libraries to rallies. Gogi’s urban interactions focus on creating an alternative temporality that physically and ideologically protects her position as a girl. In a 2015 comic available on her website, Nazar shows Gogi asking a Mullah questions about female
Search Results
“Something Good Distracts Us from the Bad”
Girls Cultivating Disruption
Crystal Leigh Endsley
refutes the ideology of individualism and isolation. Walking with me are the girls; they are drawing me beyond our realities toward something greater. The Act of Recognition matters because girls who cultivate disruption are examining “how [they] belong
I’m Not Loud, I’m Outspoken
Narratives of Four Jamaican Girls’ Identity and Academic Success
Rowena Linton and Lorna McLean
that feminism is a whites-only ideology and political movement ( Collins 2000 ; hooks 2000 ). In the American context, black feminism and womanism are culturally based perspectives that take into consideration the contextual and interactive effects of
Perfect Love in a Better World
Same-Sex Attraction between Girls
Wendy L. Rouse
that they were seeking. Notes 1 Although we would call her a young woman, an unmarried female was then described and regarded as being a girl. 2 Sherrie Inness used this phrase in the title of her 1997 book, The Lesbian Menace: Ideology, Identity, and
How to Survive the Postfeminist Impasse
Grace Helbig’s Affective Aesthetics
Catherine McDermott
proves useful in exploring and understanding Helbig’s digital practice. My analysis of girls’ contemporary media culture does not strive to uncover secretly subversive qualities of texts, nor, equally, to condemn works for ascribing to ideologies such as
Contemporary Girls Studies
Reflections on the Inaugural International Girls Studies Association Conference
Victoria Cann, Sarah Godfrey, and Helen Warner
the significance of girls’ cultural consumption, Moody makes clear the intellectual and political potential of this collection. Working from McRobbie’s premise that girls’ and women’s periodicals “are powerful ideological forces” (1990: 83) in need of
“This Is My Story”
The Reclaiming of Girls’ Education Discourses in Malala Yousafzai’s Autobiography
Rosie Walters
that “functions as the closest textual version of the political ideology of individualism,” and therefore, “is gendered as ‘male’” ( Gilmore 1994: 1 ). The autobiographical “I” is tied closely to an Enlightenment understanding of the self: “[A]ll ‘I
A Social Negotiation of Hope
Male West African Youth, ‘Waithood’ and the Pursuit of Social Becoming through Football
Christian Ungruhe and James Esson
wants to enjoy, but to which one will never have material access” (Mbembe cited in Ferguson 2006: 192 ). It is not just that return migrants and the import of various media, commodities, and ideologies from around the world associated with migratory
“Like Alice, I was Brave”
The Girl in the Text in Olemaun’s Residential School Narratives
Roxanne Harde
’s persistent colonial ideology that sees these girls as exploitable and dispensable, but she also sees the ways in which they resist. As she notes, the lived history of these girls “is also characterized by an intergenerational strength that is too often
“I Hope Nobody Feels Harassed”
Teacher Complicity in Gender Inequality in a Middle School
Susan McCullough
their complicity with what lay behind the actions of the boys. I argue that that this complicity, carried out every day at FDMS, working apparently in tandem with that strand of postfeminist ideology that sees feminism to be unnecessary because gender