This book challenges a contemporary postfeminist sensibility
grounded not only in assumptions that gender and sexual equality
has been achieved in many Western contexts, but that feminism has
gone 'too far' with women and girls now overtaking men and boys -
positioned as the new victims of gender transformations. The book
is the first to outline and critique how educational discourses
have directly fed into postfeminist anxieties, exploring three
postfeminist panics over girls and girlhood that circulate widely
in the international media and popular culture. First it explores
how a masculinity crisis over failing boys in school has spawned a
backlash discourse about overly successful girls; second it looks
at how widespread anxieties over girls becoming excessively mean
and/or violent have positioned female aggression as pathological;
third it examines how incessant concerns over controlling risky
female sexuality underpin recent sexualisation of girls' moral
panics. The book outlines how these postfeminist panics over
girlhood have influenced educational policies and practices in
areas such as academic achievement, anti-bullying strategies and
sex-education curriculum, making visible the new postfeminist,
sexual politics of schooling. Moving beyond media or policy
critique, however, this book offers new theoretical and
methodological tools for researching postfeminism, girlhood and
education. It engages with current theoretical debates over
possibilities for girls' agency and empowerment in postfeminist,
neo-liberal contexts of sexual regulation. It also elaborates new
psychosocial and feminist Deleuzian methodological approaches for
mapping subjectivity, affectivity and social change. Drawing on two
UK empirical research projects exploring teen-aged girls' own
perspectives and responses to postfeminist panics, the book shows
how real girls are actually negotiating notions of girls as overly
successful, mean, violent, aggressive and sexual. The data offers
rich insight into girls' gendered, raced and classed experiences at
school and beyond, exploring teen peer cultures, friendship,
offline and online sexual identities, and bullying and
cyberbullying. The analysis illuminates how and when girls take up
and identify with postfeminist trends, but also at times attempt to
re-work, challenge and critique the contradictory discourses of
girlhood and femininity. In this sense the book offers an
opportunity for girls to 'talk back' to the often simplistic either
wildly celebratory or crisis-based sensationalism of postfeminist
panics over girlhood. This book will be essential reading for those
interested in feminism, girlhood, media studies, gender and
education.
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