Bodily Practices and Discourses of Hetero-Femininity: Girls' Constitution of Subjectivities in Their Social Transition between Childhood and Adolescence

Autor/in	Hauge, Mona-Iren
Titel	Bodily Practices and Discourses of Hetero-Femininity: Girls' Constitution of Subjectivities in Their Social Transition between Childhood and Adolescence
Quelle	In: Gender and Education, 21 (2009) 3, S.293-307 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Females; Adolescents; Sexual Identity; Children; Urban Areas; Cultural Pluralism; Longitudinal Studies; Qualitative Research; Discourse Analysis; Sexuality; Age; Gender Differences; Ethnicity; Human Body + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geschlechtsidentität; Sexuelle Identität; Child; Kind; Kinder; Urban area; Stadtregion; Kulturpluralismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Qualitative Forschung; Diskursanalyse; Sexualität; Alter; Lebensalter; Geschlechterkonflikt; Ethnizität; Menschlicher Körper
Abstract	In foregrounding how girls use their bodies when negotiating subjectivities as adolescents, this paper explores possible ways of doing, being and becoming an adolescent girl in urban, multicultural school contexts. Drawing on interview material generated through a longitudinal qualitative study of children's social transitions between childhood and adolescence, the paper more specifically examines how girls constitute subjectivities through bodily practices which position them according to dominant discourses of hetero-femininity. The paper goes on to argue that the way in which girls negotiate these discourses through practices on and with their bodies has a significant impact on how they subsequently experience their social transition between childhood and adolescence. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10