Digital and social networking technologies have transformed media production and distribution from an exclusive professional practice to a more organic and interactive peer-to-peer media culture. New participatory visual methods in research often
Ethical Participatory Visual Research with Girls
Astrid Treffry-Goatley, Lisa Wiebesiek, Naydene de Lange, and Relebohile Moletsane
Laurel Hart, Pamela Lamb, and Joshua Cader
How might online communities and networked technologies foster nonviolence for girls and young women? Which technologies might generate greater accessibility to knowledge, and communities of support, in order to help girls and young women overcome
Ethics and Privacy in Digital Research with Girls
technologies more broadly, and not specifically on cell phones. Making a distinction between children’s cell phone use and their use of other technologies is important since the increasingly personalized and private nature of cell phone appropriation has come
Chloe Krystyna Garcia and Ayesha Vemuri
Bock (2012) describes as a technology of nonviolence, serving as ways in which young women and girls identify oppressive structures, persons, myths, and stereotypes that contribute to rape culture, and as tools for warning others. For example, vloggers
Class, Gender, and Ethics in Visual Research with Girls
Janet Fink and Helen Lomax
-evolving ethical concerns we identify here are elaborated by Mok et al. in their discussion of the research ethics engendered by the rapid development of digital technologies and their application in social research. Their review of the visual ethics literature
A Critical Analysis of Media Representations of Gender, Youth, and MySpace.com in International News Discourses
This article raises issues related to the gendered representation in the print media, particularly English-language newspapers, of girls who use MySpace as foolish innocents who invite sexual predation. It examines the ways in which the stereotyped representation of girls and boys promotes the hegemonic discourses that construct girlhood as a time of helplessness and lack of control, and that blame the technology itself, in this case MySpace, for a multitude of cultural problems. Ultimately, these discourses portray MySpace as a dangerous place where adolescent girls flaunt sexuality, where sexual predators lurk, and where boys commit violence, thus creating and reinforcing a moral panic and extending stereotypes about girls and boys, and about technology.
Creating a Counter Discourse
The idea of devoting a special issue of Girlhood Studies to what Jonathan Bock (2012) calls technologies of nonviolence comes at a critical time in girlhood studies. On the one hand, technology—especially digital technology—and various social
This article investigates direct-to-consumer advertising in Sweden for Gardasil, the HPV vaccine, as a contemporary gendered technology of the adolescent girl body. It explores how, by constructing girls as ideal users of the vaccine, advertising campaigns encourage adolescent girls to vaccinate themselves. Using a feminist visual discourse analysis, the article examines how different girl subjectivities are constructed through advertising, and presented as fit for Gardasil use and consumption. It highlights how, along with their parents, adolescent girls in Sweden are encouraged to assume responsibility for managing the risks of cervical cancer in order to help secure their future health, sexuality and normality. It argues that the Gardasil campaign, in being addressed to individual members of the population, serves to articulate global and national discourses of girlhood, sexuality, (sexual) health responsibility, risk management and consumption.
Girls and Technologies of Nonviolence
, the application of these technologies to addressing pressing global concerns such as violence toward girls and women (in universities, on the streets, in schools, and so on) is vastly under realized. Indeed, much of the work to date on mobile and
Claudia Mitchell and Jacqueline Reid-Walsh
The fifty-fifth session of the Commission on the Status of Women took place at the United Nations Headquarters in New York from 22 February to 04 March 2011. Representatives from Member States, UN entities and Economic and Social Council (ECOSOC)-accredited NGOS from all regions of the world attended the session. Amongst the many themes and issues discussed, several were critical: as a priority area, the access of girls and women to education, training and science; as a review theme, the elimination of all forms of discrimination and violence against girls; and as an emerging theme, sustainable development and gender equality. These themes and issues highlight the significance of literacies, literatures and technologies (old and new) in the lives of girls, but they also signal the presence (and absence) of other texts such as policies and policy documents in relation to such areas as, for example, Teachers’ Codes of Conduct, and Water and Sanitation that affect the lives of girls around the world.