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Gifts, Romance, and Consumer Culture (Routledge Interpretive Marketing Research)
by Yuko Minowa Russell W. BelkHow do people communicate their romantic feelings? Gift giving is one way. Giving and receiving of gifts is a characteristic of intimate relationships. Gifts are a message, a form of communication with a tangible material object, about love, affection, or concern for the recipient. The "romantic gift" evokes a multitude of intertwined meanings: passion, intimacy, affection, persuasion, care, celebration, altruism, and nostalgia. They can also connote the negative images of obligation and reciprocity. Romantic gift giving may be practiced at rituals, during rites of passage, or for casual occasions, to affirm the continued importance of the romantic relationship. We may even romanticize the giving of gifts to the self, to nonhuman companions, and to others we do not know personally. If loving and giving are a practice, then romantic gift giving is a practice of loving with intimate—or would-be intimate—others. This book addresses gift giving among consumers attempting to express and construct romantic love. It lies at the intersection of consumption, markets, and culture. In societies shaped by the globalizing neo-liberal economic order, increasing wealth disparity, and a partially digitized social environment that they help to co-construct, it may be time to rethink romantic love. Gift giving is a key arena to do so, as gifts make love tangible and act as carriers of meaning as well as cultural symbols. In gift giving the meanings of romance are renewed, renegotiated, and reconstructed. Gifts, Romance, And Consumer Culture demonstrates a wide variety of scholarly work bearing on romantic gift giving using an interpretive consumer research perspective. The book introduces critical studies by scholars in this unfolding and new interdisciplinary field.
Gifts, Romance, and Consumer Culture (Routledge Interpretive Marketing Research)
by Yuko Minowa Russell W. BelkHow do people communicate their romantic feelings? Gift giving is one way. Giving and receiving of gifts is a characteristic of intimate relationships. Gifts are a message, a form of communication with a tangible material object, about love, affection, or concern for the recipient. The "romantic gift" evokes a multitude of intertwined meanings: passion, intimacy, affection, persuasion, care, celebration, altruism, and nostalgia. They can also connote the negative images of obligation and reciprocity. Romantic gift giving may be practiced at rituals, during rites of passage, or for casual occasions, to affirm the continued importance of the romantic relationship. We may even romanticize the giving of gifts to the self, to nonhuman companions, and to others we do not know personally. If loving and giving are a practice, then romantic gift giving is a practice of loving with intimate—or would-be intimate—others. This book addresses gift giving among consumers attempting to express and construct romantic love. It lies at the intersection of consumption, markets, and culture. In societies shaped by the globalizing neo-liberal economic order, increasing wealth disparity, and a partially digitized social environment that they help to co-construct, it may be time to rethink romantic love. Gift giving is a key arena to do so, as gifts make love tangible and act as carriers of meaning as well as cultural symbols. In gift giving the meanings of romance are renewed, renegotiated, and reconstructed. Gifts, Romance, And Consumer Culture demonstrates a wide variety of scholarly work bearing on romantic gift giving using an interpretive consumer research perspective. The book introduces critical studies by scholars in this unfolding and new interdisciplinary field.
The Gini Methodology: A Primer on a Statistical Methodology (Springer Series in Statistics #272)
by Shlomo Yitzhaki Edna SchechtmanGini's mean difference (GMD) was first introduced by Corrado Gini in 1912 as an alternative measure of variability. GMD and the parameters which are derived from it (such as the Gini coefficient or the concentration ratio) have been in use in the area of income distribution for almost a century. In practice, the use of GMD as a measure of variability is justified whenever the investigator is not ready to impose, without questioning, the convenient world of normality. This makes the GMD of critical importance in the complex research of statisticians, economists, econometricians, and policy makers.This book focuses on imitating analyses that are based on variance by replacing variance with the GMD and its variants. In this way, the text showcases how almost everything that can be done with the variance as a measure of variability, can be replicated by using Gini. Beyond this, there are marked benefits to utilizing Gini as opposed to other methods. One of the advantages of using Gini methodology is that it provides a unified system that enables the user to learn about various aspects of the underlying distribution. It also provides a systematic method and a unified terminology. Using Gini methodology can reduce the risk of imposing assumptions that are not supported by the data on the model. With these benefits in mind the text uses the covariance-based approach, though applications to other approaches are mentioned as well.
Giorgio Agamben: Education Without Ends (SpringerBriefs in Education)
by Igor JasinskiItalian critical theorist Giorgio Agamben may be best known for his political writings concerning the curtailing of privacy rights in the wake of 9/11 and the status of prisoners of war and refugees. Yet, casting him primarily as a political theorist is misleading given his significant contributions to the fields of linguistics, literary theory, philosophy, aesthetics, and religious studies. This book provides the first ever comprehensive introduction to Agamben’s work as it pertains to the field of education. Written in a clear and accessible style, Giorgio Agamben: Education without Ends is an invaluable resource for anyone interested in thinking education beyond its current standardized forms.The first part of the book creates a context by highlighting formative experiences in Agamben’s biography that reflect a particular idea of education on the threshold between life and work. The second part introduces the notions of infancy, study, community, and happiness, and discusses their relevance with regard to key issues in educational theory and practice. The third part shows how conceptual constellations based on Agamben’s work can inspire studious practices within the spatial, temporal, and curricular infrastructure of educational institutions as they exist today.
Girl Bullying: Do I Look Bothered?
by Sam LittlemoreWe have to change the perception of girl bullying as ‘just girls being girls’ and a normal part of growing up; in Girl Bullying, Dr Sam offers practical suggestions to do just this. As a society we can work towards a truly embedded anti-bullying ethos, through policies, education, socialisation and involving everyone. We all know that bullying can have a detrimental effect on the academic attainment, self-esteem and day-to-day lives of all the individuals involved; the victims, bystanders and, of course, the bullies themselves. The voices of the young people who have informed Dr Sam’s research are testimony to this. Relational aggression, social exclusion, cyberbullying, these are just some of the issues which can affect girls’ peer relationships and severely impact on their own self-esteem. Healthier coping strategies are skills that help us all to function effectively not just in a school environment, but throughout life. Dr Sam’s aim is to help adults working with girls to develop a toolbox of pro-active, pro-social strategies and understanding. This book does not offer a one-size-fits-all solution of how to stop girl bullying; indeed, such a thing does not exist. Dealing with these issues takes the time and patience, trust and knowledge of those involved, and most of all it takes the willingness to appreciate the world around girls today. Increase your understanding of modern girl bullying, including the fallout and psychological impact for both victims and perpetrators and discover support strategies to help. The essential guide for school staff, parents or any adult working with girls of all ages.
Girl Land
by Caitlin FlanaganThe physical, emotional, and social milestones of every girl's life: what we've lost and gained in the 21st century. The physical, emotional, and social milestones of every girl's life: what we've lost and gained in the 21st century. Caitlin Flanagan's essays about marriage, sex, and families have sparked national debates. Now she turns her attention to girls: the biological and cultural milestones for girls today, and how they shape a girl's sense of herself. The transition from girl to woman is an experience that has changed radically over the generations: everything from how a girl learns about her period to how she expects to be treated by boys and men. Girls today observe these passages very differently, and yet the landmarks themselves have remained remarkably constant-proof, Flanagan believes, of their significance. In a world where protections of girls' privacy and personal freedom seem to disappear every day, the ultimate challenge modern parents face is finding a way to defend both.
The Girl Who Couldn't Smile
by Shane DunphyWhen Shane Dunphy starts work at Little Scamps crèche, he has no idea what he has let himself in for. He had not worked in an early years setting for many years and on arriving for his first day he found that two members of staff, Susan and Tush, are at the end of their tether and on the verge of resigning. The children themselves are completely out of control. At the centre of this chaos Shane finds Tammy, a pretty, doll-like five-year-old who is a mystery to everyone: she does not talk, or even smile, yet shows signs of remarkable intelligence.Through the course of the year, Shane attempts to bring order to this motley group and we learn the stories of some of the other children in the crèche: Milandra, an angry, violent four year old, the daughter of a Nigerian father and Irish mother; Rufus, a gypsy child who is direly neglected; Julie, a tiny, painfully shy little girl with Down's Syndrome. How is Shane ever to find a way to communicate with and ultimately befriend such diverse and challenging personalities? Then one afternoon, Gus, the class tear away, receives the gift of a blue crayon - a crayon he claims is magic. And Shane begins to wonder if this magic could be the answer to all his problems ... Shane Dunphy's moving portrait of a year at Little Scamps is a testament to the redemptive power of love and nurturing, of finding oneself through the care of others, as well as finding the secret of a girl who couldn't smile.
The Girl Who Lost the Light in Her Eyes: A Storybook to Support Children and Young People Who Experience Loss (Supporting Children and Young People Who Experience Loss)
by Juliette TtofaThis beautifully illustrated and sensitively written storybook has been created to be used therapeutically with children experiencing loss. Telling the story of a young girl who searches high and low for the light that is missing from her eyes, it encourages the child to move through the grieving process in order to find colour in the world again. The colourful illustrations and engaging story are designed to inspire conversation around loss, and will help develop emotional literacy and resilience in children and young people. This book is also available to purchase alongside a pocket guidebook as part of the two-component set, Supporting Children and Young People Who Experience Loss. The full set includes: • The Girl Who Lost the Light in Her Eyes, a colourfully illustrated and sensitively written storybook, designed to encourage conversation and support emotional literacy. • Using the Expressive Arts with Children and Young People Who Experience Loss, a supporting guidebook that explores a relational approach and promotes creative expression as a way through loss or bereavement. Perfectly crafted to spark communication around a difficult topic, this is an invaluable tool for practitioners, educators, parents, and anybody else looking to support a child or young person through loss or bereavement.
The Girl Who Lost the Light in Her Eyes: A Storybook to Support Children and Young People Who Experience Loss (Supporting Children and Young People Who Experience Loss)
by Juliette TtofaThis beautifully illustrated and sensitively written storybook has been created to be used therapeutically with children experiencing loss. Telling the story of a young girl who searches high and low for the light that is missing from her eyes, it encourages the child to move through the grieving process in order to find colour in the world again. The colourful illustrations and engaging story are designed to inspire conversation around loss, and will help develop emotional literacy and resilience in children and young people. This book is also available to purchase alongside a pocket guidebook as part of the two-component set, Supporting Children and Young People Who Experience Loss. The full set includes: • The Girl Who Lost the Light in Her Eyes, a colourfully illustrated and sensitively written storybook, designed to encourage conversation and support emotional literacy. • Using the Expressive Arts with Children and Young People Who Experience Loss, a supporting guidebook that explores a relational approach and promotes creative expression as a way through loss or bereavement. Perfectly crafted to spark communication around a difficult topic, this is an invaluable tool for practitioners, educators, parents, and anybody else looking to support a child or young person through loss or bereavement.
Girlfriends and Postfeminist Sisterhood
by A. WinchFrom Mean Girl to BFF, Girlfriends and Postfeminist Sisterhood explores female sociality in postfeminist popular culture. Focusing on a range of media forms, Alison Winch reveals how women are increasingly encouraged to strategically bond by controlling each other's body image through 'the girlfriend gaze'.
A Girlhood: A Letter to My Transgender Daughter
by Carolyn HaysWhen Carolyn Hays’s child made clear to the family that they were all wrong, he was not a boy, but, in fact, a girl, the Hays shifted pronouns, adopted a nickname and encouraged her to dress as she felt comfortable. One ordinary day, a caseworker from the Department of Children and Families knocked on their door to investigate an anonymous complaint about the upbringing of their transgender child. It was this threat that instilled in them a deep-seated fear for their child’s safety in the Republican state they called home. And so they uprooted their lives to the more trans-accepting Northeast United States, though they were never far from the hate and fear resting at the nation’s core.Intimate, lyrical and thought-provoking, A Girlhood is an ode to Hays’s brilliant, brave child, as well as a cathartic revisit of the pain of the past. It tells of the brutal truths of being trans, of the sacrificial nature of motherhood, and of the lengths a family will go to shield their youngest from the cruel realities of the world. Hays asks us all to love better, for children everywhere enduring injustice and prejudice just as they begin to understand themselves. A Girlhood is a celebration of difference, a plea for empathy, a hope for a better future, but moreover, it is a love letter to a child who has always known herself and is waiting for the rest of the world to catch up.
Girls, Aggression, and Intersectionality: Transforming the Discourse of "Mean Girls" in the United States (Routledge Research in Gender and Society)
by Krista Mcqueeney Alicia A. Girgenti-MaloneFrom media images of "mean girls" to the disproportionate punishment of Black, Latina and/or queer girls in schools and the justice system, female aggression has become a public concern. Scholars, educators, policymakers and parents are scrambling to respond to the perceived upsurge in girls’ bullying, peer pressure, and aggression/violence. Girls, Aggression and Intersectionality examines how intersecting social identities – such as race, ethnicity, class, sexuality, age, and others - shape media representations of, and criminal justice reactions to, female aggression. The book focuses on three overarching questions: How do race, class, and/or sexuality influence media images of female aggression? How do aggressive girls’ intersecting identities affect law enforcement and criminal justice responses to their aggression? How are diverse groups of girls trying to resist their labelling and criminalization? Using intersectionality as a conceptual framework, this insightful volume deconstructs a unitary analysis of "female aggression" and transforms the mainstream discourse that paints girls as inherently "mean." Girls, Aggression and Intersectionality will appeal to undergraduate and postgraduate students, as well as postdoctoral researchers, interested in fields including Gender Studies, Women’s Studies, Youth Studies, Criminology and Media and Culture.
Girls, Aggression, and Intersectionality: Transforming the Discourse of "Mean Girls" in the United States (Routledge Research in Gender and Society)
by Krista Mcqueeney Alicia A. Girgenti-MaloneFrom media images of "mean girls" to the disproportionate punishment of Black, Latina and/or queer girls in schools and the justice system, female aggression has become a public concern. Scholars, educators, policymakers and parents are scrambling to respond to the perceived upsurge in girls’ bullying, peer pressure, and aggression/violence. Girls, Aggression and Intersectionality examines how intersecting social identities – such as race, ethnicity, class, sexuality, age, and others - shape media representations of, and criminal justice reactions to, female aggression. The book focuses on three overarching questions: How do race, class, and/or sexuality influence media images of female aggression? How do aggressive girls’ intersecting identities affect law enforcement and criminal justice responses to their aggression? How are diverse groups of girls trying to resist their labelling and criminalization? Using intersectionality as a conceptual framework, this insightful volume deconstructs a unitary analysis of "female aggression" and transforms the mainstream discourse that paints girls as inherently "mean." Girls, Aggression and Intersectionality will appeal to undergraduate and postgraduate students, as well as postdoctoral researchers, interested in fields including Gender Studies, Women’s Studies, Youth Studies, Criminology and Media and Culture.
Girls and Juvenile Justice: Power, Status, and the Social Construction of Delinquency
by Carla P. DavisThis book offers an ethnographic study of the lives of girls in the juvenile justice system. Based on rich, narrative accounts, the girls at the center of the study are viewed as confronted with the power of simultaneous race, class, and gender hierarchies. Through this framework, we see how the girls navigate this challenge by seeking status in their everyday lives: in their families; juvenile justice institutions; and neighborhood organizations, including gangs. Through analyzing the ways that the girls strive for higher social status, this book provokes debate about how policies and programs may be creatively rethought to incorporate this pursuit. Girls and Juvenile Justice offers a glimpse into the hearts, minds, and souls of adolescent girls. It will be of great interest for scholars of criminal justice, sociology, women’s studies, and social-psychology.
Girls and Juvenile Justice: Power, Status, and the Social Construction of Delinquency (PDF)
by Carla P. DavisThis book offers an ethnographic study of the lives of girls in the juvenile justice system. Based on rich, narrative accounts, the girls at the center of the study are viewed as confronted with the power of simultaneous race, class, and gender hierarchies. Through this framework, we see how the girls navigate this challenge by seeking status in their everyday lives: in their families; juvenile justice institutions; and neighborhood organizations, including gangs. Through analyzing the ways that the girls strive for higher social status, this book provokes debate about how policies and programs may be creatively rethought to incorporate this pursuit. Girls and Juvenile Justice offers a glimpse into the hearts, minds, and souls of adolescent girls. It will be of great interest for scholars of criminal justice, sociology, women’s studies, and social-psychology.
Girls Behind Bars: Reclaiming Education in Transformative Spaces
by Suniti SharmaWhile scholarship on the education of youth behind bars has largely focused on boys, more than one in three youth arrests in the USA is female, and Girls Behind Bars sets out to address this imbalance. The book offers autobiographies, life-stories, and counter-stories in order to challenge simplistic generalizations and empirical prescriptions. Girls Behind Bars provides the educational community with critical perspectives that examine empiricist epistemologies and positivist methodologies that label certain groups of girls as delinquent and mark them for punitive and corrective treatment behind bars. Sharma opens up the discussion on girls' gender, desire, and sexuality by offering a language for these issues absent in educational discourse. Finally, the book supports calls for educators and practitioners in their desire to envision and create transformative spaces that enable young girls behind bars to reclaim their education. Including a foreword by William Ayers and Bernadine Dohrn, this important and powerful book gives voice to a neglected, silenced, and misrepresented population - young girls behind bars.
Girls Behind Bars: Reclaiming Education in Transformative Spaces
by Suniti SharmaWhile scholarship on the education of youth behind bars has largely focused on boys, more than one in three youth arrests in the USA is female, and Girls Behind Bars sets out to address this imbalance. The book offers autobiographies, life-stories, and counter-stories in order to challenge simplistic generalizations and empirical prescriptions. Girls Behind Bars provides the educational community with critical perspectives that examine empiricist epistemologies and positivist methodologies that label certain groups of girls as delinquent and mark them for punitive and corrective treatment behind bars. Sharma opens up the discussion on girls' gender, desire, and sexuality by offering a language for these issues absent in educational discourse. Finally, the book supports calls for educators and practitioners in their desire to envision and create transformative spaces that enable young girls behind bars to reclaim their education. Including a foreword by William Ayers and Bernadine Dohrn, this important and powerful book gives voice to a neglected, silenced, and misrepresented population - young girls behind bars.
Girls, Boys and Junior Sexualities: Exploring Childrens' Gender and Sexual Relations in the Primary School
by Emma RenoldGirls, Boys and Junior Sexualities takes an insightful and in-depth look at the hidden worlds of young children's sexualities. Based upon extensive group interviews and observation, the author illustrates how sexuality is embedded in children's school-based cultures and gender identities. From examining children's own views and experiences, the book explores a range of topical and sensitive issues, including how: the primary school is a key social arena for 'doing' sexuality sexuality shapes children's friendships and peer relations being a 'proper' girl or boy involves investing in a heterosexual identity children use gendered or sexual insults to maintain gender and sexual norms. Grounded in children's real-life experiences, this book traces their struggles, anxieties, desires and pleasures as they make sense of their emerging sexualities. It also includes frank and open discussions of the pressures of compulsory heterosexuality, the boyfriend/girlfriend culture, misogyny and sexual harassment.Girls, Boys and Junior Sexualities is a timely and powerful resource for researchers, educationalists and students in childhood studies, sociology and psychology and will be of great interest to professionals and policy makers working with young children.
Girls, Boys and Junior Sexualities: Exploring Childrens' Gender and Sexual Relations in the Primary School
by Emma RenoldGirls, Boys and Junior Sexualities takes an insightful and in-depth look at the hidden worlds of young children's sexualities. Based upon extensive group interviews and observation, the author illustrates how sexuality is embedded in children's school-based cultures and gender identities. From examining children's own views and experiences, the book explores a range of topical and sensitive issues, including how: the primary school is a key social arena for 'doing' sexuality sexuality shapes children's friendships and peer relations being a 'proper' girl or boy involves investing in a heterosexual identity children use gendered or sexual insults to maintain gender and sexual norms. Grounded in children's real-life experiences, this book traces their struggles, anxieties, desires and pleasures as they make sense of their emerging sexualities. It also includes frank and open discussions of the pressures of compulsory heterosexuality, the boyfriend/girlfriend culture, misogyny and sexual harassment.Girls, Boys and Junior Sexualities is a timely and powerful resource for researchers, educationalists and students in childhood studies, sociology and psychology and will be of great interest to professionals and policy makers working with young children.
A Girl's Education: Schooling and the Formation of Gender, Identities and Future Visions (Palgrave Studies in Gender and Education)
by Judith Gill Katharine Esson Rosalina YuenThis book argues that educators and the general public have become complacent about girls’ education as a consequence of the more recent fuss about problems for boys. After an analysis of persistent disquiet about girls’ lifestyles, it uses theories of gender and education to demonstrate that girls are being produced in contradictory ways in current schooling. Many girls develop a sense of themselves through close connection with friendship groups but schooling processes typically require them to adopt the position of competitors in the end-of-school rankings and to act out their individualized positions in imagining themselves into the future. Ultimately the work offers insight and understanding leading to a less divisive educational pathway for girls.
Girls’ Identities and Experiences of Oppression in Schools: Resilience, Resistance, and Transformation
by Britney G. Brinkman Kandie Brinkman Deanna HamiltonThis book uses an intersectional approach to explore the ways in which girls and adults in school systems hold multiple realities, negotiate tensions, cultivate hope and resilience, resist oppression, and envision transformation. Rooted in the voices and lived experiences of girls and educators, Brinkman, Brinkman and Hamilton document girl-led activism within and outside schools, and explore how adults working with girls can help contribute toward them thriving. Girls’ narratives are considered through an intersectionality framework, in which gender identity, race, ethnicity, social class, sexual orientation, and other aspects of social identity intersect to inform girls' lived experiences. Exploring data and interviews collected over a 15-year period, the authors set out a three-part structure to outline how girls engage in strategies to enact resilience, resistance, and transformation. Part one reconceptualizes traditional definitions of resilience and documents girls’ experiences of oppression within schools, identifying common stereotypes about girls and examining the complexity of girls’ "choices" within systems that they do not feel they can change. Part two highlights girls’ active resistance to stereotypes, pressures to conform, and interpersonal and systemic discrimination, from entitlement of their boy peers to experiences of sexualization in school. Part three illuminates pathways for educational transformation, creating new possibilities for educational practices. Offering a range of pedagogies, policies, and practices educators can adopt to engage in systemic change, this is fascinating reading for professionals such as educators, counsellors, social workers, and policy makers, as well as academics and students in social, developmental, and educational psychology.
Girls’ Identities and Experiences of Oppression in Schools: Resilience, Resistance, and Transformation
by Britney G. Brinkman Kandie Brinkman Deanna HamiltonThis book uses an intersectional approach to explore the ways in which girls and adults in school systems hold multiple realities, negotiate tensions, cultivate hope and resilience, resist oppression, and envision transformation. Rooted in the voices and lived experiences of girls and educators, Brinkman, Brinkman and Hamilton document girl-led activism within and outside schools, and explore how adults working with girls can help contribute toward them thriving. Girls’ narratives are considered through an intersectionality framework, in which gender identity, race, ethnicity, social class, sexual orientation, and other aspects of social identity intersect to inform girls' lived experiences. Exploring data and interviews collected over a 15-year period, the authors set out a three-part structure to outline how girls engage in strategies to enact resilience, resistance, and transformation. Part one reconceptualizes traditional definitions of resilience and documents girls’ experiences of oppression within schools, identifying common stereotypes about girls and examining the complexity of girls’ "choices" within systems that they do not feel they can change. Part two highlights girls’ active resistance to stereotypes, pressures to conform, and interpersonal and systemic discrimination, from entitlement of their boy peers to experiences of sexualization in school. Part three illuminates pathways for educational transformation, creating new possibilities for educational practices. Offering a range of pedagogies, policies, and practices educators can adopt to engage in systemic change, this is fascinating reading for professionals such as educators, counsellors, social workers, and policy makers, as well as academics and students in social, developmental, and educational psychology.
Girls, Moral Panic and News Media: Troublesome Bodies (Routledge Research in Gender, Sexuality, and Media)
by Sharon R. MazzarellaMazzarella examines the representational politics behind journalistic constructions of US girls and girlhood through a series of contemporary in-depth case studies which work to document a wider cultural moral panic about the troublesome nature of girls’ bodies. The public concern and media fascination with youth so evident in the United States today is a century-old phenomenon. From the flappers of the 1920s to the bobbysoxers of the 1950s, from the hippies of the 1960s and on to the ever-present pregnant teens, this fascination has played out in the media and has consistently focused on (primarily White, middle-class, heterosexual) girls. A growing body of research has revealed the manner in which journalistic practice constructs such girls as problems. Girls, Moral Panic, and News Media takes a broad look at U.S. news media constructions of girls, girlhoods, and girl’s bodies/sexualities through a series of contemporary in-depth case studies including news coverage of the 2008 Gloucester (MA) High School "pregnancy pact," teen gun control activist Emma González, and the sexualization of "early puberty." In general, the news media constructs girls’ bodies as troublesome and in need of adult surveillance and policing. These case studies document a cultural obsession with girls’ bodies—an obsession that often approaches moral panic. This book will be key reading for researchers and instructors in the rapidly growing international and interdisciplinary field of Girls’ Studies, and scholars of Media Studies, Cultural Studies, Gender Studies, Communication and Journalism.
Girls, Moral Panic and News Media: Troublesome Bodies (Routledge Research in Gender, Sexuality, and Media)
by Sharon R. MazzarellaMazzarella examines the representational politics behind journalistic constructions of US girls and girlhood through a series of contemporary in-depth case studies which work to document a wider cultural moral panic about the troublesome nature of girls’ bodies. The public concern and media fascination with youth so evident in the United States today is a century-old phenomenon. From the flappers of the 1920s to the bobbysoxers of the 1950s, from the hippies of the 1960s and on to the ever-present pregnant teens, this fascination has played out in the media and has consistently focused on (primarily White, middle-class, heterosexual) girls. A growing body of research has revealed the manner in which journalistic practice constructs such girls as problems. Girls, Moral Panic, and News Media takes a broad look at U.S. news media constructions of girls, girlhoods, and girl’s bodies/sexualities through a series of contemporary in-depth case studies including news coverage of the 2008 Gloucester (MA) High School "pregnancy pact," teen gun control activist Emma González, and the sexualization of "early puberty." In general, the news media constructs girls’ bodies as troublesome and in need of adult surveillance and policing. These case studies document a cultural obsession with girls’ bodies—an obsession that often approaches moral panic. This book will be key reading for researchers and instructors in the rapidly growing international and interdisciplinary field of Girls’ Studies, and scholars of Media Studies, Cultural Studies, Gender Studies, Communication and Journalism.
Girls Negotiating Porn in South Africa: Power, Play and Sexuality (Routledge Studies on Gender and Sexuality in Africa)
by Deevia BhanaThe book investigates how teenage girls in South Africa encounter and consume pornography, situating their experiences within wider sociocultural and affective relations of power. It focuses on girls’ online playful and pleasurable pursuits as they explore and expand upon their sexual curiosities. In this digital moment, the book directs us to the multi-layered meanings around porn, as an everyday normative experience. The book takes on an interdisciplinary approach drawing from and inspired by new feminist materialism and assemblage theorising. For teenage girls porn is freely available to see in billboards, magazines, books, on television, music videos, games, online streaming and social media sites. Girls do not have to view hardcore porn to see porn: it is everywhere. It argues that girls’ online playful adventures are a critical site for learning, developing, and negotiating gender and sexuality. These meanings are constitutive of pleasure and the pursuit of learning sexually, but they also provide a launchpad for girls to contest race, gender, and heterosexual domination while opening up online porn to broader interrogation and critique. The book will be of interest to researchers across African studies, sociology, psychology, anthropology, youth, gender and sexuality studies, porn studies, and childhood studies.