Manage episode 332060641 series 1257237
Dr. Marnina Gonick’s Books:(03:36) What it means to be a girl. (05:27) The importance of understanding girls' experiences in general. (06:36) Dr. Gonick's perspective on the book Reviving Ophelia. (08:35) How damaging patriarchal society is for girls. (11:24) Positive and negative impacts of girl power feminism in girls. (12:50) Politics in feminism. (14:46) The Social Barriers to Girl Power. (16:44) Critiques about the film Mean Girls and how it's related to women empowerment. (18:34) Relational aggressiveness between boys and girls. (20:50) Jen's take on bullying, based on the book "Confessions of a Former Bully." (21:45) Why cultures in the school play a big role in bullying. (24:19) Finding an acceptable outlet for girls to express their relational aggression. (26:17) Factors that influence a child to become racist and disrespectful. (28:07) Corporations and institutions became interested in the girl power movement. (31:34) Ways in how girls discover their sense of identity/sexuality. (35:16) Why girls wearing sexual clothing are being labeled as slutty. (39:28) How heterosexuality emphasizes femininity. (41:24) Girls are going to be mean to each other human nature makes it inevitable. (43:37) How important is it to understand our feelings and our childs’ feelings. References: Aapola, S., Gonick, M., & Harris, A. (2005). Young femininity: Girlhood, power, and social change. Basingstoke: Palgrave MacMillan
Bethune, J., & Gonick, M. (2017). Schooling the mean girl: A critical discourse analysis of teacher resource materials. Gender and Education 29(3), 389-404.
Dellasega, C., & Nixon, C. (2003). Girl wars: 12 strategies that will end female bullying. New York: Fireside.
Gonick, M. (2003). Between femininities: Ambivalence, identity, and the education of girls. Albany: State University of New York Press.
Gonick, M. (2004). VII. The ‘mean girl’ crisis: Problematizing representations of girls’ friendships. Feminism & Psychology 14(3), 395-400.
Gonick, M. (2006). Between “girl power” and “Reviving Ophelia”: Constituting the neoliberal girl subject. NWSA Journal 18(2), 1-23.
Gonick, M., Renold, E., Ringrose, J., & Weems, L. (2009). Rethinking agency and resistance: What comes after Girl Power? Girlhood Studies 2(2), 1-9.
Gonick, M., Vanner, C., Mitchell, C., & Dugal, A. (2021). ‘We want freedom not just safety’: Biography of a Girlfesto as a strategic tool in youth activism. Young 29(2), 101-118.
Goodwin, M.H. (2006). The hidden life of girls; Games of stance, status, and exclusion. Malden: Blackwell.
Kehily, M.J., Ghaill, M.M.A., Epstein, D., & Redman, P. (2002). Private girls and public worlds: Producing femininities in the primary school. Discourse: Studies in the Cultural Politics of Education 23(2), 167-177.
Ludwig, T., & Adams, B. (2012). Confessions of a former bully. Decorah: Dragonfly.
Renold, E. (2006). ‘They won’t let us play…unless you’re going out with one of them’: Girls, boys, and Butler’s ‘Heterosexual Matrix’ in the primary years. British Journal of Sociology of Education 27(4), 489-509.