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Emily Anderson

. 2013 ; Warrell and Jacobsen 2014 ). UNICEF’s position as a global advocate for children’s rights and its organizational new media use creates a compelling case for the necessity of analyzing how girlseducation policy discourses are constructed and

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Claudia Mitchell

girls, education, and social responsibility, very much in keeping with Jackie Kirk’s professional life, first as a primary school teacher in the UK and later as a champion of addressing education in emergencies, girlseducation, and the lives of women

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Annabel Erulkar and Girmay Medhin

goals ( Levine et al. 2008 ; Temin and Levine 2009 ). The development field’s areas of focus include girlseducation and health, as well as the eradication of child marriage and gender-based violence. The focus on girls as key development actors has

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Claudia Mitchell and Jacqueline Reid-Walsh

The first “White House Research on Girls” Conference took place on 28 April 2014, in Washington, DC. At this event the Girls Research Coalition was formed, and the White House Council on Women and Girls also announced the establishment of the Girls Portal, a clearinghouse for research on girls, hosted by Re:Gender (formerly known as The National Council for Research on Women, Inc.), and meant to facilitate the sharing of existing research on girls, and to provide opportunities to explore new directions in research. This initiative is an important one for ensuring that the burgeoning research on girlhood reaches the many different audiences who need to have access to its findings. As the editors of GHS, we strongly endorse the establishment of the Girls Research Coalition and the Girls Portal.

Open access

Zuzanna Kołodziejska-Smagała

than their fellows in Galicia or in the Grand Duchy of Posen, although the latter is beyond the scope of this article. The focal point of the discussion on girl's education was whether it should enable girls to live independent lives or to fulfill their

Open access

“This Is My Story”

The Reclaiming of Girls’ Education Discourses in Malala Yousafzai’s Autobiography

Rosie Walters

In 2014, the year she turned 17, Malala Yousafzai released a second version of her autobiography, rewritten for her own generation, detailing her fight for girlseducation. In it, she reflects on her childhood in the Swat Valley in Pakistan

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“Can You Really See What We Write Online?”

Ethics and Privacy in Digital Research with Girls

Ronda Zelezny-Green

ABSTRACT

The use of digital technology, particularly cell phones, is growing as a medium for data collection in social research. However, there remains concern about our implementing appropriate ethical practice when we are conducting digital research with people, including girls, who are considered vulnerable. In this article, I will discuss some of the ethical considerations that emerged during an action research project I undertook with a community of secondary school girls in Nairobi, Kenya. These considerations are related to privacy in connection with surveillance as a means of cell phone-based data collection. My aim is to initiate a scholarly dialogue on creating a framework of ethical practice for digital research with girls—particularly those who are infrequently given a voice in the literature on girlhood studies.

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Educating Women, Recasting Patriarchy

Becoming Modern in Colonial Morocco

Etty Terem

within Moroccan colonial society itself. More specifically, this article explores a reform project of girlseducation in colonial Morocco (1912-1956). I analyze an essay titled GirlsEducation, not Unveiling of Women, written in 1933 by Muḥammad al

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Sight Unseen

Re-viewing Images of Girls' Education

Cathryn Magno and Jackie Kirk

In this article we discuss the ways in which images of girls are understood to represent broader international development discourses related to girls' education. This piece was originally written for the United Nations Girls' Education Initiative (UNGEI), conceived with UNICEF out of their interest in determining whether images they produce accurately represent policies and processes they engage in on behalf of girls' education; that report was UNICEF's contribution to the UNGEI partnership. The premise that visual analysis contributes to the study of girlhood was reified in this study which revealed the many deep and sometimes conflicting meanings that diverse viewers place on images.

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Claudia Mitchell and Jacqueline Reid-Walsh

In this, our second issue of Girlhood Studies: An Interdisciplinary Journal (GHS), we continue our work out of respect for, and in memory of, our founding co-editor, Jackie Kirk, who was killed in Afghanistan earlier in 2008 while she was carrying out her work in girls’ education in conflict zones. We carry on with the belief that we all shared from the beginning about the need to respect girls, to study girl culture on its own terms and to keep in mind the importance of further developing the interdisciplinary field of girlhood studies.