This article elaborates on discursive constructions of girls-only settings through the spatial metaphor of a room of one's own, as articulated in round-table discussions among staff and participants from girl-centered music programs in Sweden. The idea of a separate room refers to spaces for collective female empowerment as well as for individual knowledge acquisition and creativity. These spaces are constructed so as to provide the possibility for exploration, subjectivity, and focus, by offering (partial and temporary) escape from competition and control, from a gendered and gendering gaze, and from distraction. Girl-centered programs are also discussed as paradoxical because they function as gender-neutral when seen from the inside, but gender-specific when seen from the outside.
Discursive Constructions of Girls-only Spaces for Learning Popular Music
“I Am Not ‘Worthless’—I Am a Girl with a Lot to Share and Offer”
Emma Pearce, Kathryn Paik, and Omar J. Robles
disability ( Paik 2014 ; Pearce 2015b ). Three core programming models are being increasingly used by humanitarian actors to protect and empower adolescent girls in humanitarian contexts. “Girl-centered program design” seeks to involve girls in all stages of
Intergenerational Activism and the Ethics of Empowering Girls
collaborate to develop girl-centered programming during important international meetings and events. As intergenerational partners, girl-activists and adults strategize new ways to involve girls in international political processes. Similarly, we confront the
of Women, the Women's Ambassador Breakfast, the Girls Advocacy Roundtable, and the International Day of the Girl; developing girl-centered programming for intergovernmental agencies, civil society, and UN Member States; and organizing small group