TEXTBASE ALPHA: a different approach to the management of qualitative data     

Marnina Gonick  Janice Hladki 《International journal of qualitative studies in education》2013,26(3):285-304

This paper addresses the usefulness of angels in breaking out of the Hegelian enclosure that typifies late 20-century critical thought and practice. Grounded in efforts to create a broadly accessible book about an interview study of women living with HIV AIDS, the paper sketches interpretive and textual strategies toward a less comfortable social science. After providing background to the study and an overview of the book's format, the paper presents an overview of the angel inter texts. This is followed by probing four thematics: displacement dispersal deferral, translation as betrayal, rhizomatics, and feminist ethnography as a ruin rune. Each is prefaced with quotes from readers of the book as a sort of ''fold'' of ''response data'' in order to situate the book within a larger field of the failures of representation in order to begin to theorize the failures of the book in moving toward a different scene of representation.  相似文献   

Girl Number 20 revisited: feminist literacies in new hard times     

Marnina Gonick 《Gender and education》2007,19(4):433-454

This paper revisits the question of ‘voice’ in the context of neo‐liberal social and educational reform. ‘Voice’ has been one of the key concepts of feminist and critical pedagogies in the theory and practice of producing social transformation. I argue in this paper, that the political effectiveness of this concept needs to be reconsidered at a time when the incitement to speak is one of the means by which neo‐liberal subjectivities are produced and regulated. I trace the ways the metaphor Girl Number Twenty circulates in the feminist pedagogy literature, with the purpose of engaging in a dialogue about the particular challenges girl number twenty encounters in the context of the new hard times wrought by neo‐liberalism and the shifting tensions between media, ideology and feminist teachers. The paper draws on ethnographic material from a school‐community project that took place in Toronto, Canada with girls' aged 10–14 from diverse racial and ethnic backgrounds (Vietnamese, Cambodian, Portuguese, Afro‐Caribbean and Chinese).  相似文献   

Old Plots and New Identities: Ambivalent femininities in late modernity     

Marnina Gonick 《Discourse: Studies in the Cultural Politics of Education》2004,25(2):189-209

This paper investigates changing modes of femininity. It asks: What are the discourses and discursive practices within which new femininities are constructed? What are the social conditions in which they emerge? How are these negotiated and lived by girls? What do these stories tell us about the complications of subject formation and what it means to be a “girl” in “global times”. Drawing on a school-community project with a racially diverse group of girls, aged 12–14 years, the paper analyses a series of fictional stories that the girls wrote for the characters of a collaboratively produced video. It is my argument that girls live the effects of neoliberal discourses of individuality in particularly complicated ways. This is due to the ways in which “woman” and “individual” have historically been constituted through a series of binary oppositions including those of: femininity and masculinity, girlhood and adolescence, womanhood and personhood and femininity and rationality. I suggest that while traditional femininity is being undone through its inclusion in discourses of individualism, rationality and adulthood, it is also reinscribed through an ever increasing array of contradictions, the juggling of which have always constituted femininity.  相似文献