YouTube tutorial, or how-to video, and explore how she affectively deflates the fantasy of fun-loving confident femininity constructed by postfeminist genres. Through an analysis of Helbig’s affective aesthetics, I explore the ways in which how-to videos
Grace Helbig’s Affective Aesthetics
Emerging Conversations on Girls’ Literature and Girlhood
Dawn Sardella-Ayres and Ashley N. Reese
’ literature as a distinct genre. A number of critics ( Auerbach 1978 ; Baym 1993 ; Showalter 1991 ; Tompkins 1985 ) discuss texts featuring girl protagonists in the context of women's literature. Similarly, children's literature scholars ( Griswold 1992
parents of any child might find something to worry about in it, but this book needs to be considered in the context of an entire genre of YA fiction that is telling a particular story about girls’ lives and deaths. I would argue that the Netflix adaptation
The New Wave of Finnish Girls' Literature
This article examines four works of contemporary Finnish girls' literature. The main focus is on the analysis of various aspects of sexuality represented in the novels in relation to these two questions: How do they depict adolescent female sexuality in comparison to the generic conventions and the history of girls' literature? Do the representations expand, change, preserve and/or challenge the genre? The noticeable change is that the desire and love depicted in contemporary Finnish girls' literature can be lesbian and bisexual. However, although these representations of sexuality challenge some generic limits, the genre characteristics of girls' literature seem to have remained relatively unchanged.
This article analyzes an emergent genre of tween and teen girl confessional videos on YouTube where girls ask their viewers to comment on whether they are pretty or not. While the very existence of this genre is frequently explained away as a symbol of young girls' dwindling self-esteem in the contemporary moment, this article locates them within a self-identificatory gendered neoliberal brand culture so as to examine the ways in which they reproduce an economic model of the successful white middle class girl.
The Boy Citizen-Solider on the Cold War Screen
This paper examines the ways in which instructional films, television shows, and television commercials both depicted and sought to construct the experience of American boyhood in the decades immediately following World War II. During the Cold War, many American adults feared that boys lacked the “masculine” qualities required by future defenders of the United States. Believing that boys needed additional instruction in appropriate gender behavior, educators turned to a new film genre: the classroom instructional film. Films in this genre emphasized the importance of patriotism, respect for order and authority, and the need for emotional and physical discipline in American males. Television shows and toy commercials also encouraged boys to envision themselves as future soldiers and defenders of freedom.
Postwar American Melodrama and the Crisis of Queer Juvenility
This essay analyzes the cinematic genre convention of the “sensation scene” as a vehicle for the representation of queer crises in American juvenility during the postwar era. Through popular cinema, post-WWII America organized and communicated concerns about the production of “fit” masculine and heterosexual juveniles who would be capable of carrying out the postwar expansion of American democratic and capitalist ideologies. The sensation scene was deployed by popular films to mark queer and racialized masculinities in an aesthetic system that mirrored institutional efforts to prevent “unfit” juveniles from accessing the benefits of full social and political participation. Today, the genre device continues to structure popular film representations of and common thinking about the relative value of young, male American lives.
The Girl in the Text in Olemaun’s Residential School Narratives
In the genre of residential school narratives for children, stands out for the determination, courage, and resilience of its narrator, a young girl who chooses to go to a Catholic boarding school, and then draws on both her culture and a British novel, Alice in Wonderland, about a brave girl for strength and resilience. This article traces Olemaun’s journey as she follows Alice into literacy but finds her own methods of resisting colonial oppression and asserting Indigenous agency.
Erica Morales, Alex Blower, Samantha White, Angelica Puzio, and Matthew Zbaracki
Ingram, Nicola. 2018. Working-Class Boys and Educational Success: Teenage Identities, Masculinities, and Urban Schooling. London: Palgrave Macmillan.
Pinkett, Matt, and Mark Roberts. 2019. Boys Don’t Try? Rethinking Masculinity in Schools. London: Routledge.
Agyepong, Tera Eva. 2018. The Criminalization of Black Children: Race, Gender, and Delinquency in Chicago’s Juvenile Justice System, 1899–1945. Chapel Hill: University of North Carolina Press.
Farrell, Warren, and John Gray. 2018. The Boy Crisis. Dallas, TX: BenBella Books.
Potter, Troy. 2018. Books for Boys: Manipulating Genre in Contemporary Australian Young Adult Fiction.Wissenschaftlicher Verlag Trier.
Teenage female personal bloggers in Norway occupy the top positions in national blog rankings. This takes girl-bloggers to a place where they have rarely, if ever, been before: a place with massive audiences and media attention that can bring about celebrity status or financial benefits. Operating within a genre of personal blogging that combines accounts of everyday life and topics related to fashion and beauty, they are commonly referred to as pink bloggers. This gendered term is widely used in the media and this article argues that it contributes to a reinforcement of a negative image of teenage female personal bloggers, who are dismissed as trivial, commercial and irresponsible. This article analyzes prevailing discursive representations of the so-called pink bloggers in the mainstream press coverage: popular but insignificant, trendsetting but irresponsible, savvy but vulnerable. The implications of these representations are discussed as well.