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Intro -- Between Femininities -- Contents -- Acknowledgments -- 1. Introduction -- WHAT IS THE "PROBLEM" WITH THESE GIRLS? SCHOOL DISCOURSES OF TEENAGE FEMININITY -- THE ITINERARY OF AN IDEA -- ITINERANT WRITINGS/READINGS/PEDAGOGIES -- 2. Points of Departure and Disrupted Arrivals: Negotiating the Research Terrain -- KNOWING "US" AND "THEM": ETHNOGRAPHIC KNOWLEDGE AND THE END OF INNOCENCE -- RESEARCHING EXPERIENCE/EXPERIENCING RESEARCH: CRISIS IN RESEARCH EPISTEMOLOGY AND REPRESENTATION -- RESEARCH GEOGRAPHIES -- TEXT, TALK, AND VIDEOTAPE: RESEARCH METHODOLOGY AS FEMINIST PEDAGOGY -- NOTES TOWARDS A POLITICS OF ARRIVAL: NEW ETHNOGRAPHIC STORIES -- 3. Crystal's Story: The Bad Girl Within -- CRYSTAL'S STORY: NARRATING THE SELF THROUGH ROMANCE -- SCENES OF DESIRE: THE BAD GIRL WITHIN -- SCENE 1. SUBJECTIVITY AND FEMININITY -- SCENE 2. BODIES IN TROUBLE: THE BAD GIRL MADE VISIBLE -- SCENE 3. NECESSARY FAILURES: DISRUPTING THE GOOD GIRL STORY -- SCENE 4. GOOD GIRLS AND THE DISAVOWAL OF SELF -- 4. Tori's Story: Becoming Somebody -- NARRATING THE SELF FROM THE INSIDE OUT -- SCENES OF TRANSFORMATION -- SCENE 1. FROM THE OUTSIDE IN: (RE)DRESSING SOCIAL DIFFERENCE -- SCENE 2. (RE)SITUATING THE SELF IN SOCIAL SPACE -- Conclusion: The Good, the Bad, the Smart, and the Popular: Living Ambivalence -- MIXED SUBJECTS: DISRUPTIVE FIGURES? -- I. INTERSECTIONS. THE BAD GIRL WITHIN: TRANSFORMATIONS BEYOND THE ENDING -- II. INTERSECTIONS. BECOMING SOMEBODY: ROMANCING THE SELF -- MIXED SUBJECTS, NEW SUBJECTIVITIES, AND FEMINIST CULTURAL PEDAGOGIES -- Reprise -- Notes -- CHAPTER 1 -- CHAPTER 2 -- CHAPTER 3 -- CHAPTER 4 -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Y.

This article takes up the question of literacy and its relationships to gender, race, class sexuality, and neoliberal ideologies. It traces the various feminist critiques of the relation between gender and literacy. It uses the memory stories of learning to write written by young American women, in the context of a collective biography exercise done in a women's studies university classroom. I analyze the stories for what they reveal about neoliberal subjectivity (and resistance to it), such as self-regulation, competitive self-making, and the affective responses to both the constraints and possibilities of what it means to encounter and work with literacy as a form of self-making.

This article investigates two of the discourses currently organizing meanings of girls and girlhood. These are the multi-stranded "Girl Power" and "Reviving Ophelia," which both emerged in the early 1990s. I argue that "Girl Power" and "Reviving Ophelia" set up an intriguing illustration of not only competing definitions of femininity but also how discourses may interpellate feminine/feminist subjects in a non-unitary way. At first glance, the two discourses seem to offer opposing significations of femininity. On the one hand, "Girl Power" represents a "new girl," assertive, dynamic, and unbound from the constraints of femininity. On the other hand,"Reviving Ophelia" presents girls as vulnerable, passive, voiceless, and fragile. However, this article demonstrates that it is also possible to view the two discourses as other than opposing, competing, and contradictory. Rather, this article investigates how the two discourses position girls in varying ways in relation to the emerging configurations of subjectification demanded by shifting relations of production, globalizing economies, and redefined relationships between governments and citizens related to the rise of neoliberal policy and practice.

This article examines the ways in which discourses of Canadian national identity intersect with those of gender through the lens of young girls of immigrant and refugee backgrounds. In particular, it explores notions of "Canadian-ness" among school girls of Vietnamese and Chinese backgrounds. It also historicizes the emergence of nationalist discourses and traces Canadian government policies that set up exclusionary boundaries around the notion of "Canadian" as a category of identity. ; Cet article etudie les facons dont les discours sur l'identite nationale canadienne croisent ceux sur l'equilibre des sexes a travers les yeux de jeunes filles immigrantes ou refugiees. En particulier les ecolieres d'origine vietnamienne et chinoise. L'article fait aussi l'historique de la naissance du discours nationaliste et retrace les politiques du gouvernement canadien qui etablissent les frontieres d'exclusion qui definissent I'idee de "canadien(ne)" en tant que categorie d'identite.

Cover -- Title Page -- Copyright -- Table of Contents -- Acknowledgements -- Introduction -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Chapter 7 -- Chapter 8 -- Chapter 9 -- Chapter 10 -- Chapter 11 -- Index -- Back Cover.

For Canadian-born working-class women, university is often characterized through the axioms of "expanding one's mind," "bettering one's life," and "saving oneself from a life of hardship." Associated with these adages is "smartness," a signature orientation of the academy and a designation that has often excluded the working-class. Our article asks: What does it mean to be a working-class woman in higher education in Canada? How do working-class women negotiate competing notions of "smartness" existing between the university and their home communities? In what ways do these women resist their exclusions from "smartness" and the university project? We answer these questions by drawing on memory stories written by six working-class women who attended or were attending university. The memory stories were written at a series of workshops that one of the authors organized employing the feminist research methodology of Collective Biography. Our analysis illustrates some strategies that working-class and racialized women may use in their encounter with the university including downplaying the value of their working-class backgrounds to make way for the new knowledge to be gained in university, drawing on the strength of community for support, and positioning working-class common sense knowledge as superior to the book knowledge privileged in university. Each story involves the necessity of navigating competing notions of smartness that marks belonging within the university, family, and community.

In September 2013 student leaders at Saint Mary's University in Halifax, Nova Scotia, used a chant about the rape of underage girls as part of an Orientation Week activity for new students. The incident garnered national and international media coverage. In this article, we analyze and critique a selection of Canadian media articles published in the weeks after the rape chant was used. We draw on feminist analysis of post-feminism and the sexualization of youth cultures to show how, in their struggle to make sense of the incident, the media critique reiterates harmful discourses of youth, gender and sexuality while undermining deeper understanding of rape culture.