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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.

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Because I am a Girl

In the Shadow of War

Nikki van der Gaag, Sarah Henriks, and Feyi Rodway

Conflict affects girls differently from boys—their rights are ignored, their responsibilities changed, and their lives altered forever by war. Girls face discrimination on at least two counts: because they are young and because they are female. We focus here on the changing nature of war and conflict and what this means for girls' health, economic well-being, physical security and protection, and also for their resilience and empowerment. We examine how girls are uniquely affected by, and respond to, conflict, its build-up and its aftermath. We assess the role of the institutions that have a duty to protect and support girls in conflict-affected states, and explore the reasons why policy actors do not take girls into account in their responses to violent conflict. We outline recommendations for action in terms of girls' education, harnessing girls' resilience and encouraging their empowerment.

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“Be Prepared!” (But Not Too Prepared)

Scouting, Soldiering, and Boys’ Roles in World War I

Lucy Andrew

of self-sacrifice, a greater respect for authority, and a deeper sense of personal duty and responsibility towards society and the State” ( Meath 1903: 3 ). Many other commentators agreed, and several proposals were made for the implementation of such

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Jay Mechling

, he told the boy leaders, “duty before self.” Take care of the younger boys before your own needs. This was one of several times during summer camps that Pete gave some version of his “duty before self” talk. Clearly this principle was important to

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Nirmala Erevelles

), dharma (pre-ordained duty) and karma (action) combine to place disabled people in a constant quest for cure, redemption, abuse, and neglect. Within this religious-cultural milieu daughters are constructed as parai (Other) needing a dowry in order to

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Jay Mechling

acquire a strong work ethic. This was an era when masculinity and civic duty (patriotism) fused, and of interest to Jordan is the “nonpartisan citizenship” crafted by the BSA in its rhetoric and programs. The BSA also had to negotiate a fundamental

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Attitude or Age

Girlhood in Renaissance England

Reina Green

syphilis, while her brother is condemned to death for theft. Even as she ignores it, a sense of duty invests Dalila’s girlhood, and this is also apparent in Jacob and Esau (c. 1554), in which a young female servant, Abra, resists her subservient position

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Renée Monchalin and Lisa Monchalin

territory we are currently igniting our inner strengths, duties, and natural positions of leadership and influence. As young Indigenous sisters we find ourselves contributing to this path of reclamation through education. Although it is not easy, we draw on

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Daniel Lewis

influenced by Robert Macnish's The Philosophy of Sleep (1824). In that book, Macnish heaps praise upon men who can sleep at will. We read: Seamen and soldiers on duty can, from habit, sleep when they will. The Emperor Napoleon was a striking instance of

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Girls’ Work in a Rural Intercultural Setting

Formative Experiences and Identity in Peasant Childhood

Ana Padawer

”) were shared in early childhood by girls. The domestic duties of girls like Patricia, conducted from an early age, were subordinated formative experiences. This subordination was not related to their duties of domestic work, but from the progressive