violence. Instead, she chooses peace, love, logic, and reason as viable tactics to overcome her enemies. These tactics are particularly significant because they not only subvert the platitudinous stereotype about the Muslim community, especially Muslim men
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Terms of Silence
Weaknesses in Corporate and Law Enforcement Responses to Cyberviolence against Girls
Suzanne Dunn, Julie S. Lalonde, and Jane Bailey
2015 ). When girls either assert their rights or express themselves outside the bounds of stereotypically white heterosexual femininity online ( Regan and Sweet 2015 ), their expression is often policed by other users ( Senft and Baym 2015 ; Steeves
Rethinking Agency and Resistance
What Comes After Girl Power?
Marnina Gonick, Emma Renold, Jessica Ringrose, and Lisa Weems
With the current proliferation of images and narratives of girls and girlhood in popular culture, many ‘truths’ about girls circulate with certainty. Amongst the aims of this Special Issue is to examine critically these ‘confi dent characterizations’ (Trinh 1989), to trace the social conditions which produce these ‘truths’ along with the public fascination with girls and to analyze critically the eff ects of these ‘truths’ in the lives of young girls. Th e concepts of resistance and agency have been critical to the field of youth studies, sociology of education and school ethnographies (Hall and Jeff erson 1976; McRobbie 1978; Willis 1978) for conceptualizing the relationships between young people and their social worlds. Ground breaking scholarship by McRobbie (2000) challenges the gendered assumptions of political agency articulated in previous theories of subcultures developed in the 1970s and 80s. While feminist poststructuralist work in the 1990s has re-conceptualized agency in ways that are markedly diff erent to humanist notions of rational actors with free-will (Butler 2006; Davies 2000), feminist researchers have also shown the importance of a classed, raced and sexed analysis of agency. For example, scholarship by feminists of color have shown how girls of color challenge and defy dominant stereotypes of girlhood in culturally specifi c ways such as participating in spokenword contests, rap and hip hop, and ‘beauty contests’ (Hernandez and Rehman 2002; Gaunt 2006). In the changing social, economic, political and globalizing context of the new millennium, where ‘girl power’ has become a marketing tool and a branding (Klein 2000) of girlhood, it is important to look anew at the relations between girlhood, power, agency and resistance.
Brigette Krieg
community concerns stereotypically attached to young Indigenous women. In fact, they felt that many of the personal issues they experienced were the direct consequence of specific systemic community issues. They readily acknowledged that historic systemic
Paula MacDowell
through their media production processes. I believe that if we want to learn more about girls we need to listen to their stories. Additionally, if we want girls to transform gender stereotypes in popular media we need to educate and empower them to create
I’m Not Loud, I’m Outspoken
Narratives of Four Jamaican Girls’ Identity and Academic Success
Rowena Linton and Lorna McLean
schooling for black students. While attempts have been made to eliminate these problems institutionally, some black female students, as we shall see, have taken matters into their own hands so as to defy stereotypes, and have, instead, excelled academically
Claudia Mitchell
. The exploration of how tweens construct their own digital identities that challenge the stereotypical media portrayals of girlhood and the investigation of the relationship for tween girls between sexting and sexual agency expand on crucial areas in
From Risk to Resistance
Girls and Technologies of Nonviolence
Laurel Hart
include retraumatization, anonymity, participants’ accessibility to technologies, the perpetuation of stereotypes, and consent in group work. They offer the questions that have emerged in the field, cite experiences that have led to greater understanding
Erin Newcomb
, the princess story subgenre exerts influence at the social and personal levels. Rothschild describes “periods of ‘gender intensification,’ stages in life when the person is more aware of and influenced by traditional gender stereotypes” (6); such
Queering Virginity
From Unruly Girls to Effeminate Boys
Eftihia Mihelakis
virginity” (69). The authors guide us through the “queerness and strangeness of male virginity precisely because it contradicts stereotypes often associated with male sexuality” (78) by exposing instances of Edward’s experiences of erotophobia, hysteria, and