The sexualization of the female body in contemporary media has created considerable anxiety about its impact on girls. Much of the resulting research focuses on the influence of visual media on body image and the flow-on effects for girls' health. Rather less attention is paid to the pedagogical role of popular romance fiction in teaching girls about their sexuality. Given the pronounced increase in eroticized fiction for girls over the past decade, this is a significant oversight. This article applies Hakim's (2010) concept of erotic capital to two chick lit novels for girls. The elements of erotic capital—assets additional to economic, cultural and social capital—are used to explore the lessons these novels teach about girl sexual subjectivities and sociality in a sexualized culture.
Does Social Capital Shape Women's Lives?
Supriya Baily, Gloria Wang, and Elisabeth Scotto-Lavino
curious as to how those experiences might have stayed with them, what impact they might have had on their adult lives, and what connection those experiences might have had with their social capital the further they were removed from their girlhood activism
ongoing challenges related to expanding girls’ political capital and influencing global policymakers while we are all laboring under neoliberal narratives of exceptional girl power. Girl activism networks today must balance promoting “girls’ agency as
Black Boys, the Urban Neighborhood Context, and Educational Aspirations
Studies investigating disadvantaged urban neighborhoods often focus on students’ academic underperformance, ways they succumb to environmental stressors, involvement in illicit activities, and adherence to street-oriented behaviors and culture. This article focuses on the ways a select group of Black boys in the US successfully navigated structural impediments and interpersonal challenges during their secondary school years and eventually matriculated to college. Drawing on interview data, the article examines students’ sense-making and the importance of their peers in navigating the urban environment: (1) interactions with people in the neighborhood and (2) strategies to negotiate the urban environment context in pursuit of their educational aspirations. The students’ narratives highlight the benefits they assign to their peer relationships and collectivist efforts to support their educational goals.
includes the emergence of ‘free universities’ that operate independently from the state, capital and dominant theories of knowledge and higher education. Since the turn of the twenty-first century, these projects have been posited as alternatives to both
A Portrait of Young Men's Sense of Belonging to the Street in Maputo, Mozambique
, the capital of Mozambique, which explored how these young men strategically performed their masculinities in attempting to subvert dominant discourses of what it means to be a man in urban Maputo. Through the method of participant observation, I
MOOCs, academic labour and the future of the university
Michael A. Peters
‘cybernetic’ and ‘cognitive’ emphasise the interconnectedness and networked nature of global capital. Knowledge capitalism increasingly envelopes universities in the digital circuits that make up an emerging global system and bypass the state and its capacity
Space, Perspective, and Critical Research Skills
This article investigates the potential of one of the most contested and debated spaces of German Studies research, the Postdamer Platz in Berlin, as an interactive "textbook." By employing the notion of "play" the areas around the commercialized Postdamer Platz can be "read" and explored as contradictory, chaotic, messy, and haunted by ghosts of the past, despite—or possibly amplified by—the newly constructed, glossy surfaces of global media and capitalism that form a center for the German capital. I consider the subversive possibilities as well as the limits of this playful approach to teaching, exploring, and learning about commercialized urban centers in the twenty-first century.
Neda Maghbouleh, Clayton Childress, and Carlos Alamo-Pastrana
Marx's critique of capitalism remains foundational to the university social science curriculum yet little is known about how instructors teach Marx. In post-industrial, service-oriented economies, students are also increasingly disconnected from the conditions of industrial capitalism that animate Marx's analysis. Inspired by the discussion of how a piece of wood becomes a table in Marx's Capital Vol. 1., 'Our Table Factory, Inc.' simulates a diverse array of roles in the chain of production into and out of a table factory to understand key concepts: means/mode of production, use/exchange value, primitive accumulation wage/surplus labour, proletariat, bourgeoisie, alienation, false consciousness, commodity fetishism and communist revolution. We describe the exercise and present qualitative and quantitative assessment data from introductory sociology undergraduates across three small teaching-intensive universities in the United States. Findings detail the exercise's efficacy in fostering retention of material and in facilitating critical engagement with issues of inequality.
Narratives of Four Jamaican Girls’ Identity and Academic Success
Rowena Linton and Lorna McLean
their schooling experience—suffering injustices at school, substituting social capital, and constructing resistive identity—that capture the strategies used by them to excel in school. The first two themes recollect the girls’ descriptions of their