acknowledge the girl’s sexual desire and agency. Aesthetics or Ethics? In his 1959 essay, “On a Book Entitled Lolita ,” Nabokov argues that the sole purpose of Lolita is “aesthetic bliss,” which he defines as “a sense of being somehow, somewhere, connected
Disrupting Nabokov’s “Aesthetic Bliss”
Introduction Alessi and Alessi rightly describe the ethics of new media as an “uncharted area.” They explain that “the production and subsequent use of new forms of media results in new dimensions of experience and effects in general that are
The Role of Bodily Integrity
Mar Cabezas and Gottfried Schweiger
, might then be reflected in policy-making. Many voices coming from difference feminisms ( Held 1995 ; Tong et al. 2004 ) and feminist care ethics ( Gilligan 1993 ), in introducing bottom-up context-specific approaches, and in having pointed out how a
There is probably no topic associated with doing fieldwork with girls and young women that evokes more concern than the issue of ethics. For many members of university research ethics boards (REBs) the very term girls in the title of a project sets
Sivane Hirsch and Marie McAndrew
This article analyzes the treatment of the Holocaust in Quebec's history textbooks, in view of the subject's potential and actual contribution to human rights education. Given that Quebec's curriculum includes citizenship education in its history program, it could be argued that the inclusion of the Holocaust has particular relevance in this context, as it contributes to the study of both history and civics, and familiarizes Quebec's youth with representations of Quebec's Jewish community, which is primarily concentrated in Montreal. This article demonstrates that the textbooks' treatment of the Holocaust is often superficial and partial, and prevents Quebec's students from fully grasping the impact of this historical event on contemporary society.
The Ethics of Vulnerability and Agency in Research with Girls in the Sex Trade
Alexandra Ricard-Guay and Myriam Denov
agency, we have, in this article, several goals. First, we build on key contributions from critical childhood studies in reflecting on the ethics of research on sensitive topics. In particular, scholars (see Dorner 2015 ; Graham et al. 2015
Gender at Play
. To conclude, I discuss how Nel Noddings’s (2005) concept of an ethics of care in education may help to address gender inequality in preschool. I suggest that an ethics of care can work to challenge the gender binary upon which gender inequalities
Intergenerational Activism and the Ethics of Empowering Girls
) make clear, while we might applaud the UN for including girls in their advocacy efforts, we must also trouble the approach to girls’ political engagement and empowerment. Girls as Decoration: The Ethics of Voice and Empowerment Girls’ visibility as
Early Adolescence and/as Narrative Rupture in Alice Munro's Lives of Girls and Women
When we are growing up, how might the narrative practices of our family members shape our understanding of the world we are coming to know? How might narrative desires and allegiances to formal storytelling conventions affect how individuals are represented and positioned within family discourse? In this paper, I analyze the narrative practices of characters in Alice Munro's Lives of Girls and Women (1971); specifically, I turn to Del Jordan's first encounter with a family member's death and to her tentative understanding of the body's aberrations and complexities, which bumps up against, competes with, and is ultimately overwhelmed by, the narrative practices of the adults in her life. When considered in relation to the bourgeoning field of narrative ethics, Lives of Girls and Women provides a compelling avenue for a rich understanding of how narrative privilege can have an impact on adult-youth relations in general, and the female coming-of-age experience in particular.
Neoliberal policies in teacher education marginalise faculty voice, narrow conceptions of teaching and learning and redefine how we know ourselves, our students and our work. Pressured within audit culture and the constant surveillance of accountability regimes to participate in practices that dehumanise, silence and de-form education, teacher educators are caught between compliance and complicity or the potential and risks of resistance. Written from my lived experience within the neoliberal regime of teacher education, this article examines the vulnerabilities, fears and risks that shape our choices, as well as the possibilities for ethical, answerable action.