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Kokums to the Iskwêsisisak

COVID-19 and Urban Métis Girls and Young Women

Carly Jones, Renée Monchalin, Cheryllee Bourgeois, and Janet Smylie

Abstract

The national COVID-19 pandemic response presents a sharp contrast to the matrilineal social kinship and knowledge exchange systems that Métis women and girls rely on for safety, security, and wellbeing. In this article, we demonstrate that while Métis women and girls have been left out of the national pandemic response, they continue to carry intergenerational healing knowledges that have been passed down from the kokums (grandmas) to the iskwêsisisak (girls). We show how urban Métis girls and women are both managing and tackling COVID-19 through innovative and community-based initiatives like Well Living House and the Call Auntie Hotline.