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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
Kartonierter Einband (Kt), 200 Seiten  Weitere Informationen
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"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"--


Institute of Education, University of London, UK


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.


Introduction: Post-feminism, neo-liberalism, gender, education and girls This chapter positions the book by outlining what post-feminism means and explaining post-feminist politics. Post-feminist discourses are positioned as an analytical lens for looking at the current debates around girlhood, gender, sexuality and education and the relationship between post-feminist, neo-liberal and globalizing trends in education are explained. 2. Successful Girls? Exploring post-feminist media and policy --scapes' and the fantastical educational figure of feminine success This chapter analyses the global post-feminist 'mediascape', illustrating the take up of educational discourses about girls' successes in the public domain. It explores the educational positioning of girls against boys, with the argument that the success of girls has led to boys' failure, through an analysis of the international media panics (UK, USA, Canada, Australia) on the issue. Post-feminist trends are highlighted through international research on government policies in education which position boys as the new 'disadvantaged' group in education. 3. Mean, bad and violent girls? Education and the moral panic over girls' aggression This chapter explores another international post-feminist media panic over the violence of girls. It explores claims that girls are becoming more aggressive and that this is a reversal of earlier vulnerability. The author discusses how feminism is implicated in popular culture and the post-feminist mediascape is positioned as responsible for increasing aggression; liberal feminist theories are called upon to regulate new problems. International policy interventions surrounding girls' aggression are discussed, and the issues for girls in the current climate are outlined. 4. Sexy girls? Exploring the hypersexualization of contemporary girlhood vs. the invisibility of sexual politics in the sex education policy 'scape' This chapter explores the multiple forms of intensified sexual difference in multicultural contexts, illustrating how liberal feminist agendas have fed into educational policies toward equality which hold as a goal the erasure of sexual difference. The problem of post-feminist presumptions of gender equality in schools is discussed as obscuring the issues of sexual difference and sexism which girls continue to experience in the classroom, playground and beyond. In this chapter the author also explores the sex education policy 'scape' and its focus on controlling pregnancy and preventing disease, with the exclusion of discussion of sexual identities, experiences and needs. The chapter sets the terms of debate for a later research based chapter, and looks at the resources available to girls coping with new regimes of sexual regulation over their bodies. 5. Feminist responses: A psychosocial approach to mapping regulation and resistance in post-feminist politics This chapter considers theoretical and methodological issues in mapping discursive regulation around girlhood in the contemporary post-feminist political terrain. The author explores recent attempts to build upon discursive traditions through a psychosocial approach used for mapping the discursive regulation of young femininities. Overall the chapter explores how to theorise girls' 'resistances' to post-feminist norms. 6. Girls talk back 1: The ideal impossible feminine: Girls negotiating the dilemmas of competition and feminine aggression This chapter uses original research to explore how girls are navigating the contradictory post-feminist discourses of girlhood. Based on a focus group and individual interviews with racially and economically marginalised girls in South Wales, the author studies girls' friendships and aggression, to explore how diverse girls are coping with cultural and schooling environments which demand competitive aggressions for academic and social achievements. 7. Girls talk back 2: Girls negotiating hypersexualization and pornification at school and beyond This chapter outlines a second study which explores how girls navigate post-feminist d


Titel: Postfeminist Education?
Untertitel: Girls and the Sexual Politics of Schooling
Autor: Jessica (Institute of Education, University of London, UK) Ringrose
EAN: 9780415557498
ISBN: 978-0-415-55749-8
Format: Kartonierter Einband (Kt)
Herausgeber: Taylor & Francis Ltd
Genre: Pädagogik
Anzahl Seiten: 200
Gewicht: 316g
Größe: H231mm x B157mm x T13mm
Jahr: 2010


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