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188 pages

English

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Presenting cutting-edge research from transnational scholars and activists, Difficult Dialogues about Twenty-First-Century Girls introduces original methodologies and girl-centered program design to the field of girls' studies. The editors pair progressive girls' studies research on topics such as differential privilege, voice, cultural values, and access to material resources, with provocative questions in order to further the thinking about issues that are often marginalized or overlooked in feminist domains. In addition, the book serves as a manual for educators and activists, designed to promote critical discussions that are accessible and includes a final dialogue with contemporary scholars about their work and the current direction of the field.
List of Illustrations

Foreword: Difficult Dialogues
Lyn Mikel Brown

Acknowledgments

Introduction: Girls’ Studies: What’s New?
Donna Marie Johnson and Alice E. Ginsberg

Part I: New Ways of Knowing About Girls

1. A Call to Action: Education Scholarship Meeting the Needs of African American Elementary and Secondary School Girls
Donna Marie Johnson

2. Girl Uninterrupted: Using Interactive Voice Diaries as a Girls’ Studies Research Method
Dana Edell

3. “It Means that I Am Knowledge”: GirlPAR as an Emergent Methodology
Laura Boutwell and Faduma Guhad

4. “Talking Out of School”: Crossing and Extending Borders with Collaborative Research in Girls’ Studies, Women’s Studies, and Teacher Education
Sheila Hassell Hughes and Carolyn S. Ridenour

5. Stop Saving the Girl? Pedagogical Considerations for Transforming Girls’ Studies
Katy Strzepek

6. Beyond “Us” Versus “Them”: Transnationalizing Girlhood Studies
Shana L. Calixte

Part II: Girl Power Redefined

7. High School Classrooms as Contested Sites of Future Feminist Power: Explicating Marginality Beyond Disadvantage into Power
Kerrita K. Mayfield

8. From Cyborgs to Cybergrrrls: Redefining “Girl Power” Through Digital Literacy
Leandra Preston-Sidler

9. “Off Balance”: Talking About Girls’ Health in the Era of the “Obesity Epidemic”
Marie Drews

10. “Babies Havin’ Babies”: Examining Visual Representations of Teenage Pregnancy
Candice J. Merritt

11. “At-Risk” for Greatness: Girls’ Studies Programs and the Art of Growing Up
Alice E. Ginsberg

12. Standing on Shoulders Strong: A Conversation with Leading Girls Studies Scholars
Moderated by Dr. Donna Johnson

Discussants: Lyn Mikel Brown, Peggy Orenstein, Stephanie Sears, Bianca L. Guzmán, Elline Lipkin, Sheila Hassell Hughes, and Alice Ginsberg

List of Contributors
Index

Informations

Publié par	State University of New York Press
Date de parution	09 octobre 2015
Nombre de lectures	0
EAN13	9781438455990
Langue	English

Informations légales : prix de location à la page 0,1648€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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Difficult Dialogues about Twenty-First-Century Girls
Difficult Dialogues about Twenty-First-Century Girls
Edited by
Donna Marie Johnson and Alice E. Ginsberg
Published by State University of New York Press, Albany
© 2015 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.
For information, contact State University of New York Press, Albany, NY
www.sunypress.edu
Production, Diane Ganeles
Marketing, Fran Keneston
Library of Congress Cataloging-in-Publication Data
Difficult dialogues about twenty-first-century girls / edited by Donna Marie
Johnson and Alice E. Ginsberg.
pages cm
Includes bibliographical references and index.
ISBN 978-1-4384-5597-6 (hardcover : alk. paper)
ISBN 978-1-4384-5599-0 (ebook)
1. Girls—United States—History—21st century. 2. Educational equalization—United States. 3. Women s studies—History. I. Johnson, Donna Marie, editor of compilation. II. Ginsberg, Alice E., editor of compilation.
HQ777.D54 2015
305.23082097309 05—dc23 2014020302
10 9 8 7 6 5 4 3 2 1
This book is dedicated to the indomitable spirit of Dr. Myra Sadker, whose work focused a spotlight on the need for educational equity in American schools. Myra pioneered research that documented gender bias in American education, and wrote the first book for teachers about sexism in the classroom. In 1973 Myra published Sexism in School and Society . In 1994, she and her husband David authored Failing at Fairness: How America’s Schools Cheat Girls , through which they opened the eyes of millions to the rampant sexism that was taking place, unabated, in American classrooms and schools and its cost to American society. Myra brought the topic of gender bias in education and the larger society front and center where it could no longer be ignored, despite mounting political and economic pressures. She became a voice for young girls so that their needs could be heard, and worked as an advocate for children’s rights. During the 1990s, Myra’s scholarship about girls and education served as the lighthouse that guided many new girlhood scholars into the field. She gave generously of her time and energy to those interested in promoting equity for girls through their work, and started a fire for justice in the hearts of girls studies scholars, practitioners, and activists that continues to burn bright today. Myra served as a professor and dean of the School of Education at American University for over twenty years before succumbing to cancer. We thank her for her heroic dedication to improving girls’ lives.
If the cure for cancer was in the mind of a girl, we might never discover it.
—Myra Sadker
Contents
List of Illustrations
Foreword: Difficult Dialogues
Lyn Mikel Brown
Acknowledgments
Introduction: Girls’ Studies: What’s New?
Donna Marie Johnson and Alice E. Ginsberg
P ART I: N EW W AYS OF K NOWING A BOUT G IRLS
Chapter 1
Disrupting Invisibility: Education Scholarship Meeting the Needs of African American Elementary and Secondary School Girls
Donna Marie Johnson
Chapter 2
Girl Uninterrupted: Using Interactive Voice Diaries as a Girls’ Studies Research Method
Dana Edell
Chapter 3
“It Means that I Am Knowledge”: GirlPAR as an Emergent Methodology
Laura Boutwell and Faduma Guhad
Chapter 4
“Talking Out of School”: Crossing and Extending Borders with Collaborative Research in Girls’ Studies, Women’s Studies, and Teacher Education
Sheila Hassell Hughes and Carolyn S. Ridenour
Chapter 5
Stop Saving the Girl? Pedagogical Considerations for Transforming Girls’ Studies
Katy Strzepek
Chapter 6
Beyond “Us” Versus “Them”: Transnationalizing Girlhood Studies
Shana L. Calixte
P ART II: G IRL P OWER R EDEFINED
Chapter 7
High School Classrooms as Contested Sites of Future Feminist Power: Explicating Marginality Beyond Disadvantage into Power
Kerrita K. Mayfield
Chapter 8
From Cyborgs to Cybergrrrls: Redefining “Girl Power” through Digital Literacy
Leandra Preston-Sidler
Chapter 9
“Off Balance”: Talking About Girls’ Health in the Era of the “Obesity Epidemic”
Marie Drews
Chapter 10
“Babies Havin’ Babies”: Examining Visual Representations of Teenage Pregnancy
Candice J. Merritt
Chapter 11
“At-Risk” for Greatness: Girls’ Studies Programs and the Art of Growing Up
Alice E. Ginsberg
Chapter 12
Standing on Shoulders Strong: A Conversation with Leading Girls Studies Scholars
Moderated by Donna Marie Johnson
Discussants: Lyn Mikel Brown, Peggy Orenstein, Stephanie Sears, Bianca L. Guzmán, Elline Lipkin, Sheila Hassell Hughes, and Alice Ginsberg
List of Contributors
Index
Illustrations Figure 10.1 Angela Helton, 15-year-old mother, photographed and owned by Duane Michals, 1985. Figure 10.2 The Charette Family , photographed and owned by Duane Michals, 1985. Figure 10.3 Michelle, 14-year-old mother, photographed and owned by Duane Michals, 1985. Figure 10.4 June 20, 1994 Time Magazine Cover, “War on Welfare.” Figure 11.1 Masks made by girls in the Art of Growing Up, a program of ArtWell. Figure 11.2 A participant uses drawings and commentary to explain her experience participating in the Art of Growing Up, a program of ArtWell.
Foreword
Difficult Dialogues
Lyn Mikel Brown
I began my academic life in a feminist enclave with people willing to have difficult dialogues. It was an enormous privilege. My doctoral adviser, Carol Gilligan, spent the considerable capital she earned in the wake of In a Different Voice to gather a diverse collection of doctoral students and postdocs, claim physical space for us to work, and establish a collaborative research project. We were interested in what was then considered discrepant data: the whispers and interruptions, often spoken by girls, that researchers in human development and psychology considered irreducible, irrational, inconvenient, and so were tossed aside and thus rendered unknowable.
We set out to listen to girls, and one of the first things we learned was that the girls we listened to had opinions about us and what we were doing. They sat in front of our list of interview questions and read the situation. They made choices about how to participate and what to say. They talked behind our backs. That’s what people do when they’re put in situations not of their own making and pressed to politely accommodate. We gave them an inch and they took a mile. “Do you want to know what I think or what I really think?” they asked in various ways (Gilligan, 2002, p. 9). We abandoned our original research design and stepped into a conversation.
When we take girls as experts on their own lives we become accountable not just to them, but to ourselves—we who were once young with a different set of choices and possibilities, agency, compromises, roads and roadblocks; we who are still vulnerable and resistant. After each long day of interviewing, we talked about the various ways we were undone by girls—waves of recognition, clarity, uncertainty, risks of misunderstanding and risks of knowing and not knowing. We did this work together, talking about girls in much the same way that we imagined the girls talked about us, conversations that bent toward curiosity and humor, betrayal and anger, voice and relationship. Once we listened, we could not pretend we didn’t. We were loyal that way.
“This bridge between two worlds is unpredictable and very surprising,” writes Jeanette Winterson about her own growing up (2012, p. 36). Listening to girls put us at odds with our fields of study. We were suspect for crossing the boundary into genuine relationship, traitors to science because we chose girls over the disciplinary methods of our disciplines. But although we expected to have difficult dialogues with our colleagues, oddly—and this had much to do with the constrained discourses of feminism and academia in the 1980s and ’90s—we didn’t expect to have them with girls.
As this book illustrates so well, things have changed. Girls studies is a rapidly developing space in which girls, activists, practitioners, and scholars engage in conversation and debate about the circumstances of girls’ lives, where girls’ questions and women’s reflexivity are not interruptions, but built into the discourse. Over the years, those of us who have come from various locations to congregate and coalesce in this space have learned to appreciate what it means to recognize girls as experts, activists, and partners in research. We ask, “Which girls?” and “What circumstances?” and we’ve developed creative methodologies that are finally catching up with the intersectionality of girls’ lived experiences. What was once called discrepant data is now, we know, the connective tissue, the richly textured enmeshments and in-betweens that matter most in our complicated and contradictory lives.