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BlackGirl Geography

A (Re)Mapping Guide towards Harriet Tubman and Beyond

Loren S. Cahill

Blackgirls have a long subaltern legacy of being geographers. We have complicated the settler-colonial project of cartography uniquely through our radical placemaking efforts towards achieving safety, inclusion, and liberation. In this autoethnographic article, I trace my own socio-spatial-sensory reflections that I experienced during my visit to Harriet Tubman’s Homeplace, Senior Home, and Grave Site in Auburn, New York. I attempt to unsettle the undertheorized renderings of Tubman by interrogating her personal freedom dreams, liberation geography, and womanist cartography. I then map the intergenerational solidarity that Blackgirls have forged with Tubman more contemporarily through their own space making. I conclude by unpacking what ontological lessons both knowledge producers and organizers can glean from Tubman’s geographic sacredness and savvy.

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Katie Macentee

In the call for articles for this special issue on girls’ health, we highlighted that “[g]irls’ health is an ongoing and evolving issue with ties that go beyond medical analyses to include a wide array of social, educational, political, and environmental discourses (among others!).” Th at a number of different perspectives might contribute to or strengthen the interdisciplinary focus of an issue as crucial as girls’ health was important to me as guest editor. Th is issue demonstrates that the relationship of girlhood to health—sexual health, in particular—is of critical concern to us all. It is an area full of challenges and barriers, most of them, as is evident in this issue, understood and often expressed by girls themselves. The articles presented here point to the many perspectives from which to approach this topic. Girls’ sexual health is linked to an array of intersecting issues including the pedagogical influences of popular romance literature; the ways in which girls use blogs to construct counter narratives about their sexual identity; how girls’ increased inclusion in citizenship discourses can increase their capacity to address sexual objectification; what girls do to negotiate power within their heterosexual relationships; how barriers to water access in Africa can lead to the awareness of the risks—which range from being perceived to be promiscuous to being raped—that young women face; as well as how the (mis)management of menstruation can affect girls’ education. This issue points to the global and local specifics of sexual health, and to health more generally. Th e concerns discussed here are geographically wide-ranging: Cameroon, Lesotho, Australia, the United States, and Canada provide the settings—some urban and others rural. Th e authors present a wide range of methodologies from which they explore girls’ health: literary analysis; autoethnography; and participatory methods such as digital storytelling, mediamaking, listening to what young people have to say in various research paradigms, blogging, and photovoice.

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“Something Good Distracts Us from the Bad”

Girls Cultivating Disruption

Crystal Leigh Endsley

Citizenship . Durham : Duke University Press . 10.1215/9780822375371 Denzin , Norman K . 2006 . “ Analytic Autoethnography, or Déjà Vu All Over Again .” Journal of Contemporary Ethnography 35 ( 4 ): 419 – 428 . 10.1177/0891241606286985 Dixson

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Penny Welch and Susan Wright

students’ chances of employment. The second article is a collaborative autoethnography by Saran Stewart, Chayla Haynes and Kristin Deal about the doctoral programme in higher education they studied at the University of Denver. The programme had been

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Way to Go

The Significance of Place for Girls and Girlhood Studies

Eva Hoffmann

present and future” (138). Claudia Mitchell uses autoethnography to “chart” (87) the state and future of girlhood studies as a field of study. Revisiting some of the early texts, films, and questions shaping the field, she points out that we now “have a

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Enacting inclusivity in the preparation of emerging scholars

A response to programme reform in higher education

Saran Stewart, Chayla Haynes, and Kristin Deal

practice of freedom’ ( Danowitz and Tuitt 2011: 49 )? We use collaborative autoethnography to share our experiences and revisit the article that inspired this study to engage in a dialogue with Professor Tuitt about our pursuit of education as the practice

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Emily Bent

, and I recall several pivotal actions undertaken by event organizers (and some inaction) as I re-evaluate the political outcomes, and suggest new directions and opportunities for expanding girls’ political capital. Feminist autoethnography, as a

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Fantasies of the Good Life

Responding to Rape Culture in 13 Reasons Why

Cameron Greensmith and Jocelyn Sakal Froese

? Radical Encounters with Difficult Texts, Radical Approaches to Youth Care .” CYC-Online : 70 – 78 . Griffin , Rachel Alicia . 2012 . “ I AM an Angry Black Woman: Black Feminist Autoethnography, Voice, and Resistance .” Women's Studies in

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Student engagement in the management of accelerated change

Anthropological reflections on ‘Project 2012’ and The Offer

Anselma Gallinat

consultations and new developments. Drawing on my experiences, memories and the documents and records that I collated during this two-year period, the article takes the form of an auto-ethnography ( Collins and Gallinat 2010 ) and pays particular attention to