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'Girl Power': Girls Reinventing Girlhood examines the identity
practices of girls who have grown up in the context of 'girl power'
culture. The book asks whether - and which - girls have benefited
from this feminist-inspired movement. Can girls truly become
anything they want, as suggested by those who claim that the
traditional mandate of femininity - compliance to male interests -
is a thing of the past? To address such questions, the authors
distinguish between 'girlhood' as a cultural ideal, and girls as
the embodied agents through which girlhood becomes a social
accomplishment. The book identifies significant issues for parents
and teachers of girls, and offers suggestions for 'critical social
literacy' as a classroom practice that recognizes the ways popular
culture mediates young people's understanding of gender. 'Girl
Power' will be of interest to researchers of contemporary gender
identities, as well as educational professionals and adult girl
advocates. It is relevant for students in gender studies and
teacher-education courses, as well as graduate student researchers.
Literacy education has historically characterized mass media as
manipulative towards young people who, as a result, are in need of
close-reading "skills." By contrast, Pop Culture and Power treats
literacy as a dynamic practice, shaped by its social and cultural
context. It develops a framework to analyse power in its various
manifestations, arguing that power works through popular culture,
not as everyday media. Pop Culture and Power thus explores media
engagement as an opportunity to promote social change. Seeing pop
culture as a teaching opportunity rather than as a threat, Dawn H.
Currie and Deirdre M. Kelly worked with K-12 educators to
investigate how pop culture can support teaching for social
justice. Currie and Kelly began the research for this project with
a teacher education seminar in media analysis where participants
designed classroom activities using board games, popular film,
music videos, and advertisements. These activities were later
piloted in participants' classrooms, enabling the authors to
identify and address practical issues encountered by student
learners. Case studies describe the design, implementation, and
retrospective assessment of activities engaging learners in media
analysis and production. Following the case studies, the authors
consider how their approach can foster ethical practices when
engaging in the digital environment. Pop Culture and Power offers
theoretically informed yet practical tools that can help educators
prepare youth for engagement in our increasingly complex world of
mediated meaning making.
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