This article analyzes history, civics, and national education textbooks used between grades seven to twelve of the Palestinian and Jordanian school systems from a gender perspective. It focuses on the ways in which men and women are presented within the context of the prevalent culture, which portrays men as the more superior, capable, creative, productive, and therefore dominant, and women as weaker, inferior, dominated, and thus unable to play more than minor roles. As culture affects the perceptions, desires, and ambitions of both males and females, it becomes a key factor in changing the role of women in modern society, and is developed and transferred from one generation to another. This study also emphasizes the need to identify the approaches toward gender adopted by the curricula of Jordan and Palestine, as well as the nature of the language they use. The results from the sample used in this study indicate that although the stereotyping of men and women in both the public and the private sectors varies according to school grade and subject, there is an obvious bias in favor of men.
Samira Alayan and Naseema Al-Khalidi
A Comparative Study
Haifaa Majadly and Aharon Geva-Kleinberger
comparative analysis of the curricula in several countries. The countries selected (Israel, Palestine, Jordan, Lebanon, and Saudi Arabia) are spread over a large geographical territory and differ in their political, intellectual, and educational ideologies. 17
A Praxis-in-Process of Black Girlhood
This is a performative engagement with the theory and practice of Black girlhood. I begin with an excerpt from my play-in-process, crushed little stars, which is itself a meditation on the sad Black girl. I share this process of play not only to present play making as a powerful epistemological tool, but also to blur the boundaries between what constitutes theory as opposed to practice. I (re)imagine Black girl sociality as a site of restoration and healing against the racist, sexist, and ageist world with which Black girls are forced to contend. Accordingly, this project contributes to the diversification of girlhood studies, challenging the disciplinarity of the field by extending ethnographic and sociological perspectives to include the vantage point of performance and creative practice.
James E. Cutting, Kaitlin L. Brunick, and Jordan E. Delong
Cinematic tradition suggests that Hollywood films, like plays, are divided into acts. Thompson (1999) streamlined the conception of this largescale film structure by suggesting that most films are composed of four acts of generally equal length—the setup, the complicating action, the development, and the climax (often including an epilog). These acts are based on the structure of the narrative, and would not necessarily have a physical manifestation in shots and transitions. Nonetheless, exploring a sample of 150 Hollywood style films from 1935 to 2005, this article demonstrates that acts shape shot lengths and transitions. Dividing films into quarters, we found that shots are longer at quarter boundaries and generally shorter near the middle of each quarter. Moreover, aside from the beginnings and ends of films, the article shows that fades, dissolves, and other non-cut transitions are more common in the third and less common in the fourth quarters of films.
James E. Cutting, Kaitlin L. Brunick, and Jordan DeLong
This is an amendment to the article "How Act Structure Sculpts Shot Lengths and Shot Transitions in Hollywood Film" by the same authors published in Projections 5(1), summer 2011.
Early Adolescence and/as Narrative Rupture in Alice Munro's Lives of Girls and Women
When we are growing up, how might the narrative practices of our family members shape our understanding of the world we are coming to know? How might narrative desires and allegiances to formal storytelling conventions affect how individuals are represented and positioned within family discourse? In this paper, I analyze the narrative practices of characters in Alice Munro's Lives of Girls and Women (1971); specifically, I turn to Del Jordan's first encounter with a family member's death and to her tentative understanding of the body's aberrations and complexities, which bumps up against, competes with, and is ultimately overwhelmed by, the narrative practices of the adults in her life. When considered in relation to the bourgeoning field of narrative ethics, Lives of Girls and Women provides a compelling avenue for a rich understanding of how narrative privilege can have an impact on adult-youth relations in general, and the female coming-of-age experience in particular.
Impacts of COVID-19 on Adolescent Girls in Humanitarian Contexts
Sarah Baird, Sarah Alheiwidi, Rebecca Dutton, Khadija Mitu, Erin Oakley, Tassew Woldehanna, and Nicola Jones
host communities in Palestinian and Syrian refugee camps in Jordan—with contrasting pandemic responses. We draw on mixed-methods analysis of data from rapid quantitative phone surveys with approximately 2,528 adolescent girls, and their caregivers, who
compulsive behavior and the daily struggle for non-essential commodities. The camera slowly zooms in to focus on the facial expressions of five different girls as they take turns speaking. Jayden: Is… Kim: This… Aslin: What… Jordan: You… Salina: Want? A girl
The Girl in the Text in Olemaun’s Residential School Narratives
Over the first five years of this decade, Margaret (Olemaun) Pokiak-Fenton, with her daughter-in-law, Christy Jordan-Fenton, published two sets of paired chapter books and picturebooks that narrate Pokiak-Fenton’s childhood experiences at a Catholic
Creativity and Black Girlhood
Crystal Leigh Endsley
which the event will start and stop. Because Brown includes the naming of feminists (for example, Barbara Christian, June Jordan, Trinh Minh-ha) at the start of each chapter, the reader also participates in the ritual that starts each SOLHOT meeting