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“Loving and Cruel, All at the Same Time”

Girlhood Identity in The Craft

Emily Chandler

have fairly normative identities. Even those positioned as outsiders are often outsiders only by the standards of mainstream American teen comedies: they are slender, white, middle-class, heterosexual, cisgender girls whose family situation causes them

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Maureen St John Ward

The photographs in this photo essay were taken by eleven and twelve year old girls in Grade 7 who were learning isiZulu as a second language (since most of them are English speaking) at a school in Pietermaritzburg, South Africa. For their class project the girls were asked to take photographs of various aspects of their bedrooms, and then write captions for these photos in isiZulu. Each girl presented her images to the whole class in a Power Point presentation.

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Young Masculinity and “The Other”

Representations of Ideal Manliness in Twentieth-Century English Boys’ Annuals

Pauline Farley

Twentieth-century English boys’ annuals often defined masculinity against notions of the “otherness” of gender, race and class. The children’s annual, which developed as a popular literary form during the Victorian period, was designed to instruct and entertain. Dominant ideologies about gender, race and class were reproduced and reinforced for an uncritical readership. High production values meant that annuals became a form of “hard copy,” re-read by several generations. In boys’ annuals, mid-Victorian styles of masculinity were reiterated during the twentieth century. In these narratives, boy heroes demonstrated superiority to various groups of “others,” thereby modelling and inscribing an increasingly old-fashioned masculinity and preserving older ideologies. Exploring a neglected area of ideological history of gender, this article shows how boys’ annuals presented readers with notions of “masculinity” defined by comparison with “the other,” who might be indigenous, feminine or lower-class.

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Discourses of Choice and Experiences of Constraint

Analyses of Girls' Use of Violence

Marion Brown

Girls who use violence are marginalized as the worst of the mean girls, disrupting conventional femininity codes and causing panic in the streets. Twenty two girls participated in a qualitative study in Nova Scotia about what it means to be a girl and use violence. Interpretations presented here suggest that their reasoning can be contextualized through an analysis of neoliberalism, racism, heterosexism and classism, as they navigate discourses of choice and experiences of constraint.

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Katherine Clonan-Roy

In 1988, Michelle Fine explored the ways in which damaging patriarchal discourses about sexuality affect adolescent girls, and hinder their development of sexual desire, subjectivities, and responsibility. In this article, I emphasize the durability and pliability of those discourses three decades later. While they have endured, they shift depending on context and the intersections of girls’ race, class, and gender identities. Calling on ethnographic research, I analyze the intersectional nuances in these sexual lessons for Latina girls in one (New) Latinx Diaspora town.

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Liam Wrigley

Roberts, Steven. 2018. Young Working-Class Men in Transition. London: Routledge. 240 pp. e-ISBN: 9781315441283. https://doi.org/10.4324/9781315441283 . British academia's loss is clearly Australia's gain, in Steven Roberts's pathbreaking

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Henrik Berg

The present article discusses the importance of age in the construction of masculinities during the Hellenistic period. Focusing on the comedies of Menander, it aims to show how not only chronological or physical age, but also mental age, that is, maturity, modifies different concepts of masculinity, especially “ideal masculinity.” Other important factors in the construction of gender such as social and economic standing, class and education are also discussed. The relationship between fathers and sons is of particular interest and importance as it exemplifies how the masculinities represented in Menander were dynamic, not only developing but also changing between groups of different age and social importance.

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Carrie A. Rentschler and Claudia Mitchell

Girlhood Studies scholars respond to an overwhelming portrayal of girls as either bad or needing rescue in, for example, mainstream films on mean girls, popular psychology texts on primarily light-skinned middle class girls’ plummeting self-esteem, and media panics about teen girl sexting. According to Sharon Mazzarella and Norma Pecora, “In response to public anxiety and cultural fascination,” in “academic studies of girls…the emphasis has shifted slightly so that the discourse is no longer linked primarily to crisis” (2007: 105). Still, in popular and policy discourse today, girls are often unfairly and inaccurately cast as either super agents or failing subjects.

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Visible on Our Own Terms

Evoking Girlhood Self-Images Through Photographic Self-Study

Rosalind Hampton and Rachel Desjourdy

Photographic self-study can promote professional growth and deepen analysis of how girlhood experiences such as those related to ability, class, gender, and race are conditioned by and inform our multiple, shifting identities as women. This article presents excerpts from three women's experiences of photographic self-study, highlighting the possibilities of this method as a malleable, feminist approach to critical reflexive practice. Our stories demonstrate how a creative process of self-interpretation, self-representation, and self-knowing can draw oppressive categories of self-identification-carried from girlhood-to the surface and expose them to critique and deconstruction.

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Making Youth Matter

The Impact of Exclusionary Practices on the School Lives of African-American Males

Celeste Hawkins

This article focuses on findings from a subgroup of African-American male students as part of a broader qualitative dissertation research study, which explored how exclusion and marginalization in schools impact the lives of African-American students. The study focused on the perspectives of youth attending both middle and high schools in Michigan, and investigated how students who have experienced forms of exclusion in their K–12 schooling viewed their educational experiences. Key themes that emerged from the study were lack of care, lack of belonging, disrupted education, debilitating discipline, and persistence and resilience. These themes were analyzed in relation to their intersectionality with culture, ethnicity, race, class, and gender.