Raunch culture goes to school? : young women, normative femininities and elite education

Public concern about popular culture’s sexualisation of women and girls is regularly voiced in the Australian media. Young women grow up against a backdrop of ‘raunch culture’ (Levy, 2005), which for some scholars represents a ‘new’ femininity (Gill, 2007), in which ‘hyper-sexual’ forms of (hetero)sexual expression are now expected of young women and girls, despite ostensibly being about choice and personal empowerment. In this article, I explore the constructions of girlhood and femininity amongst young women attending an elite, single-sex, private school in Melbourne, Australia. Elite schooling for girls is often associated with highly classed notions of (hetero)sexual modesty and propriety, epitomised in the reality television program Ladette to Lady. Here I consider how hyper-sexualities are configured within students’ constructions of themselves and others, and I explore their relationship to classed expectations of identity for privileged girls. I examine the role that classed norms of identity play in mediating these girls’ negotiations of hyper-sexualities.

The potentials and pitfalls of social networking sites such as Facebook in higher education contexts

Popular social networking sites such as Facebook demonstrate an emerging opportunity for students and educators within formal higher education contexts to share ideas, celebrate creativity and participate in an environment which offers immediate feedback from others who belong within a specific network. As this is an emerging use of the technology, an autoethnographic approach has helped capture the potentials and pitfalls of incorporating social networking within higher education. The findings highlight implications for the key stakeholders in higher education.

Erotic capital, popular pedagogy, and healthy adolescent female sexuality

The sexualization of the female body in contemporary media has created considerable anxiety about its impact on girls. Much of the resulting research focuses on the influence of visual media on body image and the flow-on effects for girls' health. Rather less attention is paid to the pedagogical role of popular romance fiction in teaching girls about their sexuality. Given the pronounced increase in eroticized fiction for girls over the past decade, this is a significant oversight. This article applies Hakim's (2010) concept of erotic capital to two chick lit novels for girls. The elements of erotic capital—assets additional to economic, cultural and social capital—are used to explore the lessons these novels teach about girl sexual subjectivities and sociality in a sexualized culture.

New girl heroes : the rise of popular feminist commentators in an era of sexualisation

The level of public interest in what has variously been called ‘raunch culture’, ‘pornification’ or more broadly ‘sexualisation’ of culture, has created new opportunities for enterprising women. In recent years, a number of immensely popular books have emerged raising concerns about girls and sexualisation by female authors across Western nations such as the USA, Australia and the UK. Here, I explore the media work of two prominent Australian media commentators on girls and sexualisation, Melinda Tankard Reist and Dannielle Miller. I explore how, in their educative work designed to empower girls and free them from the stifling, damaging aspects of sexualised popular culture, these commentators may be citing and performing other normative dimensions of contemporary young femininity that go unremarked upon and are thus reinscribed as normal and expected.

Adaptation and validation of the Japanese version of the health education impact questionnaire (heiQ-J) for the evaluation of self-management education interventions

Aim:  

Elite girls' schooling, social class and sexualised popular culture

Young women’s identities are an issue of public and academic interest across a number of western nations at the present time. This book explores how young women attending an elite school for girls understand and construct ‘empowerment’. It investigates the extent to which, and the ways in which, their constructions of empowerment and identity work to overturn, or resist, key regulations and normative expectations for girls in post-feminist, hyper-sexualised cultural contexts. The book provides a succinct overview of feminist theorisations of normative femininities in young women’s lives in western cultural contexts. It includes familiar sexist discourses such as sexual double standards, as well as more recent commentary about the regulation of young women’s subjectivities in neoliberal, post-feminist, hyper-sexualised cultures. Drawing on ethnographic research in the context of an elite girls’ secondary school, the author explores how empowerment for young women is constructed and understood across a range of textual practices. From visual representations of young women in school promotional material, to students’ constructions of popular celebrities, the question of how girls’ resistance to normative femininities begins to develop is examined. This rich empirical work makes a unique contribution to the study of elite schooling within the sociology of education, drawing on important insights from the field of critical girlhood studies, and posing a challenge to popular feminist notions about media literacy, young women and empowerment. It will be of interest to scholars and postgraduates in the areas of gender studies, sociology, education, youth studies and cultural studies.

Meta-analysis and research synthesis in education

This bibliography begins with this introduction followed by a general overview of meta-analysis and research synthesis methods in education. The third section cites references to illustrate how the concept of statistical integration of research findings dates back to early 20th century. Citations in the fourth section highlight early calls from educational researchers to recognize the process of synthesizing research as a scholarly endeavor in its own right. As evident from the citations in the fifth section, it was in the 1980s when monographs exclusively devoted to research synthesis methods started to be published. Since then, a number of books have been published on research synthesis methods. The sixth section cites some of the most comprehensive books on research synthesis methods and includes contributions from key players of meta-analysis current at the time. The citations in the seventh section illustrate how meta-analysis has become very popular over time. Several large organizations have been set up and software developed to support systematic reviews of research. These are cited in the eighth section. Citations in the ninth section illustrate critiques of systematic reviews. As qualitative research is becoming popular in education, sophisticated discussions of issues associated with synthesizing qualitative research have also been published, some of which are cited in the tenth section. The eleventh section presents a methodologically inclusive account of current developments in research synthesis methods. The final section cites examples of journals exclusively devoted to publishing research reviews and exemplary research synthesis with different methodologies. Individual methods of research synthesis are discussed chronologically as they became popular in educational research. Accordingly, this bibliography starts with a discussion of statistical methods of integrating research that parallels the dominance of quantitative research in education until the 1970s. As the popularity and diversity of qualitative research methods have been increasing in educational research, more methodologically inclusive discussions of research synthesis methods are becoming popular as described in the later sections of this bibliography.

The glitterbomb: designing curriculum and identity with girls’ popular culture

This thesis contributes to the academic fields of gender and education through an empirical account of how female teachers design curriculum around girls’ popular culture in a contemporary coeducational setting. The thesis argues for reflexivity around curriculum, and also for the re-articulation of curriculum theory with feminist and poststructuralist perspectives.

Literacy education in the age of new media

This chapter focus on the question of literacy education itself-on how this is to be understood in the current and emerging age, how it is changing, and what it is for. It also engages the other key question here, that of what constitutes 'new media,' or rather, as Levinson puts it, 'new new media'-media forms emerging on the scene more or less constantly, and each time ever newer. Increasingly, literacy guidelines in many parts of the world call on teachers to incorporate attention to multimodal and electronic texts into their classrooms and curriculum. Curriculum guidelines addressing the 'new literacies' are structured around an expanded view of literacy that recognizes the changing and dynamic nature of text and textual forms, and call on research into the textual, communicative and cultural practices of young people as they engage with online popular culture and the digital world.