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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

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

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

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

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

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

responsible. In this way, we can challenge normative gender relations and re-conceptualize the concept of equality in education by problematizing education’s underlying values and ideologies. However, several questions remain for future research. What

Discursive Institutionalism .” Politics & Gender 5 , no. 2 : 262 – 271 . 10.1017/S1743923X0900021X Lather , Patti . 1986 . “ Issues of Validity in Openly Ideological Research: Between a Rock and a Soft Place .” Interchange 17 , no. 4 : 63 – 84

of the book we read and the film we watch, we are always girled. We are always becoming girls, even as we are always becoming teachers ( Mitchell and Weber 1999 ) through an ideological maelstrom of cohering and disintegrating discourse ( Bakhtin 1981