Search Results

You are looking at 1 - 10 of 40 items for :

  • Childhood and Youth Studies x
  • All content x
Clear All
Restricted access

Heta Mulari

, everyday space and a convenient and quick way of commuting, even as “the best metro I've travelled on,” racism and sexism in the metro space were also recognizable and common, especially in the evenings. Furthermore, the popular and trans-urban image of the

Restricted access

"It's Not Being Racist, but ... "

A Youth Gang and the Creation of Belonging Based on "Othering"

Sinead Gormally

This article explores the tacit endorsement of male youth gang members engaging in “race”-based conflict to gain localized levels of power. It examines the importance of belonging to an “in-group” for these young people via their connectedness to the broader residents, through cultural essentialism toward a Roma “out-group.” The young, male gang members, drawing on what they perceive to be their role, adopt physical and symbolic strategies to assert their control over their space and to concretize their sense of belonging with the wider community in-group. The article considers how a labeled and excluded group of male youth gang members from wider social structures find connection, commonality, and belonging in hardening their self-image through an othering process against those deemed inferior to them.

Restricted access

Beyond the Body Count

Field Notes as First Responder Witness Accounts

Patricia Krueger-Henney

I position critical ethnographic researcher field notes as an opportunity to document the physical and ideological violence that white settler states and institutions on the school-prison nexus inflict on the lives of girls of color generally and Black girls specifically. By drawing on my own field notes, I argue that critical social science researchers have an ethical duty to move their inquiries beyond conventions of settler colonial empirical science when they are wanting to create knowledges that transcend traditions of body counts and classification systems of human lives. As first responders to the social emergencies in girls’ lives, researchers can make palpable spatialization of institutionalized forms of settler epistemologies to convey more girl-centered ways of speaking against quantifiable hierarchies of human life.

Restricted access

Brian L. Wright and Donna Y. Ford

As early as preschool, Black boys face low and negative expectations that contribute to excessive subjective-based discipline, over-referrals by teachers to special education, and under-referrals by teachers to gifted education. An increasing body of research demonstrates that the predominantly White female teaching force is complicit in allowing deficit thinking to compromise their views of Black boys’ languages, literacies, strengths, and cultural ways of being. We present an overview of these issues, with most attention devoted to gifted education, as it is a neglected topic when it comes to Black boys. We also share a formula for educators to adopt that sets minimum representation percentages in order to be equitable in gifted education for Black students in general and Black boys in particular.

Restricted access

Mythili Rajiva

In this article, I examine how second generation South Asian Canadian girls negotiate their racialized position in peer culture, through various strategies of accommodation, denial and resistance. I use feminist post-structuralist theories of discourse and positioning with feminist and narrative methods to analyze my interviews with ten subjects about their racialized adolescence. I argue that girls use certain strategies of accommodation—'passing', wannabe-ism, and strategic Otherness—to fit in without abandoning their ethnicized identities. Strategies of denial surface through girls' internalizing of dominant discourses of racism; this leads them to rationalize racism or invoke assimilationist narratives that hold minorities responsible for their own experiences of exclusion. Girls also use strategies of resistance in which they identify hegemonic discourses of belonging, speak openly about racism or criticize aspects of white culture in the context of South Asian community and family norms.

Restricted access

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.

Restricted access

An Afternoon of Productive Play with Problematic Dolls

The Importance of Foregrounding Children's Voices in Research

Rebecca C. Hains

Bratz dolls, popular among pre-adolescent girls, have been the subject of widespread criticism. Many scholars, activists, educators, and parents have argued that the scantily clad fashion dolls contribute to the sexualization of girls that has been decried by the American Psychological Association, among others. As is often the case in studies of girls' popular culture, however, these conversations about the problems with Bratz have rarely incorporated the voices of girls in the brand's target audience. To address this gap, this article analyzes an afternoon of Bratz doll play by a small group of African-American girls, aged between 8 and 10 years. This article suggests that although critical concerns about Bratz' sexualization are warranted, the dolls' racial diversity may benefit some girls' play, enabling them to productively negotiate complex issues of racial identity, racism, and history while paying little attention to the dolls' sexualized traits.

Restricted access

Alison Fyfe

Early twenty-first century North American journalists often claim that social changes such as women's liberation and civil rights have had a dark side for girls. For supposedly abandoning the safety of their traditional role in the home, girls are disproportionately characterized as being at risk of victimization, while also being increasingly cast as risks to themselves and others. Using mixed-methods content analysis, this article demonstrates that the social construct of risky girls crystallized for Toronto news after the 1997 murder of Reena Virk in British Columbia through a raced, classed, and gendered moral panic over bad girls. Discourses changed from talk of youth violence before the murder to talk of risky girls after it. By conflating victimization with offending, risky girl discourses prioritize risk management over needs. This conflation results in the increased policing and incarceration of girls and youth of color, ultimately reinforcing social inequalities like racism and patriarchy.

Restricted access

Naila Keleta-Mae

In this article I examine the performances of black girlhood in two texts by Ntozake Shange—the choreopoem “for colored girls who have considered suicide when the rainbow is enuf” (1977) and the novel Sassafras, Cypress and Indigo (1982). The black girls whom Shange portrays navigate anti-black racism in their communities, domestic violence in their homes, and explore their connections with spirit worlds. In both these works, Shange stages black girls who make decisions based on their understanding of the spheres of influence that their race, gender, and age afford them in an anti-black patriarchal world dominated by adults. I draw, too, from Patricia Hill Collins’s work on feminist standpoint theory and black feminist thought to introduce the term black girl thought as a theoretical framework to offer insights into the complex lives of black girls who live in the post-civil rights era in the United States.

Restricted access

Love as Resistance

Exploring Conceptualizations of Decolonial Love in Settler States

Shantelle Moreno

In this article, I weave together connections between notions of decoloniality and love while considering implications for decolonial praxis by racialized people settled on Indigenous lands. Through a community-based research project exploring land and body sovereignty in settler contexts, I engaged with Indigenous and racialized girls, young women, 2-Spirit, and queer-identified young adults to create artwork and land-based expressions of resistance, resurgence, and wellbeing focusing on decolonial love. Building on literature from Indigenous, decolonizing, feminist, and post-colonial studies, I unpack the ways in which decolonial love is constructed and engaged in by young Indigenous and racialized people as they navigate experiences of racism, sexism, cultural assimilation, and other intersecting forms of marginalization inherent in colonial rule. I uphold these diverse perspectives as integral components in developing more nuanced and situated understandings of the power of decolonial love in the everyday lives of Indigenous and racialized young peoples and communities.