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Being a Girl Who Gets into Trouble

Narratives of Girlhood

Elaine Arnull

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.

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Joan Njagi

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

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Adolescent Girls with Disabilities in Humanitarian Settings

“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

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Gargi Gangopadhyay

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

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How to Survive the Postfeminist Impasse

Grace Helbig’s Affective Aesthetics

Catherine McDermott

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

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Johannes Riis

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

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Jessica Prioletta

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

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Perfect Love in a Better World

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

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Eckhardt Fuchs

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.

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Valerie R. Friesen

In many parts of the developing world, sport is a non-traditional activity for girls, one which is being used increasingly by development organizations for the empowerment of girls and women. However, very little research has been done on the complex subjective perceptions and understandings of the participants themselves. The girls in this study were participants in an after-school program in Windhoek, Namibia, which combines academics and sport. I used discourse analysis to highlight issues of agency, power, and gender that emerge from their reflections on their sport participation. Girls' conversations often revealed acceptance and normalization of dominant gender norms but also a growing critical consciousness, and demonstrated the numerous ways girls resist, negotiate and engage with these discourses through their own perceptions of power, agency, and hope.