Girlhood Studies, as an academic discipline, is continually growing. Since some educational institutions include girls’ studies as part of a special curriculum, an academic program, a certificate course, a minor, or as part of Women’s Studies or Gender Studies, Girlhood Studies has a presence in academia although at this stage rarely in an autonomous department. This interest in the pedagogies and practices of teaching Girlhood Studies is an important aspect of its growth as a field of study not only at the university level but also in other academic settings and outside of them, be they workshops, special programs for girls, and summer camps, among others. Depending on these formal and informal educational contexts, the discussion of approaches to teaching Girlhood Studies ranges from the theoretical to those that outline hands-on projects that invite and promote the discussion of girlhood. As Claudia Mitchell (2021) states in her editorial “What can Girlhood Studies be?” the research and scholarly work in Girlhood Studies “stands as its own theoretical and practical area” (vi) that warrants its study and teaching and that prompted the production of this special issue on teaching Girlhood Studies.
{"title":"Pedagogies and Practices of Teaching Girlhood Studies","authors":"Emily R. Aguiló-Pérez, Jacqueline Reid-Walsh","doi":"10.3167/ghs.2022.150302","DOIUrl":"https://doi.org/10.3167/ghs.2022.150302","url":null,"abstract":"Girlhood Studies, as an academic discipline, is continually growing. Since some educational institutions include girls’ studies as part of a special curriculum, an academic program, a certificate course, a minor, or as part of Women’s Studies or Gender Studies, Girlhood Studies has a presence in academia although at this stage rarely in an autonomous department. This interest in the pedagogies and practices of teaching Girlhood Studies is an important aspect of its growth as a field of study not only at the university level but also in other academic settings and outside of them, be they workshops, special programs for girls, and summer camps, among others. Depending on these formal and informal educational contexts, the discussion of approaches to teaching Girlhood Studies ranges from the theoretical to those that outline hands-on projects that invite and promote the discussion of girlhood. As Claudia Mitchell (2021) states in her editorial “What can Girlhood Studies be?” the research and scholarly work in Girlhood Studies “stands as its own theoretical and practical area” (vi) that warrants its study and teaching and that prompted the production of this special issue on teaching Girlhood Studies.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83469180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While general education (gen ed) courses are commonly created as overviews of disciplines, a girlhood-centric approach celebrates a tightly focused introduction to girl identities as an entry point to critical analysis of gender and associated systems of oppression. I offer a rationale for my Cultural Constructions of Girlhood course and discuss specific assignments and strategies for introducing girlhood as a field of study for university students. This course offers grounding in how important childhood literature is in shaping our concepts of who we are and are allowed to be as well as indicating ways in which the idea of literature may be expanded and updated to include many modes and styles of text by attending to the artifacts of everyday girlhood.
{"title":"Gen Ed Girlhood","authors":"Jen Almjeld","doi":"10.3167/ghs.2022.150309","DOIUrl":"https://doi.org/10.3167/ghs.2022.150309","url":null,"abstract":"While general education (gen ed) courses are commonly created as overviews of disciplines, a girlhood-centric approach celebrates a tightly focused introduction to girl identities as an entry point to critical analysis of gender and associated systems of oppression. I offer a rationale for my Cultural Constructions of Girlhood course and discuss specific assignments and strategies for introducing girlhood as a field of study for university students. This course offers grounding in how important childhood literature is in shaping our concepts of who we are and are allowed to be as well as indicating ways in which the idea of literature may be expanded and updated to include many modes and styles of text by attending to the artifacts of everyday girlhood.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90792924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While Girlhood Studies is an emerging field of academic study, knowledge about how to work with girls in the community has long been evolving. As community social workers doing critical, gender-transformative work with girls, we trained adult women volunteers in gender-specific girls’ programs. Pedagogically rooted in popular education, our training approach, in drawing on volunteers’ own memories of girlhood, evoked a diversity of stories, lived experiences, and understandings of how their lives were affected by systemic forces. In this article, we illustrate how explicating the temporality of girlhood with women can facilitate the interrogation of their own internalized sexism and adultism, and how building intergenerational empathy serves as a tool for reshaping adult women’s ability to work collaboratively with and build relationships with girls.
{"title":"“Who Were You?”","authors":"S. Winstanley, Alex Bernier","doi":"10.3167/ghs.2022.150305","DOIUrl":"https://doi.org/10.3167/ghs.2022.150305","url":null,"abstract":"While Girlhood Studies is an emerging field of academic study, knowledge about how to work with girls in the community has long been evolving. As community social workers doing critical, gender-transformative work with girls, we trained adult women volunteers in gender-specific girls’ programs. Pedagogically rooted in popular education, our training approach, in drawing on volunteers’ own memories of girlhood, evoked a diversity of stories, lived experiences, and understandings of how their lives were affected by systemic forces. In this article, we illustrate how explicating the temporality of girlhood with women can facilitate the interrogation of their own internalized sexism and adultism, and how building intergenerational empathy serves as a tool for reshaping adult women’s ability to work collaboratively with and build relationships with girls.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80573507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This issue of Girlhood Studies: An Interdisciplinary Journal, while unthemed in the sense that it comes out of an Open Call, reminds us that a foundational principle of Girlhood Studies remains one of contesting and challenging inequities. Furthermore, how girls themselves might, under some circumstances, take up critical issues in their lives is evident in these contributions. Each of the contributors has placed front and centre the idea of contesting. Recently in a publications panel at a graduate student conference, participants, eager to get their work published, wanted to know more about this journal. Two of their questions stand out. “May the articles be quantitative as well as qualitative?” and “Is it enough that at least half of my participants are girls?” This collection of articles responds beautifully to these questions in offering an affirmative to the question about quantitative and qualitive data when the point is to use appropriate evidence to contest gender norms, and a negative to being about representation in terms of simply including girls.
{"title":"Contesting","authors":"C. Mitchell","doi":"10.3167/ghs.2022.150201","DOIUrl":"https://doi.org/10.3167/ghs.2022.150201","url":null,"abstract":"This issue of Girlhood Studies: An Interdisciplinary Journal, while unthemed in the sense that it comes out of an Open Call, reminds us that a foundational principle of Girlhood Studies remains one of contesting and challenging inequities. Furthermore, how girls themselves might, under some circumstances, take up critical issues in their lives is evident in these contributions. Each of the contributors has placed front and centre the idea of contesting. Recently in a publications panel at a graduate student conference, participants, eager to get their work published, wanted to know more about this journal. Two of their questions stand out. “May the articles be quantitative as well as qualitative?” and “Is it enough that at least half of my participants are girls?” This collection of articles responds beautifully to these questions in offering an affirmative to the question about quantitative and qualitive data when the point is to use appropriate evidence to contest gender norms, and a negative to being about representation in terms of simply including girls.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89963719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using data collected as part of a larger qualitative study, I attend to the presence of two seemingly opposing narratives shaped by neoliberal and postfeminist attitudes—a gloomy one in which girls are thought to be at risk of experiencing poor life outcomes and an optimistic one that claims ubiquitous opportunity for all girls regardless of circumstance or experience. I suggest that both narratives combine to contribute to girls’ responsibilization for their future successes (and failures). I consider the potential cruelty of optimistic child protection practices grounded in a fantasy of future success as self-determined and accessible to those sexually abused teenage girls willing to work hard.
{"title":"Precarious Girls and (Cruel) Optimism","authors":"Rosemary R. Carlton","doi":"10.3167/ghs.2022.150203","DOIUrl":"https://doi.org/10.3167/ghs.2022.150203","url":null,"abstract":"Using data collected as part of a larger qualitative study, I attend to the presence of two seemingly opposing narratives shaped by neoliberal and postfeminist attitudes—a gloomy one in which girls are thought to be at risk of experiencing poor life outcomes and an optimistic one that claims ubiquitous opportunity for all girls regardless of circumstance or experience. I suggest that both narratives combine to contribute to girls’ responsibilization for their future successes (and failures). I consider the potential cruelty of optimistic child protection practices grounded in a fantasy of future success as self-determined and accessible to those sexually abused teenage girls willing to work hard.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77297386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since sport extends well beyond the routine of practice and competition and leads to the development of skills that affect other areas of life, my study explored whether girl athletes experience greater voice empowerment as a result of playing sport. The term voice empowerment is unique to traditional leadership and character programming; it emerged from recent scholarship in the fields of education, sport, and psychology. In this study, 30 Ethiopian girl athletes aged 13 to 18 completed a 24-item questionnaire that focused on the constructs of sport, voice, and gender equity. My findings suggest that sport along with emotional and academic support, coupled with an effective life skills program, does affect voice empowerment.
{"title":"Girl Athletes in Ethiopia Finding Voice Empowerment Through Sport","authors":"K. Ralls","doi":"10.3167/ghs.2022.150209","DOIUrl":"https://doi.org/10.3167/ghs.2022.150209","url":null,"abstract":"Since sport extends well beyond the routine of practice and competition and leads to the development of skills that affect other areas of life, my study explored whether girl athletes experience greater voice empowerment as a result of playing sport. The term voice empowerment is unique to traditional leadership and character programming; it emerged from recent scholarship in the fields of education, sport, and psychology. In this study, 30 Ethiopian girl athletes aged 13 to 18 completed a 24-item questionnaire that focused on the constructs of sport, voice, and gender equity. My findings suggest that sport along with emotional and academic support, coupled with an effective life skills program, does affect voice empowerment.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86704556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Greta Thunberg’s prominence in the climate justice movement symbolically positions girls at the epicenter of geopolitical resistance, but, while she is given immediate authority across media outlets, other girls’ visions of a more equitable future are often disregarded; this demands our careful attention. We discuss the work of five New York City-based girl activists of color engaged in this movement. We explore the ways in which their intersectional identities and social positions shape their mobilization strategies and draw connections to other popular social justice movements; their activist playbook reveals the transformative potential of intersectional feminist politics in the hands of Generation Z. These girl activists of color generate sophisticated, relational platforms for climate justice informed by the interconnected issues of racial and economic injustice.
{"title":"When Girls Lead","authors":"Tsun-Chueh Huang, Emily Bent","doi":"10.3167/ghs.2022.150204","DOIUrl":"https://doi.org/10.3167/ghs.2022.150204","url":null,"abstract":"Greta Thunberg’s prominence in the climate justice movement symbolically positions girls at the epicenter of geopolitical resistance, but, while she is given immediate authority across media outlets, other girls’ visions of a more equitable future are often disregarded; this demands our careful attention. We discuss the work of five New York City-based girl activists of color engaged in this movement. We explore the ways in which their intersectional identities and social positions shape their mobilization strategies and draw connections to other popular social justice movements; their activist playbook reveals the transformative potential of intersectional feminist politics in the hands of Generation Z. These girl activists of color generate sophisticated, relational platforms for climate justice informed by the interconnected issues of racial and economic injustice.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80731235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Popular culture and media often portray school balls and proms as romantic spaces and having a date is perceived as the norm. While gender(ed) and heterosexual discourses continue to shape young people’s experiences, girls’ understandings of the school ball do not necessarily conform to dominant ideas. In this article, I draw on a new materialist ontology of sexuality to explore the relations in-between girls, dates, and the school ball. I examine ball-girl-date encounters as sexuality-assemblages comprising bodies, spatial-material arrangements, practices, and imaginings. In this frame, sexuality is conceptualized as becoming via an array of material-discursive, human, and more-than-human forces. I consider how ball-girl capacities and desires become emergent and contingent, opening up ways of thinking about girls and the school ball beyond popular cultural constructions.
{"title":"(Un)romantic Becomings","authors":"Toni Ingram","doi":"10.3167/ghs.2022.150206","DOIUrl":"https://doi.org/10.3167/ghs.2022.150206","url":null,"abstract":"Popular culture and media often portray school balls and proms as romantic spaces and having a date is perceived as the norm. While gender(ed) and heterosexual discourses continue to shape young people’s experiences, girls’ understandings of the school ball do not necessarily conform to dominant ideas. In this article, I draw on a new materialist ontology of sexuality to explore the relations in-between girls, dates, and the school ball. I examine ball-girl-date encounters as sexuality-assemblages comprising bodies, spatial-material arrangements, practices, and imaginings. In this frame, sexuality is conceptualized as becoming via an array of material-discursive, human, and more-than-human forces. I consider how ball-girl capacities and desires become emergent and contingent, opening up ways of thinking about girls and the school ball beyond popular cultural constructions.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90399133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Anthology of Chinese Fictions on Adolescent Girls’ Psychology (2016) is one of the most renowned collections of girls’ stories in Chinese children’s literature. Authored by Qin Wenjun, Cheng Wei, and Chen Danyan, it is often associated with the rise of shaonǚ xiaoshuo (girls’ fiction) in China. In this article, I evaluate the collective writing practices of the women authors mentioned above, focusing, in particular, on how their featured stories address intergenerational dissent and explore models of communication between adolescent girls and women. Highlighting how The Anthology traverses the age divide in a time during which both children’s literature and the lives of teenagers underwent significant shifts, I intend to further scholarly understandings of Chinese girls’ fiction as a unique literary phenomenon.
{"title":"Intergenerational Writing Practices in Chinese Fiction for Adolescent Girls","authors":"Yan Du","doi":"10.3167/ghs.2022.150207","DOIUrl":"https://doi.org/10.3167/ghs.2022.150207","url":null,"abstract":"The Anthology of Chinese Fictions on Adolescent Girls’ Psychology (2016) is one of the most renowned collections of girls’ stories in Chinese children’s literature. Authored by Qin Wenjun, Cheng Wei, and Chen Danyan, it is often associated with the rise of shaonǚ xiaoshuo (girls’ fiction) in China. In this article, I evaluate the collective writing practices of the women authors mentioned above, focusing, in particular, on how their featured stories address intergenerational dissent and explore models of communication between adolescent girls and women. Highlighting how The Anthology traverses the age divide in a time during which both children’s literature and the lives of teenagers underwent significant shifts, I intend to further scholarly understandings of Chinese girls’ fiction as a unique literary phenomenon.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76047396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While the Indigenous youth suicide crisis in Canada is widely acknowledged, there is little scholarly attention given to writers who reflect on this from the perspective of being suicide survivors. In this article, I consider the play, And She Split the Sky in Two, by Aleria McKay, a youth survivor from Six Nations. I explore how her work functions as an anti-colonial text that re-envisions the suicide crisis at Six Nations through mourning the gendered, affective, systemic, and spatial legacies of colonial violence. McKay’s characters are learning to tell their own stories to completion, depathologizing experiences of despair and entrapment. This work provides a girl’s perspective on the long slow process of staying alive to create a different future.
{"title":"Witnessing Public Mourning in Haudenosaunee Youth Theatre","authors":"Margot Francis","doi":"10.3167/ghs.2022.150202","DOIUrl":"https://doi.org/10.3167/ghs.2022.150202","url":null,"abstract":"While the Indigenous youth suicide crisis in Canada is widely acknowledged, there is little scholarly attention given to writers who reflect on this from the perspective of being suicide survivors. In this article, I consider the play, And She Split the Sky in Two, by Aleria McKay, a youth survivor from Six Nations. I explore how her work functions as an anti-colonial text that re-envisions the suicide crisis at Six Nations through mourning the gendered, affective, systemic, and spatial legacies of colonial violence. McKay’s characters are learning to tell their own stories to completion, depathologizing experiences of despair and entrapment. This work provides a girl’s perspective on the long slow process of staying alive to create a different future.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80057795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：