Doing what your big sister does: sex, postfeminism and the YA chick lit series

Bullen, Elizabeth; Toffoletti, Kim; Parsons, Liz

doi:10.1080/09540253.2010.499852

Cited by 5 publications

(1 citation statement)

References 16 publications

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“…More recently, teen chick lit has emerged to offer a contemporary set of popular pedagogies, ostensibly aimed at young adults, but read by girls as young as nine (Johnson 2010). The genre partakes of the "public discourses of desire" (Harris 2005) that circulate in the sexualized culture of late modernity, focusing on self-fashioning and the negotiation of erotic as much as romantic relationships (Bullen et al 2011). To investigate the pedagogies in the chick lit novels I discuss later, I mobilize the concept of erotic capital.…”

Section: Popular Fiction As a Popular Pedagogy Of Girl Sexualitymentioning

confidence: 99%

Erotic Capital, Popular Pedagogy, and Healthy Adolescent Female Sexuality

Bullen¹

2011

Girlhood Studies

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The objectification of female sexuality in the media is intensifying, and so, too, is anxiety about the sexualization of girls and the implications for their health. Much of this anxiety 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.

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Section: Popular Fiction As a Popular Pedagogy Of Girl Sexualitymentioning

confidence: 99%

Erotic Capital, Popular Pedagogy, and Healthy Adolescent Female Sexuality

Bullen¹

2011

Girlhood Studies

Self Cite

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The Twilight of Feminism? Stephenie Meyer’s Saga and the Contradictions of Contemporary Girlhood

Jarvis

2013

Child Lit Educ

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Pedagogical discourses of gender, peace, and equality: Jane Addams Children’s Book Awards

Taber

2014

Journal of Peace Education

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This article discusses a feminist critical discourse analysis research project of award-winning books of the Jane Addams Peace Association. Children's books carry societal messages that are gendered, raced, and classed, with awardwinning books carrying an additional message of exceptionality as they are viewed as deserving of attention. Thus, the discourses they circulate are important points of analysis. This research, using data from the Jane Addams Children's Book Awards (focusing on books for older children -young adult literature), takes a feminist antimilitarist perspective to explore the sociocultural implications of children's literature for education and learning. I examine research with respect to award-winning literature, define my theoretical framework of feminist antimilitarism, explain my methodology of feminist discourse analysis, and detail my findings. I conclude that the awards as a whole function pedagogically to define conflict in ways that privilege colonial discourses, with women represented in essentialist ways and inequality perceived as absent in the contemporary West.

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Doing what your big sister does: sex, postfeminism and the YA chick lit series

Cited by 5 publications

References 16 publications

Erotic Capital, Popular Pedagogy, and Healthy Adolescent Female Sexuality

Erotic Capital, Popular Pedagogy, and Healthy Adolescent Female Sexuality

The Twilight of Feminism? Stephenie Meyer’s Saga and the Contradictions of Contemporary Girlhood

Pedagogical discourses of gender, peace, and equality: Jane Addams Children’s Book Awards

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