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Academic literature on the topic 'The Silence of the Girls'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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Journal articles on the topic "The Silence of the Girls"

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Stenström, Anna-Brita. "Avoid silence! Keep talking!" Discourse linguistics: Theory and practice 21, no. 1 (April 7, 2014): 30–49. http://dx.doi.org/10.1075/fol.21.1.03ste.

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The primary aim of this study has been to find out whether the choice and frequency of pragmatic markers can be said to distinguish phatic talk (‘chats’) from informative talk. A secondary aim has been to consider the bonding effect of the pragmatic markers. Five conversational extracts from COLT (The Bergen Corpus London Teenage Language), four representing boys’ and girls’ phatic talk, and one representing informative teacher talk have been investigated. The study shows that the distinction between the two types of talk is not a matter of frequency but a matter of marker choice. The bonding effect of the markers dominates in the girls’ talk in the form of appeals for agreement and encouragement signals. In both types of talk, the pragmatic markers are successfully used to avoid conversational gaps.

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Borgohain, Indrani A. "Breaking the Silence of Homer’s Women in Pat Barker’s the Silence of The Girls." International Journal of English Language Studies 3, no. 2 (February 27, 2021): 10–16. http://dx.doi.org/10.32996/ijels.2021.3.2.2.

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Since time immemorial, women have been silenced by patriarchal societies in most, if not all, cultures. Women voices are ignored, belittled, mocked, interrupted or shouted down. The aim of this study examines how the contemporary writer Pat Barker breaks the silence of Homer’s women in her novel The Silence of The Girl (2018). A semantic interplay will be conducted with the themes in an attempt to show how Pat Barker’s novel fit into the Greek context of the Trojan War. The Trojan War begins with the conflict between the kingdoms of Troy and Mycenaean Greece. Homer’s The Iliad, a popular story in the mythological of ancient Greece, gives us the story from the perspective of the Greeks, whereas Pat Barker’s new novel gives us the story from the perspective of the queen- turned slave Briseis. Pat Barker’s, The Silence of the Girls, written in 2018, readdresses The Iliad to uncover the unvoiced tale of Achilles’ captive, who is none other than Briseis. In the Greek saga, Briseis is the wife of King Mynes of Lyrnessus, an ally of Troy. Pat Barker as a Postmodernist writer, readdresses the Trojan War in his novel through the representation of World War One, with dominant ideologies. The novel illustrates not only how Briseis’s has tolerated and survived her traumatic experiences, but also, how she has healed and composed her fragmented life together. Homer’s poem prognosticates the fall of Troy, whereas Barker’s novel begins with the fall Lyrnessus, Briseis’ home that was destroyed by Achilles and his men. Hence, Pat Barker uses intertextuality in her novel, engages both the tradition of the great epic and the brutality of the contemporary world. She revives the Trojan War with graphic pictorial vividness by fictionalizing World War in her novel. Through her novel, she gives Briseis a voice, illuminates the passiveness of women and exposes the negative traits of a patriarchal society.

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Pepler, Debra. "Lifting the Veil of Silence on Girls' Aggression." Psychology of Women Quarterly 28, no. 4 (December 2004): 441–42. http://dx.doi.org/10.1111/j.1471-6402.2004.160_7.x.

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Piazza, Roberta. "Gypsy and Traveller Girls. Silence, Agency and Power." Feminist Encounters: A Journal of Critical Studies in Culture and Politics 6, no. 1 (March 1, 2022): 17. http://dx.doi.org/10.20897/femenc/11761.

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Munoz-Chereau, Bernardita. "Girl Protagonists of Chilean Dictatorship Novels for the Young." International Research in Children's Literature 14, no. 1 (February 2021): 22–38. http://dx.doi.org/10.3366/ircl.2021.0375.

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Narratives for children about Augusto Pinochet's dictatorship in Chile (1973–89) written by the sons and daughters of that era constitute a recognised genre. For the most part the genre features boy characters who not only have voice and choice, but also unrealistically win the fight against the oppressors. This paper examines two of the rare works with girl protagonists, paying attention to how their voices are constructed: Mariana Osorio Gumá's Tal vez vuelvan los pájaros [Maybe the birds will return] (Mexico, 2013) and Matilde by Carola Martínez Arroyo (Argentina, 2016). I apply Deleuze's theories about the gaze to girls to identify patterns that afford the construction of ‘lucid’ protagonists in terms of recurring modes of language production (silence, ordered discourse, invention), giving rise to inquisitive girls. Through the construction of a girl's lucid gaze, which can withstand and narrate the horrors of the dictatorship, these novels offer young audiences a powerful space for historic and collective memory.

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Kulkarni, Meenal V., and P. M. Durge. "Reproductive Health Morbidities among Adolescent Girls: Breaking the Silence!" Studies on Ethno-Medicine 5, no. 3 (December 2011): 165–68. http://dx.doi.org/10.1080/09735070.2011.11886405.

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Taher, Mariya. "Sahiyo Stories: Shattering the Silence on Female Genital Mutilation/Cutting." Violence Against Women 26, no. 14 (August 6, 2020): 1760–70. http://dx.doi.org/10.1177/1077801220942837.

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Sahiyo Stories brought together women from across the United States to create personalized digital stories narrating the experience of undergoing female genital mutilation/cutting (FGM/C). FGM/C continues because people believe that if a girl does not undergo it, she will not grow up to be a “good woman.” For centuries, then, women have been afraid to speak about FGM/C for fear of ostracization from their communities, getting loved ones in trouble, and other reasons. Sahiyo Stories shatters this silence and the digital stories collection is woven together by a united sentiment to protect future generations of girls from this harm.

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Jule, Allyson. "Speaking Their Sex: A Study of Gender and Linguistic Space in an ESL Classroom." TESL Canada Journal 19, no. 2 (June 26, 2002): 37. http://dx.doi.org/10.18806/tesl.v19i2.928.

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This study is an exploration of the amount of talk (also referred to as "linguistic space," Mahony, 1985) used by girls as opposed to boys in a grade 2 ESL classroom located in the Lower Mainland of British Columbia. The focus was on the amount of language used by the girls in teacher-led classroom lessons. Data were collected through videotaped observations, which were then transcribed, measured by counting words, and analyzed for conversational opportunities. The findings revealed that being a girl may have affected participation in the classroom lessons, and by extension affected language-learning opportunities. The particular lack of linguistic space in the girls' experience suggests that the girls in this classroom may be limited in language use. Their silence appeared partly influenced by the teacher's response to their comments. The article concludes with a discussion of gender as a significant linguistic variable in an ESL experience.

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Sanabria, Alyssa Marie. "Shot but not Silenced: I am Malala." Journal of Ethnic and Cultural Studies 8, no. 2 (May 10, 2021): 362. http://dx.doi.org/10.29333/ejecs/786.

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I am Malala: A Girl who Stood Up for Education and was Shot by the Taliban is a compelling autobiography about a 14-year-old girl's campaign for girls' right to education within an oppressive society. The entire book is written from Malala's perspective, each chapter allows the reader to become immersed within the text and invested within human rights oppression. Malala's story seeks to bring awareness to the injustices within education for young girls and women as well as emphasize the power of education. Malala challenges the reader to dig deeper into the oppressiveness and truly examine the value of education.

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Daigneault, Susan D., Jill M. Taylor, Carol Gilligan, and Amy M. Sullivan. "Between Voice and Silence: Women and Girls, Race and Relationship." Journal of Marriage and the Family 60, no. 4 (November 1998): 1041. http://dx.doi.org/10.2307/353653.

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Dissertations / Theses on the topic "The Silence of the Girls"

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Veale, Beth. "Teaching adolescent girls at risk, stories of voice and silence." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58953.pdf.

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Saindon, Christina Ellen. "GENDERED EDUCATION: NARRATING THE SILENCE OF WOMEN AND GIRLS IN THE CLASSROOM." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1382.

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In this study, I focus on the experiences of self-identified quiet or silent female graduate students in order to understand the reasoning behind our classroom communication. I start by defining silence and continue by reviewing literature surrounding the topic of silence. Then, I focus on my own experiences autoethnographically to understand some of the ways I have come to understand my own experience as a silent student. I further conducted interviews with graduate student women to get a sense of their understanding of their own silence; I use the transcriptions of these interviews as the data for analysis. Because some of the women identified as teachers, they additionally offered suggestions for working with silent students. In the end, I argue that encouraging students to communicate is about the combination of a variety of teacher behaviors that encourage in-class communication.

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Marcus, Geetha Doraisamy. "Breaking the silence : the intersecting invisible experiences of Gypsy/Traveller girls in Scotland." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25716.

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This thesis explores the educational experiences of 17 Scottish Gypsy/Traveller girls supplemented by some 30 other informants involved with education and related areas impacting Gypsy/Travellers. It incorporates published and unpublished literature on the topic and sets out a theoretical framework informed by intersectionality. The girls’ stories are highlighted and juxtaposed alongside the general problems encountered by Gypsy/Travellers in Scotland to reveal a complex narrative. This research attempts to address a gap in the literature in which Gypsy/Traveller girls’ experiences are misrecognised and erased through non-recognition. My thesis offers space for the voices of Gypsy/Traveller girls to be heard and highlights their agency in the private spaces of home and the public spaces of education. Interpretations of the image of Gypsy/Travellers in Scotland are riddled with stereotypes and racialised misperceptions and assumptions. The stubborn persistence of these negative views appears to contribute to policies of neglect, inertia or intervention that largely seeks to ‘civilise’ or further assimilate Gypsy/Travellers into the mainstream settled population. The Scottish Government's Race Equality Statement (2009) accepts that Gypsy/Travellers are ‘a particularly discriminated against and marginalised group’. Within education, research by Wilkin et al. (2009) indicates that Gypsy/Traveller children are the lowest achieving minority group in the United Kingdom. There is currently no research that explores how girls and young women from Gypsy/Traveller communities fare in Scottish schools, and what they think of their experiences. It is against this backdrop that this qualitative inquiry seeks to explore how Gypsy/Traveller girls frame their educational experiences. I argue that traditional unidimensional approaches to investigating experiences of discrimination are inadequate, particularly within marginalised communities. Interview data collected for this doctoral study was analysed, identifying common themes that characterise the experiences of the Gypsy/Traveller girls and the ways in which their experiences differ and various subordinations intersect.

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Louhela, H. (Helena). "Sexual violence:voiced and silenced by girls with multiple vulnerabilities." Doctoral thesis, Oulun yliopisto, 2019. http://urn.fi/urn:isbn:9789526224152.

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Abstract Inspired by feminist standpoint theory, this doctoral thesis studies what the voices and silences about experiences of sexual violence tell us when voiced by adolescent girls who have been in residential care institutions. This group of girls evidently experience more sexual violence compared to their peers. This dissertation is based on four scientific Articles. In Article I, Erving Goffman’s theory is used to analyse the girls’ experiences of being in residential institutions and Articles II–IV focus on their sexual violence experiences. Data is generated in 2013 through semi-structured interviews with 11 girls aged 14–17 years old, and through interviews with one of these girls from 2013–2017. Data from Bulgaria, Catalonia and Italy regarding the violent experiences of 46 girls is also used in Article II. Qualitative content analysis (Articles I–III) and the Listening Guide method (Article IV) were used in data analysis. The Articles reveal that the girls have multiple vulnerabilities that affect on creating safe connections, as well as voicing their experiences. The majority of the girls did not voice their experiences of sexual violence as violence and based on the data it can be interpreted that the sense of being cared for by someone might impact on what was named and/or recognised as sexual violence. The phenomenon was named abusive illusion of care and proposed to be included in Jenny Pearce’s social model of abused consent. A new term was also suggested for the area of girls’ sexually risky behaviour, which is further developed in this compilation report as sexism-related internalised sexual violence. In this compilation report, the main results of the Articles are combined and re-read in the light of Carol Gilligan’s theorisations. Those findings confirm that girls’ voices and silences about their sexual violence experiences are a complex and multidimensional combination of self-silence and being silenced, connection and resistance. Sexual violence experiences should be considered as contextual, relational, contradictory and situational phenomena. It is suggested that violence prevention programmes be organised in a gender-responsible way for all from an early age. Furthermore, professionals should be educated to recognise the hidden aspects in sexual violence and conceptualisations of sexual violence needs to be developed further
Tiivistelmä Feministisen standpoint-teorian inspiroimana tässä väitöskirjassa tutkitaan, mitä lastensuojelulaitoksissa asuneiden tyttöjen äänellisyydet ja vaikenemiset kertovat heidän kokemastaan seksuaalisesta väkivallasta. Aiempi tutkimustieto osoittaa tämän tyttöryhmän kokevan vertaisiaan enemmän seksuaalista väkivaltaa. Väitöskirjaan sisältyy neljä tieteellistä artikkelia. Artikkeli I:ssa analysoidaan tyttöjen laitoskokemuksia Erving Goffmanin teorian avulla. Artikkeleissa II–IV keskitytään tyttöjen seksuaalisen väkivallan kokemuksiin. Aineisto koostuu yhdentoista 14–17-vuotiaan tytön puolistrukturoidusta haastattelusta vuodelta 2013 sekä yhden tytön haastatteluista vuosilta 2013–2017. Artikkeli II:ssa on otteita Bulgariasta, Italiasta ja Kataloniasta kerätyistä aineistoista koskien neljänkymmenenkuuden tytön väkivaltakokemuksia. Analyysissa käytettiin sisällönanalyysiä (Artikkelit I–III) ja Listening Guide -metodia (Artikkeli IV). Osatutkimuksista selvisi, että tyttöjen moniulotteiset haavoittuvuudet vaikuttavat turvallisten yhteyksien luomiseen sekä omien kokemusten kertomiseen. Suurin osa tytöistä ei sanallistanut seksuaalisen väkivallan kokemuksiaan väkivallaksi, ja tyttöjen kokema välittäminen näytti vaikuttavan siihen, minkä he tunnistivat ja/tai nimesivät seksuaaliseksi väkivallaksi. Ilmiö nimettiin “vahingolliseksi välittämisen illuusioksi,” ja se esitetään lisättäväksi Jenny Pearcen seksuaalista suostumusta koskevaan malliin. Tyttöjen seksuaalisen riskikäyttäytymisen alueelle ehdotettiin uutta termiä, ja tässä yhteenveto-osuudessa se on edelleen kehiteltynä “seksismiin perustuva sisäistetty seksuaalinen väkivalta.” Yhteenveto-osuudessa artikkeleiden päätulokset on yhdistetty ja niitä on uudelleen luettu Carol Gilliganin teoriaa hyödyntäen. Näin saadut tulokset osoittavat, että tyttöjen äänellisyydet ja vaikenemiset seksuaalisesta väkivallasta sisältävät moniulotteisen yhdistelmän vaikenemista ja vaietuksi tulemista, kuulumisen tunnetta sekä vastarintaa. Seksuaalisen väkivallan kokemukset tulisikin nähdä relationaalisena ja moniäänisenä, sekä tilanne- ja kontekstisidonnaisena ilmiönä. Lapsille tulisi suunnata varhaisessa vaiheessa väkivaltaa ennaltaehkäiseviä sukupuolivastuullisia koulutuksia. Lisäksi ammattilaisille tulisi järjestää koulutusta seksuaalisen väkivallan piiloisten muotojen tunnistamiseksi ja seksuaalisen väkivallan sanallistuksia tulisi edelleen kehittää

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Ignatius, Henni. "Den (o)synliga Briseis : En komparativ litteraturanalys av relationen mellan Akilles, Patroklos och Briseis i Homeros Iliaden och Pat Barkers The Silence of the Girls." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-39991.

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The (in)visible Briseis. A comparative literary analysis of the relationship between Achilles, Patroclus and Briseis in Homer’s Iliad and Pat Barker’s The Silence of the Girls The purpose of this essay is to compare the relationship between Achilles and Patroclus in Homer’s Iliad (700s BC) and Pat Barker’s The Silence of the Girls (2019), while also looking into the role of Briseis and how the story differs when it is told from her point of view. Through the analysis I find that the relationship between Achilles and Patroclus have always been intense. I argue, however, that the intensity is given more depth and meaning when described from different perspectives, such as that of Briseis and Achilles himself, as is done in The Silence of the Girls. With the help of Kevin Goddard’s theory of the male gaze, the perspective of both Briseis and Achilles become invaluable for interpreting the relationship between the characters, as well as the characters themselves. For Achilles, the gaze of his mother influences him in a negative way in his relationship with Briseis, while the gaze of Patroclus causes changes in his mentality. I argue that this has to do with the Oedipus complex. For once, Briseis is not invisible and even though she continues to be the slave everyone expects her to be, she is, through the gaze, able to create her own story once that of Achilles ends. It is still the story of the great Achilles, but one in which he is also human.

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Cihonski, Deborah A. "The Experience of Loss of Voice in Adolescent Girls: An Existential-Phenomenological Study." Scholar Commons, 2003. https://scholarcommons.usf.edu/etd/1342.

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The purpose of this study was to examine the meaning of the Loss of Voice experience in adolescent girls using an existential-phenomenological interview approach. An open-ended interview was conducted and participants were asked to "Please think of a specific time when you had something important to say, but did not say it. In as much detail as possible, describe that experience." Each interview was tape-recorded, transcribed by the investigator, and then independently thematized (Jones, 1984) by the author and a doctoral colleague trained in Jones' (1984) analysis method. Interrater reliability of the themes reached 96% agreement for the overall sample. Individual transcription reliabilities ranged between 85-98%. Thematic analysis revealed six superordinate themes and four subthemes. The superordinate themes were Difficult Position, Feeling, Might Explode, Not Worth It, Who Am I?, and Nevermind. The subthemes So Much To Lose and Strong were part of superordinate theme Difficult Position. The subthemes Emotion and Physical were part of the superordinate theme Feeling. Analysis of these themes in their totality suggested a complex meaning structure of co-researchers Loss of Voice experiences. This research supports and expands the current literature on Loss of Voice by providing a more in-depth study of the meaning contained in a Loss of Voice experience. Directions for future research efforts, intervention, and prevention education are discussed.

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LAU, Sui. "Why do girls stay silent? An exploratory research on young women's tolerance toward stranger harassment." Digital Commons @ Lingnan University, 2015. https://commons.ln.edu.hk/soc_etd/37.

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Stranger harassment has been a rising issue regarding gender equality globally. Nevertheless, this issue has been rarely explored in Hong Kong. This study aims at discovering its prevalence, the frequency of its occurrences, local women’s reactions toward it and variables that may determine women’s reactions in a local context. Both personal qualities, including gender-related belief, self-objectification and body image, as well as situational qualities, namely perceived situational norms, are examined. 350 self- administered questionnaires were collected from local women aged between 18 and 25, in either pencil-and-paper or online forms. Results showed that more than 80% of respondents reported experiencing stranger harassment at least once in their lifetimes. The frequency of experiencing certain types of harassment decreases as the severity of harassment increases. Unlike the results found by previous studies, active coping strategy has been reported as the most common reaction adopted by local young women, following by passive, self-blaming and lastly benign coping strategy. As for personal qualities that may determine women’s reactions toward stranger harassment, self-objectification has been found to be positively linked to benign and self-blaming coping strategies, whereas benevolent sexism, which was one of the measurements of gender-related belief, is positively linked to self-blaming and passive coping strategies. Situational qualities were also found to be related to women’s reactions toward stranger harassment. Among the three items that measure perceived situational norms, item B – ‘women should expect stranger harassment in that setting’ is positively correlated to all three nonactive coping strategies. Item C – ‘people nearby will help me if I experience stranger harassment in that setting’ was also found to be positively correlated to active coping strategy. Explanations to the relationships between these variables and women’s coping strategies as well as practical implications are discussed. This study contributes towards a greater understanding of stranger harassment and women’s reactions toward it, and fills gap in the literature on stranger harassment in the local context.

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Bartolomei, Linda Albina Social Sciences &amp International Studies Faculty of Arts &amp Social Sciences UNSW. "Struggling against the silences: exploring rights based responses to the rape and sexual abuse of refugee women and girls." Awarded by:University of New South Wales. Social Sciences & International Studies, 2009. http://handle.unsw.edu.au/1959.4/44830.

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This thesis examines the widespread occurrence of rape of women and girls in conflict and refugee settings. It contains many horrendous and complex case studies of rape and sexual violence. Using an intersectional framework, a range of theories is used to analyse these and in doing so the compounding effects of rape and sexual abuse in conflict and refugee situations is identified. The study uses a feminist action research methodology, involving seven complex cycles. These involve field work in Kenya and Thailand and are informed by the theoretical frameworks of post-colonial feminism, critical and anti-oppressive social work, and human rights. The study explores the silences surrounding rape and the reasons why major advances in international law and policy have had such little impact. It begins with an examination of the systematic use of rape as a strategy of war and the ways in which this is addressed in law, policy and practice. It then examines the impact and sequelae of rape on refugee women and girls. This focuses on exploring the reasons for the continued failure of the Women at Risk (WaR) Program to fulfil its potential. An extensive range of risk factors is explored. The almost complete failure of measures to protect refugee women and girls is documented. During the field work, a new research methodology which draws on community development and human rights principles is developed to ensure that the voices and agency of refugee women and girls are included. The study examines the lack of viable risk identification and response mechanisms and critiques the frequent failure to actively involve refugee women in finding and implementing solutions. It also identifies a number of political and ideological barriers, including the damaging impact of negative staff attitudes and the continued characterisation of refugee women as universally vulnerable and oppressed by their cultural contexts. In an activist approach to theory and practice, the study draws on a range of theories to understand the problems and to inform advocacy for changes in policy and practice. These include the development of new tools, law and policy informed by anti-oppressive participatory rights based approaches.

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Boer, Raphael Albuquerque de. "Who is going to save the final girl? the politics of representation in the films halloween and the silence of the lambs." reponame:Repositório Institucional da UFSC, 2014. https://repositorio.ufsc.br/xmlui/handle/123456789/129422.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2014
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Abstract: This dissertation aims at analyzing female representations in two film productions of the North American horror cinema, specifically of its subgenre slasher films, namely Halloween, directed by John Carpenter (1978) and The Silence of the Lambs, directed by Jonathan Demme (1991). My main theoretical framework is film, representation, gender, feminist and queer theories (Butler, 1990, 1993; Clover, 1989; Dika, 1985, Halberstam, 1995; Hall 1973, 1997; Mulvey, 1975, 1981; 2006; Rockoff, 2006; Weedon, 1995). My hypothesis is that the figure of the final girl, in the two films selected for analysis, is not progressive as suggested by the author Carol Clover in her work Men, Women and Chainsaws (1989). On the contrary, the two female characters are represented, in the narrative, as subjugated by the patriarchal system that has been conventionalized in the slasher subgenre. In order to provide arguments for my hypothesis, I analyze general aspects of both form and content of the two films, as well as specific scenes, using the cinematic elements of mise-en-scène, props, characterization, editing and lighting in order to obtain relevant results for my research.

Esta tese de doutorado objetiva analisar as representações femininas em duas produções cinematográficas do cinema de horror Norte-americano, especificamente do seu subgênero slasher films, intituladas Halloween, dirigido por John Carpenter (1978) e The Silenceof the Lambs, dirigido por Jonathan Demme (1991). Para tal análise, eu utilizo como referencial teórico as teorias de estudos de cinema, representação, gênero, feministas e queer (Butler, 1990, 1993; Clover, 1989; Dika, 1985; Halberstam, 1995; Hall, 1973, 1997; Halberstam, 1995; Mulvey, 1975; 1981; 2006; Rockoff, 2006; Weedon, 1995) para compor os meus argumentos. A minha hipótese consiste no fato de que a figura da final girl não é inovadora como sugere a autora Carol Clover em sua obra Men, Women and Chainsaws (1989). Ao contrário, a personagem feminina é representada na narrativa como subjugada pelo sistema patriarcal que se convencionou em filmes do gênero. Para a investigação da minha hipótese, foram feitas análises gerais dos filmes propostos, tanto considerando suas formas quanto conteúdos, bem como a de cenas específicas, utilizando-se dos elementos de cinema tais como mise-èn-scene, elementos de cena, caracterização de personagens, edição e luz a fim de obter resultados relevantes para a minha pesquisa.

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Studniarek, Amanda. "De silence en silence : auscultation interdisciplinaire du silence pour une auscultation du silence en cinéma." Thesis, Toulouse 2, 2012. http://www.theses.fr/2012TOU20090.

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Le silence est au cœur de tous les tissages musicaux, littéraires, cinématographiques. Son importance constitue l’objet de cette étude. En commençant par mettre en perspective la complexité qui lui est inhérente, il est question d’interroger sa place et ses manifestations dans le champ littéraire, puis dans le champ musical pour en arriver au champ cinématographique qui est toujours resté le moteur de cette recherche. Dans un approfondissement portant sur l’un des films de David Lynch, Wim Wenders, John Huston et Milos Forman, le silence est étudié dans son rapport à la voix, aux dialogues, à la musique, au corps, au mouvement, au montage, autour des questions de mémoire et d’oubli, d’imaginaire, d’errance, d’incommunicabilité ou de fracture, d’intimité, d’introversion ou d’extraversion, de protection ou de communion, de masque, d’enfermement, de mort, d’oppression ou de liberté… Ces cas d’étude permettent d’observer le silence dans sa polymorphie, l’évolution des ses valeurs, ses dualités ou la stratification de ses formes
Silence is at the heart of all the musical, literary, movie weaves. This study is based on its importance. Putting first its inherent complexity into perspective enables us to search for its place and expression in the literary field, and then in the musical field to finally reach the movie field that has always been the driving force behind this research. By studying one of the movies by David Lynch, Wim Wenders, John Huston and Milos Forman in much greater depth, silence is to be explored in its connection with voice, dialogues, music, body, movement, film editing, around issues of memory and oblivion, imagination, wandering, incommunicability, break, privacy, introversion or extraversion, protection or communion , mask, imprisonment, death, oppression or freedom ... These case studies allow us to observe silence in its polymorphism, its changing values, dualities or the stratification of its forms

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Books on the topic "The Silence of the Girls"

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Virtual silence. Sag Harbor, N.Y: Permanent Press, 1995.

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Motihar, Renuka. Breaking the silence: Reproductive health services for girls. New Delhi: Population Council, South & East Asia--Regional Office, 1999.

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The silence. New York, NY: SohoConstable, 2012.

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Taylor, Jill McLean. Between voice and silence: Women and girls, race and relationship. Cambridge, Mass: Harvard University Press, 1995.

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Silver-Stock, Carrie. Secrets girls keep: What girls hide (& why) and how to break the stress of silence. Deerfield Beach, FL: Health Communications, 2009.

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Doty, Kathryn Adams. A long year of silence. Roseville, Minn: Edinborough Press, 2004.

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Wilhelm, Kate. The price of silence. Don Mills, Ont: Mira, 2005.

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Wilhelm, Kate. The price of silence. Don Mills, Ont: Mira, 2005.

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Dirty little secrets: Breaking the silence on teenage girls and promiscuity. Naperville, Ill: Sourcebooks, Inc., 2011.

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Mann, Judy. The difference: Discovering the hidden ways we silence girls : finding alternatives that can give them a voice. New York: Warner Books, 1994.

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Book chapters on the topic "The Silence of the Girls"

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Marcus, Geetha. "Power and Silence: The Social Construction of Gypsies and Travellers." In Gypsy and Traveller Girls, 27–74. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-03703-1_2.

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Kissling, Elizabeth Arveda. "Introduction: Menstruation as Narrative." In The Palgrave Handbook of Critical Menstruation Studies, 865–68. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_62.

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Abstract Personal stories, urban legends, literature, media representations, and other kinds of narratives provide means of sharing information about menstruation, including what women and other menstruators should and should not do during their periods. For instance, no book has had more impact upon pubescent North American girls than Judy Blume’s 1970 Are You There God? It’s Me, Margaret. Girls growing up in the 1970s and onward, in a cultural milieu where they were encouraged to silence their questions and hush their bodies, had a protagonist with whom to identify and empathize.

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Rawitsch, Elizabeth. "Silence Isn’t Golden, Girls: The Cross-Generational Comedy of ‘America’s Grandma’, Betty White." In Ageing, Popular Culture and Contemporary Feminism, 172–86. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137376534_12.

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Julé, Allyson. "Girl Talk." In Gender, Participation and Silence in the Language Classroom, 119–42. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230596627_7.

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Stavrou, Vivi. "Breaking the Silence: The Voices of Girls Forcibly Involved in Armed Conflict in Angola." In Children's Rights and International Development, 109–28. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230119253_6.

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McHugh, Maureen C. "Menstrual Shame: Exploring the Role of ‘Menstrual Moaning’." In The Palgrave Handbook of Critical Menstruation Studies, 409–22. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_32.

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Abstract McHugh introduces the term ‘menstrual moaning,’ to refer to women’s negative communication about menstruation. Women’s talk about menstruation is often negative through its focus on pain, discomfort, and moodiness. McHugh ties menstrual moaning to the stigma associated with menstruation. Cultural attitudes that require girls and women to maintain secrecy and silence regarding menstruation contribute to the experience of menstrual shame. Breaking the taboos against menstrual talk may be a form of resistance. Brown argues that breaking the silence and secrecy taboo may help women to develop shame resilience. However, McHugh suggests that menstrual moaning, by reiterating negative cultural constructions of women’s bodies as flawed, deficient, and diseased, may have a deleterious impact on women’s menstrual attitudes, and perpetuate menstrual shame. Women could develop shame resistance and build community through more positive talk about menstruation, but positive menstrual conversations are rarely documented. McHugh recommends further research and activism on menstrual shame, resistance, and resilience.

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Aidara, Rockaya, and Mbarou Gassama Mbaye. "Practice Note: Menstrual Hygiene Management—Breaking Taboos and Supporting Policy Change in West and Central Africa." In The Palgrave Handbook of Critical Menstruation Studies, 529–37. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_40.

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Abstract This chapter shares the policies and practices enacted as a result of a pilot program in menstrual hygiene management undertaken from 2014 to 2018 in West and Central Africa. Aidara and Gassame Mbaye describe a culture of silence and taboo around menstruation. The pilot program, implemented by the UN Water Supply and Sanitation Collaborative Council (WSSCC) and UN Women, sought to address women’s and girls’ needs, specifically in the WASH sector. In reviewing results from the program, Aidara and Gassama Mbaye show that operational research in and with communities is key to inform public policies. The authors especially focus on the policy dialogue and sensitization efforts undertaken to promote gender equality in the WASH sector.

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Tourneur, Maurice. "Poor Little Rich Girl." In 100 Silent Films, 175–76. London: British Film Institute, 2011. http://dx.doi.org/10.1007/978-1-84457-569-5_73.

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Householder, April Kalogeropoulos. "Girls, Grrrls, Girls." In Feminist Theory and Pop Culture, 19–33. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-061-1_2.

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Nakane, Ikuko. "Silence." In The Handbook of Intercultural Discourse and Communication, 158–79. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118247273.ch9.

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Conference papers on the topic "The Silence of the Girls"

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Lee, Eun Kyung, Hariharasudhan Viswanathan, and Dario Pompili. "SILENCE." In the 8th ACM international conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1998582.1998594.

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Goren, Guy, and Yoram Moses. "Silence." In PODC '18: ACM Symposium on Principles of Distributed Computing. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3212734.3212768.

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Chamanzar, Alireza, and Pulkit Grover. "Silence Localization." In 2019 9th International IEEE/EMBS Conference on Neural Engineering (NER). IEEE, 2019. http://dx.doi.org/10.1109/ner.2019.8717188.

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Dickey, Rachel. "Awakened silence." In SIGGRAPH '19: Special Interest Group on Computer Graphics and Interactive Techniques Conference. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3306211.3320142.

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Elmore, Andrew Curtis, Cecilia Elmore, Erica Collins, John Conroy, Cristiane Q. Surbeck, and Jeff Cawlfield. "Girls Go Green, Girls Go Global!" In World Environmental And Water Resources Congress 2012. Reston, VA: American Society of Civil Engineers, 2012. http://dx.doi.org/10.1061/9780784412312.065.

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Nikolaidis, Georgios, Astrit Zhushi, Kyle Jamieson, and Brad Karp. "Cone of silence." In the ACM SIGCOMM 2010 conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1851182.1851248.

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Li, Heng, Yonghe Liu, and Siwang Zhou. "Power in Silence." In MSWiM '16: 19th ACM International Conference on Modeling, Analysis and Simulation of Wireless and Mobile Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2989275.2989290.

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Shin, In-geon, Jin-min Seok, and Youn-kyung Lim. "Ten-Minute Silence." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300672.

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Lee, Joon Suk, and Deborah Tatar. "Sounds of silence." In CSCW'14: Computer Supported Cooperative Work. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2531602.2531655.

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Zawadzka, Izabela. "Searching for Silence." In RE:SOUND 2019 – 8th International Conference on Media Art, Science, and Technology. BCS Learning & Development, 2019. http://dx.doi.org/10.14236/ewic/resound19.27.

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Reports on the topic "The Silence of the Girls"

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Carter, Becky. Women’s and Girls’ Experiences of Security and Justice in Somaliland. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.077.

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This rapid review seeks to provide an overview of the publicly available literature from the academic, donor, and non-government organisation sources on women’s and girls’ experiences of statutory and customary security and justice in Somaliland. In Somaliland women and girls experience poor security, with high rates of sexual and gender-based violence (SGBV), and significant barriers to gender equality in the pluralistic legal system. The predominant clan-based customary justice system, along with conservative social norms and religious beliefs, discriminates against women and girls, while weak formal state institutions are not able to deliver accessible and effective justice for vulnerable and marginalised groups. Social stigma silences SGBV survivors and their families, with many rape crimes resolved through customary compensation or marriage. National and international organisations have undertaken various activities to promote gender equality in security and justice, with support provided to formal and informal security and justice institutions and actors at national and local levels, as well as initiatives to empower women and girls.

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Chandrasekhar, Arun, Benjamin Golub, and He Yang. Signaling, Shame, and Silence in Social Learning. Cambridge, MA: National Bureau of Economic Research, October 2018. http://dx.doi.org/10.3386/w25169.

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Murayama, Mimi. Silence: A Comparison of Japanese and U.S. Interpretation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6811.

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Higgins, Mary. Dirty Girls. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5556.

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Todd, Troy K. Good to Go!: Marines, Combat and the Culture of Silence. Fort Belvoir, VA: Defense Technical Information Center, May 2014. http://dx.doi.org/10.21236/ada610215.

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Filip, Grażyna. SEMANTIC OF QUIET AND SILENCE BASED ON POLISH HUMAN SCIENCE. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11103.

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The article is an introduction to an individual research subject called The Communicational Potential of Silence, planned – and partially already realised since 2020 – as a cycle of publications based on diversified example material. In print are already two texts: G. Filip, The Communicational Potential of Silence. Film Reviews (University of Rzeszów Publishing House) and G. Filip, The Communicational Potential of Silence. Automotive Brand Press Maria Curie-Skłodowska University of Lublin Publishing House). The presented here English-language article serves for popularization Poland-wide and local (University of Rzeszów) research in the field communications.

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Lloyd, Cynthia, and Juliet Young. New Lessons: The Power of Educating Adolescent Girls—A Girls Count Report on Adolescent Girls. Population Council, 2009. http://dx.doi.org/10.31899/pgy17.1011.

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Kersh, Steve. July 2, 2020 -“Cone Of Silence” Issues & Lightning Indicator Study. Office of Scientific and Technical Information (OSTI), August 2020. http://dx.doi.org/10.2172/1777911.

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Phillips, Lynn M. Phillips. Speak for Yourself: What Girls Say about What Girls Need. Philadelphia, PA United States: Public/Private Ventures, December 2002. http://dx.doi.org/10.15868/socialsector.2.

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EdTech Hub, EdTech Hub. Girls’ Education and Technology: Evidence from the Girls' Education Challenge. EdTech Hub, January 2021. http://dx.doi.org/10.53832/edtechhub.0060.

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