Photographic self-study can promote professional growth and deepen analysis of how girlhood experiences such as those related to ability, class, gender, and race are conditioned by and inform our multiple, shifting identities as women. This article presents excerpts from three women's experiences of photographic self-study, highlighting the possibilities of this method as a malleable, feminist approach to critical reflexive practice. Our stories demonstrate how a creative process of self-interpretation, self-representation, and self-knowing can draw oppressive categories of self-identification-carried from girlhood-to the surface and expose them to critique and deconstruction.
Evoking Girlhood Self-Images Through Photographic Self-Study
Rosalind Hampton and Rachel Desjourdy
Melanie Kennedy and Natalie Coulter
and the discussions that followed, then, remind us of the cultural visibility of tweenhood, and that the subject of the tween—one bound up with deep-rooted assumptions about race, beauty, and consumer culture—is a site onto and through which
Adolescent Girls Speak about Girls' Aggression
Melissa K. Levy
A perceived rise in girls' physical aggression is alarming the public as it collides with dominant views of femininity. Existing research focuses on either boys' violence or girls' non-physical aggression, leaving the realm of girls' physical aggression relatively unexplored. Using data from ethnographic observations and interviews, this study examines young adolescent girls' experience of their and their peers' fighting. Findings indicate that girls participate in fights to stand up for themselves and others, to show they are not afraid, and for fun. This study calls for continued in-depth research into girls' perspectives on aggression and violence in order to provide insight into how gendered, raced, and classed structures affect girls. It seeks, too, to address the problems that arise from girls fighting.
Soo Ah Kwon
Drawing on existing literature and student ethnographic projects, this article examines Asian American undergraduates' overwhelming focus on individual racial identity and practices of racial segregation in their ethnographic research about the University of Illinois. The author examines how such racial segregation is described and analysed as a matter of personal 'choice' and 'comfort' rather than as the result of racial inequality, racism and the marginalisation and racialisation of minority groups. This lack of structural racial analysis in the examination of Asian American students' experiences points to the depoliticisation and institutionalisation of race in higher education today. Race is understood and more readily analysed as a politically neutral concept that invokes celebration of racial diversity and 'culture' and not as a concept marked by power and inequities as it once may have been.
Black Barbie and the Fabrication of Nicki Minaj
Jennifer Dawn Whitney
This article explores the public persona of hip hop artist Nicki Minaj, and her appropriation of the iconic Barbie doll. Minaj's image has drawn criticism from pundits and peers alike, but, nonetheless, it has inspired a creative fan following. With reference to feminist theory and recent trends in poststructuralist thought, this article suggests the ways in which Minaj and her fans pluralize how we think about Barbie, race and idealized femininity in the West.
Doll play is critical in the formation of young black girls’ gender, race, and class identities. In this article, I use textual analysis that emphasizes how physical changes in dolls correspond to contextual shifts in society over the last seven decades, and qualitative research with ten Afro-Caribbean girls and young women in Toronto to reveal the racial and cultural meanings of dolls in young people’s everyday lives and how doll play is complicated by racist and classist representations of dolls. By exploring what doll play meant to them, I show how it helps black girls understand racial and gendered norms. Through doll play, girls reveal an understanding of their racialized identities and marginalization as they demonstrate unacknowledged skills in their ability to navigate barriers that reinforce racial inequalities and social hierarchies in girls’ material culture in a multicultural Toronto.
Being “Boy,” Being “Filipino,” Being “Other”
In this article I draw on data gathered from focus groups hosted in the summer of 2012 and speak to the diverse literature within the field of masculinity studies. More specifically, I explore the role that race and place plays in the performance
Mary Taylor Huber, Joseph Heath, Rebecca Boden, John Craig, and Christopher Newfield
Responses to ‘The academic rat race: dilemmas and problems in the structure of academic competition’, published in Learning and Teaching 5.2 from Mary Taylor Huber, Joseph Heath, Rebecca Boden, John Craig and Christopher Newfield
The Ethnography of the University Initiative (EUI) joins a long history of critique, challenge and transformation of higher education. EUI courses are an important site for the creation of non-traditional narratives in which students challenge 'business-as-usual' in higher education. For under-represented students, this includes inquiry and analysis of the racial status quo at the University. In this article, I provide a student's perspective on EUI through my own experiences with EUI research as both an undergraduate and later graduate student investigating race and racism at the University of Illinois at Urbana-Champaign (U of I). Using ethnographic methods and drawing on critical race theory, I provide two examples of EUI research that critiqued the University's management of race. The first example is a collaborative ethnography of the Brown versus Board of Education Commemoration at U of I – a project that I joined as an undergraduate (Abelmann et al. 2007); and the second is my own dissertation on 'racial risk management', a project that emerged from my encounter with EUI. I discuss both projects as examples of Critical Race Ethnography, namely works based on empirical research that challenge institutions' racial composition, structure and climate.
Xavier Landes, Martin Marchman, and Morten Nielsen
The social benefits expected from academia are generally identified as belonging to three broad categories: research, education and contribution to society in general. However, evaluating the present situation of academia according to these criteria reveals a somewhat disturbing phenomenon: an increased pressure to produce articles (in peer-reviewed journals) has created an unbalanced emphasis on the research criterion at the expense of the latter two. More fatally, this pressure has turned academia into a rat race, leading to a deep change in the fundamental structure of academic behaviour, and entailing a self-defeating and hence counter-productive pattern, where more publications is always better and where it becomes increasingly difficult for researchers to keep up with the new research in their field. The article identifies the pressure to publish as a problem of collective action. It ends up by raising questions about how to break this vicious circle and restore a better balance between all three of the social benefits of academia.