Talking Young Femininities

Pichler, Pia

doi:10.1057/9780230234598

Cited by 15 publications

(8 citation statements)

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“…Calling a female a slut or a whore or a bitch warns her that there’s a course from which she shall not veer (Bazelon, 2013). Women are to preserve their “reputations” by averting explicit performances of sexual knowingness and desire (Pichler, 2009, p. 163). Furthermore, we’ve “desexualized girls’ sexuality,” replacing the longing for relationship and emotional connection for sexual feelings inside of our bodies (Tolman, 2005, p. 5).…”

Section: The Dangers Of Slut Shamingmentioning

confidence: 99%

A Co-Performance of Radical Change: Venus Hottentot, Slut Shaming, and Sexual Violence

Stephenson

2017

Qualitative Inquiry

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Sara Baartman (“Venus Hottentot”) was a curvaceous South African teenager lured to Europe to perform for audiences in 1810—her genitals and brain posthumously dissected, pickled, and museumized. As researcher and playwright, reflexivity on my power is not enough. I use co-performance as theory and method to unravel my story with Baartman’s to share power and problematize how Western culture shames women for their sexuality. I call upon Anzaldúa and Brody to stand for gender ambiguity and freedom in the world, for binaries of sexual desire are unsustainable and sexual purity impossible because women are sexual beings.

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Section: The Dangers Of Slut Shamingmentioning

confidence: 99%

A Co-Performance of Radical Change: Venus Hottentot, Slut Shaming, and Sexual Violence

Stephenson

2017

Qualitative Inquiry

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“…Something of an exception in this regard is Pichler's (2009) work which focuses on the construction of gendered identities among female secondary-school students in London, and how these gendered identities intersect with social class and race. Pichler draws on earlier work in sociology on gender, social class and race (e.g., Skeggs, 1997Skeggs, , 2004 as she focuses on three cohorts: "cool and socially aware private-school girls"; "sheltered but independent East End girls"; and "tough and respectable British-Bangladeshi girls".…”

Section: David Blockmentioning

confidence: 99%

References

2020

Language and Online Identities

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Identity has become a key construct in applied linguistics over the past 30 years, as more and more researchers have heeded Norton Peirce's (1995: 12) call for 'a comprehensive theory of social identity that integrates the language learner and the language learning context'. In this article, my aim is to discuss what I see as issues arising in identity research in applied linguistics. I start with a brief consideration of why identity has become so central in applied linguistics, before discussing the poststructuralist model of identity which has been adopted by the vast majority of researchers. I then move to consider three more substantive issues: (1) the potential benefits of a more psychological angle when most language and identity research tends to be predominantly social; (2) the importance of clarifying the interrelationship between individual agency and social structures in language and identity research; and (3) the potential benefits of including a socioeconomic stratification and social class angle in research which tends to prime identity politics (identity inscriptions such as race, ethnicity, gender, sexuality, nationality and language), over the material conditions of life.

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“…Hey (1997) describes 'othering' , where girls construct others negatively and as 'different' in some way to police group boundaries and strengthen their own claims of belonging to the group. Fine-grained analysis of interactional positions and the stances and identities which emerge through talk can provide valuable insights into how our world is constructed (Pichler 2009). By focusing on interactions between girls in relation to sitting, the analysis in this article demonstrates that girls are equally skilled in the execution of relational aggression, and highlights some of the constructed rules which facilitate this.…”

Section: Space and Sitting In Schoolsmentioning

confidence: 99%

The construction and maintenance of exclusion, control and dominance through students’ social sitting practices

Dytham

2018

British Journal of Sociology of Education

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To cite this article: Siobhan Dytham (2018) The construction and maintenance of exclusion, control and dominance through students' social sitting practices, British Journal of Sociology of Education, 39:7, 1045-1059, DOI: 10.1080/01425692.2018 The construction and maintenance of exclusion, control and dominance through students' social sitting practices Siobhan Dytham centre for Education studies, university of Warwick, coventry, uK ABSTRACT This article highlights the interactional work involved in relational aggression, and how rules and norms around sitting are used by students to achieve exclusion and dominance. This research took place in an English secondary school which educates pupils from Year 7 to sixth form (ages 11-18). Drawing on observation, walkand-talk and group discussion data with Year 9 students (age 13-14), this research highlights how the girls developed shared rules and norms around sitting which, while seemingly reasonable and applied equally to all, are seen to facilitate and legitimise exclusion and relational aggression. Girls from different social groups collaboratively constructed and participated in a system of rules which were then utilised for dominance and exclusion by regulating where, when and how girls sat. Sitting is seen to be an important marker of ownership, both of people and places, as well as a group management tool within student social groups.

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Talking Young Femininities

Cited by 15 publications

References 0 publications

A Co-Performance of Radical Change: Venus Hottentot, Slut Shaming, and Sexual Violence

A Co-Performance of Radical Change: Venus Hottentot, Slut Shaming, and Sexual Violence

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The construction and maintenance of exclusion, control and dominance through students’ social sitting practices

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