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Postfeminist Education?
Jessica (Institute of Education , University of London , UK) Ringr

"This book challenges a contemporary postfeminist sensibility grounded not only in assumptions that gender and sexual equality has... Weiterlesen
Fester Einband, 200 Seiten  Weitere Informationen
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Beschreibung

"This book challenges a contemporary postfeminist sensibility grounded not only in assumptions that gender and sexual equality has been achieved in many Western contexts, but that feminism has gone 'too far' with women and girls now overtaking men and boys - positioned as the new victims of gender transformations. The book is the first to outline and critique how educational discourses have directly fed into postfeminist anxieties, exploring three postfeminist panics over girls and girlhood that circulate widely in the international media and popular culture. First it explores how a masculinity crisis over failing boys in school has spawned a backlash discourse about overly successful girls; second it looks at how widespread anxieties over girls becomingexcessively mean and/or violent have positioned female aggression as pathological; third it examines how incessant concerns over controlling risky female sexuality underpin recent sexualisation of girls moral panics. The book outlines how these postfeminist panics over girlhood have influenced educational policies and practices in areas such as academic achievement, anti-bullying strategies and sex-education curriculum, making visible the new postfeminist, sexual politics of schooling. Moving beyond media or policy critique, however, this book offers new theoretical and methodological tools for researching postfeminism, girlhood and education. It engages with current theoretical debates over possibilities for girls' agency and empowerment in postfeminist, neo-liberal contexts of sexual regulation. It also elaborates new psychosocial and feminist Deleuzian methodological approaches for mapping subjectivity, affectivity and social change"--

Autorentext

Jessica Ringrose is Lecturer in Sociology of Gender and Education at the Institute of Education, University of London. She has authored numerous articles and book contributions on the issues surrounding girlhood, gender and achievement.



Klappentext

What are the effects of post-feminist, neo-liberal politics and practices, and for which girls? Can we better understand the current gender and educational climate through making post-feminist discourses our object of critical inquiry? Contemporary post-feminist politics are grounded in assumptions that gender equity has now been achieved for girls and women in education, the workplace and the home. Discourses now promote the idea that women have total equality or have even surpassed boys and men -- at the expense of men -- and that feminism has gone 'too far', is obsolete and out of touch. Using feminist post-structuralist and Foucaldian frameworks this book is a first in its explicit exploration and critique of how educational discourses have directly contributed to post-feminist notions about female power and success. Indeed, some educational research even posits as normative the new 'super', 'alpha girls', who have overcome all obstacles and combine feminine qualities of adaptation and learning with masculine practices of rationality and assertion to become the new successful citizens. This book explores the formation of this new ideal feminine educational subject and the core contemporary dilemma foisted upon girls to somehow balance particular versions of masculinity and femininity to be a 'successful girl'. Mapping how gender is constructed in international educational policy and research, the author explores how research and policy influences the globalised media and popular culture on discourses about girls. She uses a feminist critique, and applies recent feminist psychosocial approaches, to present a methodological framework to understand how girls negotiate and challenge post-feminist formations of sexism. With a focus on educational discourses as distinctly post-feminist, the book uses original research and interviews with teenage girls to explore their own perspectives and responses to post-feminist structures, looking for ways forward in the subject through an examination of how girls re-work, challenge and critique current post-feminist discourses within schools and beyond.



Inhalt

Introduction: Post-feminism, neo-liberalism, gender, education and girls 2. Successful Girls? Exploring post-feminist media and policy --scapes' and the fantastical educational figure of feminine success 3. Mean, bad and violent girls? Education and the moral panic over girls' aggression 4. Sexy girls? Exploring the hypersexualization of contemporary girlhood vs. the invisibility of sexual politics in the sex education policy 'scape' 5. Feminist responses: A psychosocial approach to mapping regulation and resistance in post-feminist politics 6. Girls talk back 1: The ideal impossible feminine: Girls negotiating the dilemmas of competition and feminine aggression 7. Girls talk back 2: Girls negotiating hypersexualization and pornification at school and beyond 8. Conclusions and ways forward for education and feminism

Produktinformationen

Titel: Postfeminist Education?
Untertitel: Girls and the Sexual Politics of Schooling
Autor: Jessica (Institute of Education, University of London, UK) Ringrose
EAN: 9780415557481
ISBN: 978-0-415-55748-1
Format: Fester Einband
Herausgeber: Taylor & Francis Ltd
Genre: Pädagogik
Anzahl Seiten: 200
Gewicht: 430g
Größe: H234mm x B156mm
Jahr: 2012

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