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Girls' literacy experiences in and out of school : learning and composing gendered identities

Author: Elaine J O'Quinn
Publisher: New York : Routledge, 2013.
Edition/Format:   Print book : EnglishView all editions and formats
Database:WorldCat
Summary:
"Through thoughtful analysis of girls' historical literacy experiences, their contemporary reading and writing lives, and trends in young adult literature, this book sheds new light on how teachers can better understand and create classroom experiences that make girls visible both to themselves and to others. Historically, the status of girls has evoked much less research than that of boys. Recently emerging  Read more...
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Details

Document Type: Book
All Authors / Contributors: Elaine J O'Quinn
ISBN: 9780415897365 041589736X 9780415897372 0415897378 9780203802137 0203802136
OCLC Number: 711041615
Description: 166 pages ; 24 cm
Contents: "The order of the scroll": surveying girls' literacy performances in and out of school, 1885-2011 / Jane Greer --
Teaching historically based, culturally rich YA novels with strong girl protagonists / Linda J. Rice --
Empowerment, YA immigrant literature, and girls / Rosemary Horowitz and Joanne Brown --
Through a lesbian lens: girls, femininity, and sexuality on a reading spectrum / Beth Younger --
Girls around the globe as advocates for political, cultural, and social literacy at home / Mary Napoli --
Girls composing their lives: reading and writing contemporary memoir / Dawn Latta Kirby --
Girlhood, agency, and pop culture legacy: the Twilight saga as exemplar / Katie Kapurch --
The challenges of teaching girls (re)presentation of self and others through media studies and citizen journalism / Shayla Thiel-Stern --
Complicating gender binaries in the feminist English classroom / Karen Coats and Roberta Seelinger Trites.
Responsibility: edited by Elaine J. O'Quinn.

Abstract:

"Through thoughtful analysis of girls' historical literacy experiences, their contemporary reading and writing lives, and trends in young adult literature, this book sheds new light on how teachers can better understand and create classroom experiences that make girls visible both to themselves and to others. Historically, the status of girls has evoked much less research than that of boys. Recently emerging scholastic and strategic study concerning the vulnerability of girls is adding a vital missing component to this continually emerging discourse. Looking at many aspects of girls' gendered lives, this text considers the specific perspectives of the social and cultural constructions that script gender, particularly as applies to girls in our classrooms. Prominent scholars in their respective fields examine the myriad forces that shape the lives of American girls, from the earliest didactic records of manuals and books of conduct to current artifacts of contemporary culture. By investigating both the scholarly literature on girls as well as well as the primary sources of a material culture, the authors seek to unravel how adolescent girls learn and seek to compose identities. By closely examining girls' practices, in which are embedded issues of class, race, ethnicity, immigrant status, and sexuality, the text considers some of the values, structures, and trajectories that have come to define teenage girlhood. Its distinctive contribution is to unpack some of the assumptions of girls in English classrooms and to critically examine their experiences as they try to fit preconceived norms while forming their own personhood"--

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