The controversies triggered by the Netflix adaptation of Jay Asher’s young adult novel Thirteen Reasons Why (2007) have focused on suicide and downplayed discussions of rape as a central plot device. Making use of stereotypical characters (such as the cheerleader and the jock) and archetypal setting (including the high school), 13 Reasons Why delves into the reassuring world of the suburban town; it deals ambiguously with the entwined notions of gender and power encapsulated in the teenpic genre. A detailed analysis of the series indeed reveals that its causative narrative reinforces the rape myth by putting the blame on girls for events that happen to them. In this article I explore the tensions of a TV series that endorses the rape myth through the entertaining frame of the teenpic.
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Q1 Hamlet (1603) routinely sets prose speeches so that they appear to be blank verse. This article argues that such was an attempt to confer prestige upon the text, particularly in the wake of the saturation of Shakespeare books on the literary marketplace around 1600 – a phenomenon that saw his prose works achieve less favour than those in pentameter. The publishers of Q1 Merry Wives (1602) and Q1 Hamlet may have hedged their bets on these Shakespeare texts by amplifying their verse, long the gold standard of the Shakespearean brand. Like The True Tragedie of Richard III (published 1594) and The Famous Victories of Henry V (entered 1594), which presented their opening pages to readers as iambic pentameter, Q1 Hamlet seems to have beautified its dialogue for readers in the early modern book marketplace.
Narratives of Girlhood
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.
In this article I examine the performances of black girlhood in two texts by Ntozake Shange—the choreopoem “for colored girls who have considered suicide when the rainbow is enuf” (1977) and the novel Sassafras, Cypress and Indigo (1982). The black girls whom Shange portrays navigate anti-black racism in their communities, domestic violence in their homes, and explore their connections with spirit worlds. In both these works, Shange stages black girls who make decisions based on their understanding of the spheres of influence that their race, gender, and age afford them in an anti-black patriarchal world dominated by adults. I draw, too, from Patricia Hill Collins’s work on feminist standpoint theory and black feminist thought to introduce the term black girl thought as a theoretical framework to offer insights into the complex lives of black girls who live in the post-civil rights era in the United States.
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.
Jörn Happel and Nick Fielding
A World of Empires: The Russian Voyage of the Frigate Pallada Edyta M. Bojanowska (Cambridge, MA and London: Harvard University Press, 2018), viii + 373 pp., illus., maps. ISBN 978-0-674976405. $35.00
Thomas, Lucy & Alatau: The Atkinsons’ Adventures in Siberia and the Kazakh Steppe John Massey Stewart (London: Unicorn, 2018), 344 pages. ISBN 978-1-911604-30-3. Hardback, £25.00
Telescoped Action and Characters in Q1 and Q2 Hamlet
The first quarto of Hamlet offers a fundamentally distinct play from the versions contained in the second quarto and in the First Folio. Taking Q1 as an autonomous, finished text, and assuming that Q2 and F were not only printed but also written later, this article sets out to explore Shakespeare’s conception of key characters in this first version, how it took shape, and how and why his approach changed in subsequent revisions. In particular, I will concentrate on the characterisation of both female and male characters as they appear in Q1 and Q2, trying to underline the different poses towards which they gesture and putting them against the backdrop of a narrative frame whose speed, in the case of Q1 Hamlet, seems continually to increase.
A 120-Year Story of Language Shift
Maria Pupynina and Yuri Koryakov
The Chukchi-speaking population is distributed within three regions of the Russian Federation—Chukotka, Kamchatka, and Yakutia. Because of the lack of regular transportation between these regions and different attitudes toward the Chukchi from the local authorities, Chukchi-speaking communities in these regions have become isolated from one another and have been developing independently. This article observes the dynamics of language shift in all Chukchi-speaking areas through the analysis of the data of the Russian Censuses (1897–2015), literature sources, and personal observations. The figures in this article illustrate the distribution of Chukchi-speaking communities within their historical and modern homeland, Chukchi vernacular zones, the participation in traditional economic activities, and contacts with other languages.
Alena V. Ivanova
This article covers the process of identity construction in children; this process defines the focus of Russian educational policy, which also provides a venue for alternative ways to implement it. The article presents research on designing a system to form national, regional, and ethnocultural identity in children of the indigenous people of the North via the curriculum and teaching aids. The article examines regions of Russia inhabited by indigenous small-numbered peoples, as well as their distinctive features, which have a significant impact on the process of identity construction in children of the North. This has revealed the specific character of the large formation of positive types of identity within the educational system.
Nimbin, Australia, from 1973
This article brings together the ideas of protest and counterculture in a productive engagement. If protest is understood as publicly bearing witness in opposition to something, then countercultures often do this as rejections of dominant cultures that are folded into everyday life in order to create spaces for possible futures. The countercultural experiments undertaken in the region around Nimbin, Australia, are an example of such space creation. Using interviews, presentations, and archival materials collected at a 2013 community conference marking the 40th anniversary of the 1973 Nimbin Aquarius Festival, I will explore these experiments in the context of countercultural protest. The Festival not only gathered together people under the banner of the counterculture, but provided a unique space for gathering around common matters of concern to create an ongoing countercultural community. This community continues to develop practical knowledge regarding sustainable living and innovations in grassroots environmental protest.