Cripping Girlhood offers a new theorization of disabled girlhood, tracing how and why representations of disabled girls emerge with frequency in twenty-first century U.S. media culture. It uncovers ...how the exceptional figure of the disabled girl most often appears as a resource to work through post-Americans with Disabilities Act (ADA) anxieties about the family, healthcare, labor, citizenship, and the precarity of the bodymind. In paying critical attention to disabled girlhood, the book uses feminist disability studies to rupture the unwitting assumption in girls’ studies that girlhood is necessarily non-disabled. By closely examining the ways that disabled girls represent themselves, Anastasia Todd goes beyond a critique of the figure of the privileged, disabled girl subject in the national imagination to explore how disabled girls circulate their own capacious re-envisioning of what it means to be a disabled girl. In analyzing a range of cultural sites, including YouTube, TikTok, documentaries, and GoFundMe campaigns, Todd shows how disabled girls actively upend what we think we know about them and their experience, recasting the meanings ascribed to their bodyminds in their own terms. By analyzing disabled girls’ self-representational practices and cultural productions, Todd shows how disabled girls deftly theorize their experiences of ableism, sexism, racism, and ageism, and cultivate communities online, creating archives of disability knowledge and politicizing other disabled people in the process.
Killing women Burfoot, Annette; Lord, Susan
Killing women,
c2006, 2006, 2011-04-07, 2006-10-01, Volume:
6., 6
eBook
The essays in Killing Women: The Visual Culture of Gender and Violence find important connections in the ways that women are portrayed in relation to violence, whether they are murder victims or ...killers. The book's extensive cultural contexts acknowledge and engage with contemporary theories and practices of identity politics and debates about the ethics and politics of representation itself. Does representation produce or reproduce the conditions of violence? Is representation itself a form of violence? This book adds significant new dimensions to the characterization of gender and violence by discussing nationalism and war, feminist media, and the depiction of violence throughout society.
h4Explores how Jihad, political violence and audio-visual media are entangled in particular ways as discursive formations/h4ulliFosters critical perspectives on the invocation of a narrow ...understanding of jihad and political violence in different social contexts/liliPoints to the operation of media and aesthetic means to articulate or defy notions of jihad in the context of political violence/liliComprises 16 case studies on forms of knowledge production, aesthetic manifestations, socio-political enactments, and archival practices that shape the entanglement of jihad, political violence, and media/liliPresents empirically-grounded research from the perspective of Anthropology, Art History, Cultural Studies, Islamic Studies, Media Studies, and Political Science/liliAdvances reflections on knowledge production and ethical challenges of research in this field/li/ulpThe entanglement of Jihad, Political Violence, and Media has determined the lives of Muslims in Europe and the US over the past 20 years. This book unravels the nexus of these elements, to critically examine how their conjunction is perpetuated, reproduced, or disputed. In 16 case studies, the contributors critically reflect on the identification of jihad with political violence, address the academic, legal, political and broader public production of knowledge on this topic, examine the aesthetic formations involved in the mediation and reaffirmation of this narrow understanding, explore the experiential worlds of people whose ideas and actions are labelled as and affected by notions of violent jihad, and illuminate the institutional and media contexts (e.g. of archives) in which an entanglement of jihad and political violence takes effect, with profound consequences./ppThis volume decentres dominant discourses on so-called jihadist actors and deradicalization contexts to offer more nuanced understandings of the political and socio-cultural contexts./p
This pioneering book reveals how the music classroom can draw upon the world of popular musicians' informal learning practices, so as to recognize and foster a range of musical skills and knowledge ...that have long been overlooked within music education. It investigates how far informal learning practices are possible and desirable in a classroom context; how they can affect young teenagers' musical skill and knowledge acquisition; and how they can change the ways students listen to, understand and appreciate music as critical listeners, not only in relation to what they already know, but beyond. It examines students' motivations towards music education, their autonomy as learners, and their capacity to work co-operatively in groups without instructional guidance from teachers. It suggests how we can awaken students' awareness of their own musicality, particularly those who might not otherwise be reached by music education, putting the potential for musical development and participation into their own hands. Bringing informal learning practices into a school environment is challenging for teachers. It can appear to conflict with their views of professionalism, and may at times seem to run against official educational discourses, pedagogic methods and curricular requirements. But any conflict is more apparent than real, for this book shows how informal learning practices can introduce fresh, constructive ways for music teachers to understand and approach their work. It offers a critical pedagogy for music, not as mere theory, but as an analytical account of practices which have fundamentally influenced the perspectives of the teachers involved. Through its grounded examples and discussions of alternative approaches to classroom work and classroom relations, the book reaches out beyond music to other curriculum subjects, and wider debates about pedagogy and curriculum.
Contents: Introduction; The project's pedagogy and curriculum content; Making music; Listening and appreciation; Enjoyment: making music and having autonomy; Group cooperation, ability and inclusion; Informal learning with classical music; Afterword; Appendices; Bibliography; Index.
Lucy Green is Professor of Music Education in The Institute of Education, University of London, UK.
Women in STEM with mid-career break form an important technical resource for any country. This segment has largely been overlooked in the literature in terms of aspects related to entrepreneurship ...development among such women. This paper assesses the entrepreneurial intentions and level of perceived barriers to entrepreneurship among women in STEM with mid-career break. The primary data was derived from 227 women in STEM areas, who took a mid-career break of at least one year. Multinomial logistic regression and Ordinal logistic regression were performed to analyze the results. The findings indicated high entrepreneurial intentions among women in STEM with mid-career break, which are not affected by their marital status, educational qualification level, years of work experience or current working status. Large number of women fell in the categories of 'High' and 'Moderate' perceived barriers to entrepreneurship. No predictors could be identified for the level of perceived barriers. Major perceived barriers included poor professional network, lack of appropriate information, poor entrepreneurial ecosystem and lack of initial investment. The study could be used by governments across emerging economies to bring the underutilized STEM women resource to main stream economy
