Proposal Title
The Girlhood Project 2.0: Emerging Scholars Deconstructing Girlhood, Challenging Norms, and Centering Intersectionality
Abstract
Embarking on our 12th year of The Girlhood Project,the research team and teaching assistants reflect on the developing discipline of Girlhood Studies, as well as their involvement with identity development work and leadership in the context of girlhood. The intended audience for this presentation are current or future educators, child care workers, social workers, scholars, and those who are interested in the diverse and remarkable lives of secondary education individuals. Our partnerships this year include the communities of Somerville & Belmont middle. In honor of our 2.0 incentive our team strives to: process identity development through methods such as affinity groups, critical race theory, racial identity development models, identifying our roles as we engage in social activism, practicing vulnerability, deconstructing the language behind girl, engaging in brave spaces, andco-constructing feminist leadership through an intersectional lens as defined by leading feminist scholars Dr. Beverly Tatum, Dr. Ruth Nicole Brown, Dr. Dominique Hill, and Kimberlé Crenshaw. Lesley students and the teaching assistant team adhere to TGP core principles in order to counteract the social injustices that affect girls and womxn. Through discussion and activity, we intend to engage our audience in some of these topics.
Start Date
27-3-2019 10:00 AM
End Date
27-3-2019 10:50 AM
Room Number
U-Hall 3-094
Presentation Type
Panel
Disciplines
Other Sociology
The Girlhood Project 2.0: Emerging Scholars Deconstructing Girlhood, Challenging Norms, and Centering Intersectionality
Embarking on our 12th year of The Girlhood Project,the research team and teaching assistants reflect on the developing discipline of Girlhood Studies, as well as their involvement with identity development work and leadership in the context of girlhood. The intended audience for this presentation are current or future educators, child care workers, social workers, scholars, and those who are interested in the diverse and remarkable lives of secondary education individuals. Our partnerships this year include the communities of Somerville & Belmont middle. In honor of our 2.0 incentive our team strives to: process identity development through methods such as affinity groups, critical race theory, racial identity development models, identifying our roles as we engage in social activism, practicing vulnerability, deconstructing the language behind girl, engaging in brave spaces, andco-constructing feminist leadership through an intersectional lens as defined by leading feminist scholars Dr. Beverly Tatum, Dr. Ruth Nicole Brown, Dr. Dominique Hill, and Kimberlé Crenshaw. Lesley students and the teaching assistant team adhere to TGP core principles in order to counteract the social injustices that affect girls and womxn. Through discussion and activity, we intend to engage our audience in some of these topics.
