| The Trouble with Girls: Autoethnography and the Classroom (2003) | |||||||||||||||||
Abstract | |||||||||||||||||
| Recent research suggests that many young women are undergoing a particularly difficult time during early adolescence, beginning with the transition to middle school (The National Center on Addiction and Substance Abuse at Columbia University [CASA], 2003; Albert, Brown, & Flanigan, 2003; American Association of University Women, 1992). Employing autoethnography, I studied my experience as girl and woman, student and teacher, in elementary and middle schools and how these informed my pedagogical practices and knowledge as an elementary school teacher. Drawing upon feminist theory and cultural studies as well as research narratives, I argue for the inclusion of "kinderculture" in the curriculum by considering how Barbie, a cultural icon, provides opportunities for students to explore the role of gender in schools. Additionally, I studied the role of depression in some girls' early adolescence. The increase in new cases of depression in females during early adolescence (Bebbington, 1996) reveals the troubled character of many girls' experience of adolescence. I propose a menopausal theory of curriculum that supports scholarly reflection and curricular attention to young girls' experiences of this often difficult period of their coming of age. | |||||||||||||||||
Publication details | |||||||||||||||||
| |||||||||||||||||
Cited publications (7) | |||||||||||||||||