Browse by author
Lookup NU author(s): Tessa Holland, Dr Sarah Winkler-Reid
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
Research suggests that girls frequently experience a sense of devaluation in their everyday lives at school. Narrow models of learning and teaching further limit the scope of what can be valued. In contrast, Girl-Kind, a school-based program, aims not to address an assumed deficit but to allow girls to be recognized as excellent learners and experts in their own lives. We conceptualize the program as creating valuing spaces in which value is created through action and not simply imported from the wider context. Here, we situate Girl-Kind in the research on girls in schools, detail how this space is created, and argue that the program acts as a counterpoint to the devaluation girls frequently experience. Finally, we outline the tensions of delivering such a program.
Author(s): McBride A, Holland T, Ralph-Lane S, Winkler-Reid S
Publication type: Article
Publication status: Published
Journal: Girlhood Studies
Year: 2024
Volume: 17
Issue: 2
Pages: 51-67
Online publication date: 01/06/2024
Acceptance date: 01/05/2024
Date deposited: 17/05/2024
ISSN (print): 1938-8209
ISSN (electronic): 1938-8322
Publisher: Berghahn Books
URL: https://doi.org/10.3167/ghs.2024.170205
DOI: 10.3167/ghs.2024.170205
ePrints DOI: 10.57711/arg0-ea89
Altmetrics provided by Altmetric