In this article I focus on the narratives of girls who describe the events that shape their lives and get them into trouble. The narratives are explored against Darrell Steffensmeier and Emilie Allan’s (1996) proffered Gender Theory, to consider whether it offers an adequate explanatory framework. The article adds to the body of knowledge about girlhood, gender norms, and transgression and provides fresh insight into the relevance of physical strength to girls’ violence. I conclude that girls are defining girlhood as they live it and it is the disjuncture with normative concepts that leads them into conflict with institutions of social control.
Narratives of Girlhood
Much previous scholarly work has noted the gendered nature of humor and the notion that women use comedy in a different way than do their male peers. Drawing on prior work on gender and humor, and my ethnographic work on teen girl cultures, I explore in this article how young women utilize popular cultural texts as well as everyday and staged comedy as part of a gendered resource that provides potential sites for sex-gender transgression and conformity. Through a series of vignettes, I explore how girls do funny and provide a backdrop to perform youthful gendered identities, as well as establish, maintain, and transgress cultural and social boundaries. Moving on to explore young women and stand-up I question the potential in mobilizing humor as an educational resource and a site in which to explore sex-gender norms with young people.
Are Helplines Useful?
representation. They can transcend infrastructural barriers to amplify the voices of girls and young women in challenging social norms that marginalize and exclude them, and define their agenda. They can influence social norms and public policies, even in rural
“I Am Not ‘Worthless’—I Am a Girl with a Lot to Share and Offer”
Emma Pearce, Kathryn Paik, and Omar J. Robles
gender norms and stereotypes in society. Surveys of adults with disabilities in Ethiopia, Senegal, Uganda, and Zambia found that all respondents had experienced some form of sexual violence as children: 37 percent of respondents reported being raped; more
children in both the private and public spheres, as the growing city, with its new material and psychological spaces, transformed the norms and structures of the Bengali middle-class family. This article examines the urban experiences of Bengali children
Grace Helbig’s Affective Aesthetics
postfeminism. Instead, I argue that an affective approach is key to understanding how performances like Helbig’s work both with and against postfeminist cultural norms. For instance, Berlant’s coinage of the term “juxtapolitical” (2008: 10) opens up discussion
previous scenes or shared norms. Whether the actor employs distinct or indistinct expressiveness with regard to particular emotions may tell us more about how the kind of patterns and configurations at work in the communication of character emotions than a
Gender at Play
are traditionally thought of as feminine should become the norm in education or that all such activities are necessarily valuable. Instead, as J.R. Martin explains, the point is “that when the activities and experiences traditionally associated with
Same-Sex Attraction between Girls
Wendy L. Rouse
committed to their same-sex crush, as girls of previous eras had freely chosen to do, now faced intense pressure to conform to heterosexual norms. Spalding and Stanton’s story, and others like it, would serve as moral lessons about the dangers of female love
The words “textbook revision” immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms in addition to knowledge of the subject. History and social studies teaching can thus make an important contribution to peace and human rights education.