Abstract:In this article, we examine the case history of a young multi-ethnic Norwegian girl, whom we call Anna, from the age of 15 to 17 to show how her self-understanding of positionings within her educational transitions illustrates how gendered expectations in a Norwegian context influence girls’ future trajectories. We use the concepts of social positional identities in figured worlds and performativity to explore self-understanding. Anna’s case history illustrates how gender performativity comes about out of a co… Show more
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