Despite the encouragement of women’s and girls’ curiosity in matriarchal and oral fairy tale traditions, their patriarchal print production in Western Europe reframed this trait as undesirable. Fairy tale print productions also troubled the tales’ transformative and communal form in establishing versions that would receive ongoing duplication by attaching prominent authorial figures. In this article, I investigate the teen girl detective game as a format that reflects upon and updates these values. Taking Mografi’s Jenny LeClue: Detectivú as my case study, I interpret the text as a postmodern fairy tale revision that unsettles the master narrative and the notion of the singular authorial figure. The game encourages the player’s active investigatory participation while presenting a narrative that invites collaboration and a critique of the conservative author.
{"title":"Doing the Fairy Tale Quest","authors":"Stephanie Harkin","doi":"10.3167/ghs.2022.150208","DOIUrl":"https://doi.org/10.3167/ghs.2022.150208","url":null,"abstract":"Despite the encouragement of women’s and girls’ curiosity in matriarchal and oral fairy tale traditions, their patriarchal print production in Western Europe reframed this trait as undesirable. Fairy tale print productions also troubled the tales’ transformative and communal form in establishing versions that would receive ongoing duplication by attaching prominent authorial figures. In this article, I investigate the teen girl detective game as a format that reflects upon and updates these values. Taking Mografi’s Jenny LeClue: Detectivú as my case study, I interpret the text as a postmodern fairy tale revision that unsettles the master narrative and the notion of the singular authorial figure. The game encourages the player’s active investigatory participation while presenting a narrative that invites collaboration and a critique of the conservative author.","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":"74534914","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}
We add to the scholarship on young women’s online activism using a Baradian framework to explore the material-discursive contexts that co-create the meanings and possibilities of their activism. Through a diffractive methodology, we delve into key moments from blogs and interviews with bloggers to discuss two emerging themes. First, we offer an understanding of activist girl blogger ubjectivities as intra-actively embedded and remade in material-discursive contexts of girlhood, artist, and celebrity in a neoliberal digital culture that valorizes social media influencers. Second, we examine the related entanglements of discourses-materialities-time-space-bodies, and the human and non-human agencies that co-constitute young women’s activist blogging. Overall, we illustrate the potential of a Baradian approach for understanding the human and more-than-human complexities of young women’s activist blogging and activist subjectivities.
{"title":"“Honestly, Anywhere that I Have Wi-Fi”","authors":"Lindsay C. Sheppard, Rebecca Raby","doi":"10.3167/ghs.2022.150205","DOIUrl":"https://doi.org/10.3167/ghs.2022.150205","url":null,"abstract":"We add to the scholarship on young women’s online activism using a Baradian framework to explore the material-discursive contexts that co-create the meanings and possibilities of their activism. Through a diffractive methodology, we delve into key moments from blogs and interviews with bloggers to discuss two emerging themes. First, we offer an understanding of activist girl blogger ubjectivities as intra-actively embedded and remade in material-discursive contexts of girlhood, artist, and celebrity in a neoliberal digital culture that valorizes social media influencers. Second, we examine the related entanglements of discourses-materialities-time-space-bodies, and the human and non-human agencies that co-constitute young women’s activist blogging. Overall, we illustrate the potential of a Baradian approach for understanding the human and more-than-human complexities of young women’s activist blogging and activist subjectivities.","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":"72778030","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}
Kathryn Moeller. 2018. The Gender Effect: Capitalism, Feminism, and the Corporate Politics of Development. Oakland, CA. University of California Press.
凯瑟琳·莫勒，2018。性别效应:资本主义、女权主义和企业发展政治。奥克兰，加州加州大学出版社。
{"title":"Imagining the Girl Effect","authors":"C. Garcia","doi":"10.3167/ghs.2022.150210","DOIUrl":"https://doi.org/10.3167/ghs.2022.150210","url":null,"abstract":"Kathryn Moeller. 2018. The Gender Effect: Capitalism, Feminism, and the Corporate Politics of Development. Oakland, CA. University of California Press.","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":"79453322","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 rampant murder of Black women and girls in the United States proves that this place is not safe for them. In fact, it is questionable whether any space currently known can be safe when antiblackness and misogynoir are interwoven into the fabric of our world. For this reason, researchers must explore the unbound landscapes Black girls create for themselves in fantastic narratives. In this article, I examine the fantasy short stories of two Black middle school girls who participated in a writing workshop to explore how they resisted spatial control by creating new worlds they had the power to construct and dismantle.
{"title":"“Dreamland”","authors":"S. Toliver","doi":"10.3167/ghs.2022.150103","DOIUrl":"https://doi.org/10.3167/ghs.2022.150103","url":null,"abstract":"The rampant murder of Black women and girls in the United States proves that this place is not safe for them. In fact, it is questionable whether any space currently known can be safe when antiblackness and misogynoir are interwoven into the fabric of our world. For this reason, researchers must explore the unbound landscapes Black girls create for themselves in fantastic narratives. In this article, I examine the fantasy short stories of two Black middle school girls who participated in a writing workshop to explore how they resisted spatial control by creating new worlds they had the power to construct and dismantle.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84410422","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}
In this article, I engage in a parallel reading of the consumption of Black girlhood in speculative fiction in the television series The Passage, and the film The Girl with All the Gifts, and in the classroom. In these texts are nonconsensual attempts to harvest biological materials from Black girls, exhibiting the belief that Black bodies are utilitarian, at best, and meant for consumption. Like these narratives, the classroom consumes Black girls physically along with their futures. I explore how Black girl resistance disrupts such consumption and interrogate texts in which Black girls create narratives for themselves. In these narratives, so-called disposable Black girls map out new cartographies of narrative resistance and new liberatory geographies for their future.
{"title":"Hostile Geographies","authors":"Dehanza Rogers","doi":"10.3167/ghs.2022.150104","DOIUrl":"https://doi.org/10.3167/ghs.2022.150104","url":null,"abstract":"In this article, I engage in a parallel reading of the consumption of Black girlhood in speculative fiction in the television series The Passage, and the film The Girl with All the Gifts, and in the classroom. In these texts are nonconsensual attempts to harvest biological materials from Black girls, exhibiting the belief that Black bodies are utilitarian, at best, and meant for consumption. Like these narratives, the classroom consumes Black girls physically along with their futures. I explore how Black girl resistance disrupts such consumption and interrogate texts in which Black girls create narratives for themselves. In these narratives, so-called disposable Black girls map out new cartographies of narrative resistance and new liberatory geographies for their future.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89323538","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}
Shelby Boehm, Kathleen Colantonio-Yurko, Kathleen Olmstead, H. Miller
In this article we offer curricular suggestions for teaching Elana K. Arnold’s young adult title Damsel, a subverted fairytale rewrite, using a critical literacy framework. In doing so, we outline how English curriculum has often upheld oppressive systems that harm women, and how our teaching can challenge such systems. We situate this work through the retelling of a fairytale trope given the ubiquity of such stories in secondary students’ lives. Our writings have teaching implications for both secondary English language arts classrooms and higher education fields such as English, folklore, mythology, and gender studies. We end by noting the limitations of such teaching.
在这篇文章中，我们用批判性的读写框架，为教授Elana K. Arnold的青少年小说《少女》提供课程建议，这是一个被颠覆的童话重写。在此过程中，我们概述了英语课程如何经常支持伤害女性的压迫性制度，以及我们的教学如何挑战这种制度。鉴于童话故事在中学生的生活中无处不在，我们通过重新讲述童话故事的比喻来定位这项工作。我们的文章对中学英语语言艺术课堂和高等教育领域(如英语、民间传说、神话和性别研究)都有教学意义。最后，我们要指出这种教学的局限性。
{"title":"When Princesses Become Dragons","authors":"Shelby Boehm, Kathleen Colantonio-Yurko, Kathleen Olmstead, H. Miller","doi":"10.3167/ghs.2021.140306","DOIUrl":"https://doi.org/10.3167/ghs.2021.140306","url":null,"abstract":"In this article we offer curricular suggestions for teaching Elana K. Arnold’s young adult title Damsel, a subverted fairytale rewrite, using a critical literacy framework. In doing so, we outline how English curriculum has often upheld oppressive systems that harm women, and how our teaching can challenge such systems. We situate this work through the retelling of a fairytale trope given the ubiquity of such stories in secondary students’ lives. Our writings have teaching implications for both secondary English language arts classrooms and higher education fields such as English, folklore, mythology, and gender studies. We end by noting the limitations of such teaching.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80629609","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}
Bergljót Thrastardóttir, S. H. Lárusdóttir, Ingólfur Ásgeir Jóhannesson
In this article, we consider how girls are positioned in school by what we have chosen to call the discourse of drama. The widely held notion that Nordic girls have it all along with this drama discourse are seen to be the key narratives that reinforce a hegemonic form of girlhood. This ethnographic study focuses on the relations of students between the ages of 13 and 15 in the light of uninformed school staff-member practices. Our findings suggest that girls, despite living in what is seen to be a country that upholds gender equality, are silenced through this discourse of drama. We suggest that teacher education should lead to the facilitation of a gender-inclusive school environment free of stereotypical ideas of gender as a fixed binary.
{"title":"The Discourse of Drama","authors":"Bergljót Thrastardóttir, S. H. Lárusdóttir, Ingólfur Ásgeir Jóhannesson","doi":"10.3167/ghs.2021.140307","DOIUrl":"https://doi.org/10.3167/ghs.2021.140307","url":null,"abstract":"In this article, we consider how girls are positioned in school by what we have chosen to call the discourse of drama. The widely held notion that Nordic girls have it all along with this drama discourse are seen to be the key narratives that reinforce a hegemonic form of girlhood. This ethnographic study focuses on the relations of students between the ages of 13 and 15 in the light of uninformed school staff-member practices. Our findings suggest that girls, despite living in what is seen to be a country that upholds gender equality, are silenced through this discourse of drama. We suggest that teacher education should lead to the facilitation of a gender-inclusive school environment free of stereotypical ideas of gender as a fixed binary.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83569157","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}
In this article, I report on a mapping project of the methods used in articles in Girlhood Studies: An Interdisciplinary Journal since its inception. By reviewing all articles published in this journal from June 2008 to December 2020, I investigate and visually map the methodological tools used in the production of knowledge with, for, and about girls and girlhood. Alongside visual representations of this data, I also seek to reinvigorate conversations about the importance of epistemological and methodological rigor in studies of girls and girlhood.
{"title":"Method-ological Mapping of Girlhood Studies","authors":"H. Singh","doi":"10.3167/ghs.2021.140302","DOIUrl":"https://doi.org/10.3167/ghs.2021.140302","url":null,"abstract":"In this article, I report on a mapping project of the methods used in articles in Girlhood Studies: An Interdisciplinary Journal since its inception. By reviewing all articles published in this journal from June 2008 to December 2020, I investigate and visually map the methodological tools used in the production of knowledge with, for, and about girls and girlhood. Alongside visual representations of this data, I also seek to reinvigorate conversations about the importance of epistemological and methodological rigor in studies of girls and girlhood.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77335470","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}
In settler states, Black, Indigenous, and people of color (BIPOC) girls and young women are targeted for specific kinds of social service interventions embedded in the gendered genocidal logics of colonial ideologies. Interlocking forms of violent carceral capture operate across settler institutions such as child welfare, immigration, and justice systems that are tasked with policing and criminalizing nonwhite girls. Conceptualizing these interconnected systems as a transcarceral pipeline, we examine their inner workings and impacts on Indigenous girls and BIPOC refugee girls in Canada through two sites of inquiry: child welfare systems targeting Indigenous girls and young mothers; and the immigration-child-welfare pipeline for refugee girls of color. Our analysis stresses the urgency of anticolonial systems of care grounded in sovereignty-making collective relations.
{"title":"The End of the Tunnel","authors":"Sandrina de Finney, M. Mucina","doi":"10.3167/ghs.2021.140303","DOIUrl":"https://doi.org/10.3167/ghs.2021.140303","url":null,"abstract":"In settler states, Black, Indigenous, and people of color (BIPOC) girls and young women are targeted for specific kinds of social service interventions embedded in the gendered genocidal logics of colonial ideologies. Interlocking forms of violent carceral capture operate across settler institutions such as child welfare, immigration, and justice systems that are tasked with policing and criminalizing nonwhite girls. Conceptualizing these interconnected systems as a transcarceral pipeline, we examine their inner workings and impacts on Indigenous girls and BIPOC refugee girls in Canada through two sites of inquiry: child welfare systems targeting Indigenous girls and young mothers; and the immigration-child-welfare pipeline for refugee girls of color. Our analysis stresses the urgency of anticolonial systems of care grounded in sovereignty-making collective relations.","PeriodicalId":44250,"journal":{"name":"Girlhood Studies-An Interdisciplinary Journal","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73341421","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}
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