Using feminist post-structuralist and Foucaldian frameworks, this book explores and critiques how educational discourses have directly contributed to post-feminist notions about female power and success.
Author: Jessica Ringrose
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 becoming excessively 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. Drawing on two UK empirical research projects exploring teen-aged girls' own perspectives and responses to postfeminist panics, the book shows how real girls are actually negotiating notions of girls as overly successful, mean, violent, aggressive and sexual. The data offers rich insight into girls' gendered, raced and classed experiences at school and beyond, exploring teen peer cultures, friendship, offline and online sexual identities, and bullying and cyberbullying. The analysis illuminates how and when girls take up and identify with postfeminist trends, but also at times attempt to re-work, challenge and critique the contradictory discourses of girlhood and femininity. In this sense the book offers an opportunity for girls to 'talk back' to the often simplistic either wildly celebratory or crisis-based sensationalism of postfeminist panics over girlhood. This book will be essential reading for those interested in feminism, girlhood, media studies, gender and education.
Learning privilege: Lessons of power and identity in affluent schooling. New York
... British Journal of Sociology of Education, 31(1), 3–15. ... “Oh, she's so smart”:
Girls' complex engagements with post/feminist narratives of academic success.
Author: Stephanie D. McCall
Bringing together feminist theory, girlhood studies, and curriculum theory, this book contributes an in-depth critical analysis of curriculum in single-gender schooling for girls in postfeminist landscapes of "unlimited choices" and resurgences of proper girlhood. The arguments challenge the mainstream assumptions and promotions about the guarantees of female success via small school supports, tailored curricula, protection, school choice and class advantage. Single-gender schools are not homogenous; they have different histories, student populations, finances and organization. Recognizing this diversity, Girls, Single-sex Schools, and Postfeminist Fantasies draws on rich data collected in two US secondary schools over a two-year period to identify and explore the ambiguities of success in single-sex schools for girls. Rich classroom observations and interviews with teachers and students reveal the resounding message delivered to girls - that they can "have it all" by going to college. By exploring students’ imaginings, hopes, and doubts around college, the text illustrates how this catalyzes girls’ critiques of their futures and of the schooled storylines of female success. While teachers might trumpet college, career, and limitless horizons, girls seek to understand their social positions and try to make sense of family, passions, and future happiness. This book will be of great interest to graduate and postgraduate students, academics, researchers, libraries in secondary education, girlhood studies, sociology of education, gender and sexuality in education, single-sex schooling, and feminist theory.
1 Stephen Glynn, The British School Film: From Tom Brown to Harry Potter (
London: Palgrave Macmillan, 2016), p. 245. 2 Ibid., p. 8. 3 Andrew Roberts, 'Back
to School', Sight & Sound, August 2007. ... 12 Ringrose, Postfeminist Education?,
Author: Sarah Hill
Publisher: Bloomsbury Publishing
Category: Performing Arts
In the 21st century, films about the lives and experiences of girls and young women have become increasingly visible. Yet, British cinema's engagement with contemporary girlhood has - unlike its Hollywood counterpart - been largely ignored until now. Sarah Hill's Young Women, Girls and Postfeminism in Contemporary British Film provides the first book-length study of how young femininity has been constructed, both in films like the St. Trinians franchise and by critically acclaimed directors like Andrea Arnold, Carol Morley and Lone Scherfig. Hill offers new ways to understand how postfeminism informs British cinema and how it is adapted to fit its specific geographical context. By interrogating UK cinema through this lens, Hill paints a diverse and distinctive portrait of modern femininity and consolidates the important academic links between film, feminist media and girlhood studies.
The obsessive fear of educational technology emerges when questions of an
emerging posthuman body begin to complicate learning with the ... Yet the
industry has cleverly developed postfeminist characters ( like Videogame
By drawing on qualitative research conducted in universities in Cyprus, this book presents an account of life in the academy from a feminist perspective.
Author: Eleftheria Atta
By drawing on qualitative research conducted in universities in Cyprus, this book presents an account of life in the academy from a feminist perspective. In doing so, the texts uncover new gendered identities emerging as a result of neoliberal and postfeminist discourses in Higher Education. Adopting a psychosocial lens, and drawing on theories of affect and performativity, this volume explains academics’ responses to growing levels of stress, anxiety, precarity and competition in their professional environment. Chapters offer rich observation of how academic staff and faculty negotiate aspects of femininity and masculinity within the academy, and so highlights the performance of ‘gendered academic subjectivities’ as a way in which academics deal with increasing pressures and anxiety. Ultimately proposing a typography of emergent, affective identities including industry academics, fossilised, family and wannabe academics, the volume yields important insights into the current workings of Higher Education and shows the personal and professional impacts of neoliberal dynamics. This volume will prove to be a useful resource for researchers and high-level scholars in the fields of education, sociology of education and gender studies. More generally, scholars and academics with an interest in the changing face of contemporary Higher Education will find this book informative.
For these men , either the urgency of the crisis or their postfeminist education
broke through the more typical male obtuseness surrounding the need for
relationships . What we can learn from this is that other men who are not explicit
Post - Feminist Education : undergraduate degree in history , Radcliffe Col - First
Female lege ; law degree from Georgetown University . CEO Age : 47 Personal :
married , one adopted daughter . Sports : tennis , skiing , running , horseback ...
Author: David Diamond
Publisher: William Morrow & Company
Category: Business etiquette.
Inspired by "The Wall Street Journal," this anecdotal report offers the latest word on corporate executive style, complete with detailed data on CEO schools, fashion, neighborhoods, and more
In particular, this new edition: • continues to reflect the shift from 'women's studies' to 'gender studies', incorporating masculinity studies throughout; • features new chapters on violence and the environment, reflecting continuing ...
Author: Victoria Robinson
Publisher: Macmillan International Higher Education
Category: Social Science
The fourth edition of this classic, comprehensive and best-selling text on gender and women's studies marks over twenty years of engaging with the key issues and developments in gender and feminist theory. With fully revised chapters written by specialists across a range of core topics, including sexuality, work, the media, race, education, family, bodies, masculinity, methodologies, social movements and politics, this accessible but academically rigorous collection breaks down contemporary debates with helpful examples and questions, whilst also underlining the complexities and contradictions of this area of study. In particular, this new edition: • continues to reflect the shift from 'women's studies' to 'gender studies', incorporating masculinity studies throughout; • features new chapters on violence and the environment, reflecting continuing and more recent feminist concerns; • includes expanded discussion of intersectionality, international and transnational issues. Coinciding with an upsurge in new forms of feminist politics, this timely publication confirms the continuing relevance of gender and women's studies. It remains an indispensable resource for students, academics and anyone interested in this lively field.
It stimulates important thinking about what has been, what is and what can be, as we face the future of gender and educational engagement, struggle and debate. This book was originally published as a special issue of Gender and Education.
Author: Jessica Ringrose
Rethinking Gendered Regulations and Resistances in Education highlights key debates on the theme of ‘regulation and resistance’, focusing on some of the most pressing contemporary issues in the field of gender and education today. It underlines the need for educational research to attend to historical and psychosocial specificity, chart local complexity and global disparity, de-colonise our Euro-western-centered gender analysis, and consistently engage with the economic and policy domains of education as researchers and practitioners, if we are to effectively tackle the diversity and complexity of gender equality issues in education. Chapters in this collection showcase some of the varied and wide-ranging theoretical approaches at play in current gender and education scholarship, and raise questions about the types of research methods that can open up new ways of documenting processes of social and subjective struggle and transformation in education. It stimulates important thinking about what has been, what is and what can be, as we face the future of gender and educational engagement, struggle and debate. This book was originally published as a special issue of Gender and Education.
Cyberfeminism Cyberfeminism can perhaps best be situated as a subcategory of postfeminism which is in itself hard to define . The term " postfeminism ” has been
around since at least the 1960s but had its real debut when in 1989 , Time ...
Some vols. consist of proceedings of the annual meeting of the Ohio Valley Philosophy of Education Society.
rather than any terminal decline of feminism or entry into any post - feminist era .
Feminisms and education Having attempted , albeit briefly , to give a flavour of
the variety of feminisms that have influenced British culture , I want now to pay ...
Author: Gaby Weiner
Publisher: Taylor & Francis Group
Category: Critical pedagogy
This timely book takes stock of past and present feminist educational thinking and practice in Britain. It is the range and clarity of the descriptions of past feminist activities in education, combined with the complexities of contemporary feminist ideas, that make this book essential reading for a wide range of people. Wienr's style is direct and intellectually interactive.
She looks at what these works say about women in society and whether they are just an escape or a serious reflection of women's concerns.
Author: Stephanie Harzewski
Publisher: University of Virginia Press
Category: Literary Criticism
Originally a euphemism for Princeton University’s Female Literary Tradition course in the 1980s, "chick lit" mutated from a movement in American women’s avant-garde fiction in the 1990s to become, by the turn of the century, a humorous subset of women’s literature, journalism, and advice manuals. Stephanie Harzewski examines such best sellers as Bridget Jones’s Diary The Devil Wears Prada, and Sex and the City as urban appropriations of and departures from the narrative traditions of the novel of manners, the popular romance, and the bildungsroman. Further, Harzewski uses chick lit as a lens through which to view gender relations in U.S. and British society in the 1990s. Chick Lit and Postfeminism is the first sustained historicization of this major pop-cultural phenomenon, and Harzewski successfully demonstrates how chick lit and the critical study of it yield social observations on upheavals in Anglo-American marriage and education patterns, heterosexual rituals, feminism, and postmodern values.
This edited collection is a careful assemblage of papers that have contributed to the maturing field within education studies that works with the feminist implications of the theories and methodologies of posthumanism and new materialism ...
Author: Jessica Ringrose
This edited collection is a careful assemblage of papers that have contributed to the maturing field within education studies that works with the feminist implications of the theories and methodologies of posthumanism and new materialism – what we have also called elsewhere ‘PhEmaterialism’. The generative questions for this collection are: what if we locate education in doing and becoming rather than being? And, how does associating education with matter, multiplicity and relationality change how we think about agency, ontology and epistemology? This collection foregrounds cutting edge educational research that works to trouble the binaries between theory and methodology. It demonstrates new forms of feminist ethics and response-ability in research practices, and offers some coherence to this new area of research. This volume will provide a vital reference text for educational researchers and scholars interested in this burgeoning area of theoretically informed methodology and methodologically informed theory. The chapters in this book were originally published as articles in Taylor & Francis journals.
Essential reading for those seeking a thorough and wide-ranging understanding of postfeminism New for this edition: Extended critical history of postfeminism Engagement with a new postfeminist vocabulary associated with post-recession Close ...
Author: Stéphanie Genz
This text comprehensively surveys and critically positions the main issues, theories and contemporary debates surrounding postfeminism. It covers the term's underpinnings and critical contexts, its different meanings, as well as popular media representations. Adopting an inclusive and interdisciplinary approach, the text situates postfeminism in relation to earlier feminisms and addresses its manifestations in popular culture, academia, politics and brand culture. It brings to light the various meanings of postfeminism and highlights distinct postfeminist patterns, while opening up the category for future investigation.
Introduction to Education and Educational Foundations Joe L. Kincheloe, Patrick
Slattery, Shirley R. Steinberg. Tanaka , G . ( 1996 ) . Dysgenesis and ... the postfeminist age : An example of patriarchy in a different voice . Western Journal
Author: Joe L. Kincheloe
Publisher: Pearson College Division
Designed for the Foundations of Education course, this book takes a postmodern approach to the material. Show introduction to professor.
Working through the repressive myths of critical pedagogy . In L . Stone ( Ed ...
Feminism and Censorship in Art Education : Four Perspectives ( 1993 ) . ...
Feminism without women : Culture and criticism in a “ postfeminist ” age . New
Author: Philosophy of Education Society (U.S.). MeetingPublish On: 1992
Annual Meeting of the Philosophy of Education Society Philosophy of Education
Society (U.S.). Meeting ... T . Modleski , Feminism Without Women : Culture and
Criticism in a “ Postfeminist " Age ( New York : Routledge , 1991 ) . J . Neissen ...
Author: Philosophy of Education Society (U.S.). Meeting
... even anger - producing to the postfeminist reader . unnatural division of the
Korean peninsula , to its struggles to cope Seemingly passive and entrapped by
families along with antiquated with rapid modernization . customs , these stoic