Journal articles: '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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Geller, Jeffrey L., and Maxine Harris. "Between Voice and Silence: Women and Girls, Race and Relationship." Psychiatric Services 48, no. 2 (February 1997): 249–50. http://dx.doi.org/10.1176/ps.48.2.249.

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O'Connor, Carla, Jill McLean Taylor, Carol Gilligan, and Amy Sullivan. "Between Voice and Silence: Women and Girls, Race and Relationship." Contemporary Sociology 26, no. 4 (July 1997): 507. http://dx.doi.org/10.2307/2655131.

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Osiek, Carolyn. "The Education of Girls in Early Christian Ascetic Traditions." Studies in Religion/Sciences Religieuses 41, no. 3 (April 25, 2012): 401–7. http://dx.doi.org/10.1177/0008429812441341.

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There is a surprising silence about any kind of education of children by Christian families until quite late, and information about the education of girls is even scarcer. Margaret MacDonald and I, in A Woman’s Place: House Churches in Earliest Christianity (Fortress Press, 2006), tried to develop whatever information there is. Here we follow some of the elusive strands from ascetic writers of the third and fourth centuries that suggest the beginnings of a full educational program for girls, which would certainly have applied only in selective situations, but that may have its origins much earlier. Il ya un silence surprenant sur toute forme d’éducation des enfants par les familles chrétiennes jusqu’à assez tard, et l’information sur l’éducation des filles est encore plus rare. Avec Margaret MacDonald j’ai essayé d’élaborer l’information existante [ A Woman’s Place: House Churches in Earliest Christianity (Fortress Press, 2006)]. Ici, nous suivons quelques-uns des volets insaisissables d’écrivains ascétiques des IIIe et IVe siècles qui suggèrent le début d’un programme complet d’éducation pour les filles qui ne s’aurait certainement appliqué que dans des situations sélectives, mais qui peut avoir ses origines beaucoup plus tôt.

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van Eerdewijk, Anouka. "Silence, pleasure and agency: sexuality of unmarried girls in Dakar, Senegal." Contemporary Islam 3, no. 1 (February 5, 2009): 7–24. http://dx.doi.org/10.1007/s11562-008-0074-7.

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Granski, Megan, Shabnam Javdani, Corianna E. Sichel, and Morgan Rentko. "Gender Differences in the Relationship Between Self-Silencing, Trauma, and Mental Health Among Juvenile Legal System-Involved Youth." Feminist Criminology 15, no. 5 (September 10, 2020): 545–66. http://dx.doi.org/10.1177/1557085120955234.

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The current study investigates the impact of trauma exposure on adolescent girls’ and boys’ self-silencing and the impact of self-silencing on and internalizing and externalizing mental health symptoms. Results are informed by data from 206 legal system-involved youth ages 12 to 18 in short-term detention facilities. Hierarchical regression analyses with gender modeled as a moderator revealed that girls with greater trauma exposure were less likely to self-silence, and girls with lower levels of self-silencing were at increased risk for depressive and anxious symptoms. This study has implications for trauma-informed approaches in juvenile legal settings, which may inadvertently reward emotional restriction.

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Gordon, Nirit. "Bonds, binds and binaries: Women, girls, silence, sexual desire and intergenerational transmission." Psychoanalysis, Culture & Society 20, no. 3 (September 2015): 303–10. http://dx.doi.org/10.1057/pcs.2015.21.

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Surbhi and Sarita Anand. "Notes From the Field: Using Grassroots Comics to Break the Silence on Menstruation." Indian Journal of Gender Studies 26, no. 1-2 (February 2019): 171–82. http://dx.doi.org/10.1177/0971521518811175.

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Attaining safe menstrual health has been a challenge in India due to inadequate sanitation infrastructure, inaccessible or unaffordable hygiene products and lack of awareness. This has been further blindsided by myths and misconceptions on religious and cultural grounds. This article is based on a participatory workshop on menstrual hygiene management held with 23 adolescent girls, who were purposively selected from the village Kadampur, in Tilonia District, Rajasthan, a village close to the sanitary napkin production unit of the Barefoot College. 1 The workshop used the concept of grassroots comics to break the silence on menstruation. Girls shared their own experiences of menstruation through comics and used it as an opportunity to ask questions about this biological process, discuss social taboos and learn about menstrual hygiene. A significant increase in knowledge on various aspects of menstruation and menstrual hygiene was observed.

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Verma, Anjana, Ashish Patyal, Jitendra Kumar Meena, and Medha Mathur. "Breaking the silence around menstruation: experiences from urban and rural India." International Journal Of Community Medicine And Public Health 8, no. 3 (February 24, 2021): 1538. http://dx.doi.org/10.18203/2394-6040.ijcmph20210859.

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Menstruation being a normal physiological process is still considered a subject of shame. Discussion around “periods” is always kept private and not considered a normal health issue. There are many organizations (both government and non-government), who have been working towards providing menstrual hygiene management in India. However, even in 2020, “period” word is still associated with stigma in society. Cultural stereotypes have a huge impact in the efforts to alleviate the issues related to menstruation in India. Lack of awareness and accessibility make the behaviour change even more difficult. The ever-present stigma and taboos that adolescent girls and women face impact considerably how they understand and experience menstruation. Women are always expected to be the main source of information about menstruation. In India, especially rural areas, parents are often unprepared, uncomfortable and under-resourced to have a conversation about menstruation with their daughters. Hence it is difficult to allay the negative beliefs and attitudes that surround menstruation. The impact of shame and stigma around menstruation is an interwoven issue in Indian society felt by most of menstruating girls and women. Given the taboo around menstruation, discussions and sharing of knowledge on menstrual hygiene management practices are very limited.

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Dliya’ul Chaq, Moh. "MELACAK MAQHASHID NIKAH DALAM PERSETUJUAN CALON MEMPELAI WANITA DALAM PERKAWINAN DI INDONESIA." Tafáqquh: Jurnal Penelitian Dan Kajian Keislaman 7, no. 1 (September 5, 2019): 68–88. http://dx.doi.org/10.52431/tafaqquh.v7i1.186.

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Abstract : In the science of fiqh it is explained that asking permission for a woman's consent in the marriage to the girl is not a widow, because the widow knows more about herself and is experienced in navigating domestic life, permission of a virgin (girl) only by silence because girls feel ashamed to be frank Meanwhile, approval of a widow with clear words from her, if a girl is silent or smiling and does not cry or cry sadly, then it is a sign of her agreement to get married. A woman's approval will be directly related to the feeling of a girl who will accompany her husband for life, he will undergo and will feel happiness and peace in his household, so asking for the approval of a girl and widow in marriage is highly recommended, because the purpose of marriage (Maqhashid al-nikah) is to form a family that sakinah mawaddah warahamah.

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Hoyle, Sally. "So Many Lovely Girls." Genealogy 2, no. 3 (August 24, 2018): 33. http://dx.doi.org/10.3390/genealogy2030033.

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A little over 20 years ago I was reunited with my daughter, who had been adopted at the age of six weeks. We have become friends since then and I felt I owed it to her to explain the circumstances surrounding her birth and relinquishment. I have done this as an adult, in conversation with her, but there is only so much we can say to each other face to face. She knows my adult self but I wanted her to understand how my teenage self felt about losing a child, and to understand the shame surrounding illegitimacy at the time she was born. In the 1960s in England, “bastard” was still a dirty word. My parents dealt with the shame of my pregnancy by never speaking of it. They built a wall of silence. It took me 30 years to climb that wall: The attitudes I encountered as a teenager have not disappeared altogether. The shame of teenage pregnancy is still very much an issue in Ireland, for instance. The events I have written about took place in the late 60s in England, and I have tried to give a picture of the culture of the time. Women who gave birth to illegitimate children in the 60s and into the 70s were judged harshly by doctors and nurses and treated with less care than married women. So Many Lovely Girls is an extract from a longer memoir piece, which could be termed relational, because it deals with an intimate relationship, but I prefer the classification of autogynography, a term coined by feminist critic Donna Stanton in The Female Autograph. Stanton uses the term to differentiate women’s life writing from men’s.

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Rogers, Annie. "Voice, Play, and a Practice of Ordinary Courage in Girls' and Women's Lives." Harvard Educational Review 63, no. 3 (September 1, 1993): 265–96. http://dx.doi.org/10.17763/haer.63.3.9141184q0j872407.

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In this article, Annie Rogers explores the etymology of courage, and links the "ordinary courage" of eight- to twelve-year-old girls with an old meaning of the word: "to speak one's mind by telling all one's heart." She then observes how this ordinary courage is lost as many girls reach early adolescence. Her observation is embedded in a newly emerging psychology of women based on empirical studies of girls, which have documented a striking loss of voice, of resiliency, and of self-confidence in girls as they enter early adolescence. These studies have identified this as a time of particular vulnerability and risk in young women's psychological development, as it becomes increasingly dangerous for them to speak their minds truthfully within the context of cultural conspiracies to silence women's knowledge. In order to capture the girls' inner life of feeling, Rogers introduces a "poetics of research," a particular discourse grounded in feminist epistemology and methodology, as well as the voice-centered,relational practice of research she has helped to create.

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Cameron, D. "Review: Gender, Participation and Silence in the Language Classroom: Sh-Shushing the Girls." Applied Linguistics 26, no. 1 (March 1, 2005): 125–28. http://dx.doi.org/10.1093/applin/amh044.

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Dickens, Danielle D., and Tida Tambedou. "Book Review: Womanish black girls: Women resisting the contradictions of silence and voice." Psychology of Women Quarterly 44, no. 4 (May 15, 2020): 561–62. http://dx.doi.org/10.1177/0361684320923291.

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FORDHAM, SIGNITHIA. "“Those Loud Black Girls”: (Black) Women, Silence, and Gender “Passing” in the Academy." Anthropology & Education Quarterly 24, no. 1 (March 1993): 3–32. http://dx.doi.org/10.1525/aeq.1993.24.1.05x1736t.

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Walter, Uta M., and K. Jean Peterson. "Gendered Differences: Postmodern Feminist Perspectives and Young Women Identified as “Emotionally Disabled”." Families in Society: The Journal of Contemporary Social Services 83, no. 5 (October 2002): 596–603. http://dx.doi.org/10.1606/1044-3894.67.

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Little consideration has been given to adolescent girls identified as having emotional disabilities in either the research or clinical literature. Social workers continue to use developmental theories that are based on males, and thus contribute to the persistent silence about the needs of this population. Feminist and postmodern perspectives can serve to highlight how dominant discourses around “gender,” “emotional disabilities,” and “psychological development” influence social work theory and practice with this population. This paper uses feminist and postmodern re-visions of developmental theories to deconstruct the current research and clinical practices with female adolescents and shows how these re-visions can inform our thinking about adolescent girls identified as having emotional or behavioral disabilities.

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S., Mouna H., Hamsa L., Ranganath T. S., and Vishwanath N. "Assessment of knowledge and health care seeking behaviour for menstrual health among adolescent school girls in urban slums of Bengaluru: a cross sectional study." International Journal Of Community Medicine And Public Health 6, no. 11 (October 24, 2019): 4881. http://dx.doi.org/10.18203/2394-6040.ijcmph20195073.

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Background: Adolescent girls are often less informed and less comfortable in accessing reproductive health care and information. Due to taboos and socio-cultural restrictions associated with menstruation and its issues, a culture of silence surrounds it. Every stage of women’s life influences next stage, thus present menstrual health will help the girls to have good reproductive, sexual and maternal health later. Good knowledge and better health care seeking behaviour will help in managing menstruation hygienically and with dignity. Hence the present study was undertaken with the objectives, to assess knowledge about menstruation and to determine health care seeking behaviour for menstrual health among adolescent girls in urban slums.Methods: A cross sectional study was conducted to assess knowledge about menstruation and determine health seeking behaviour for menstrual health among 150 adolescent school girls. Multi stage random sampling with probability proportionate to size sampling technique was used. A pre-tested, semi-structured questionnaire was self administered to assess socio-demographic factors, knowledge and health care seeking behaviour for menstrual health.Results: Among 150 adolescent girls, 102(68.0%) of them had good knowledge. Among girls who had excessive bleeding and irregular menses only half of them sought medical treatment (p<0.05) and though 59.5% had more than one symptoms in a cycle, only 37.3% sought treatment.Conclusions: Health care seeking behaviour for menstrual health among adolescent girls was marginally low, only 34(37.4%) sought treatment.

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Chinta, Kumar, Sasikala P., Chandrasekhar V., Jayanth C., and Geethanjali A. "Menstrual hygiene patterns and practices among rural adolescent school girls." International Journal Of Community Medicine And Public Health 5, no. 12 (November 24, 2018): 5190. http://dx.doi.org/10.18203/2394-6040.ijcmph20184788.

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Background: Menstruation is described as the periodic vaginal bleeding that occurs with the shedding of the uterine mucosa. Issues associated with menstruation are never discussed openly and the silence surrounding menstruation burdens young girls by keeping them ignorant of this biological function. The taboo surrounding menstruation in society prevents girls from articulating their needs and problems of poor menstrual hygiene management have been ignored or misunderstood. Implications of ignoring this issue of menstruation are serious and at times life threatening.Methods: This study is a cross-sectional observational study conducted among 217 adolescent girls studying in government high schools located in the field practice area of rural health training centre attached to the department of community medicine, Narayana Medical College, Nellore.Results: Out of 169 girls who have attained menarche, 154 (91.12%) were having periods at regular intervals. Among 154 girls with regular menstrual cycle majority (55.2%) had 28-31 day cycle. Out of 169 girls who had attained menarche at the time of study 76.9% reported that they use sanitary napkins for absorption of blood during menstruation. The most common method of disposal of material used for absorption of blood during menstruation was burning (91.7%) and 65.7% were using soap for washing private parts.Conclusions: The study concludes that majority of adolescent girls had regular menstrual cycles and majority of the respondents were using sanitary napkins.

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Rastogi, Shreya, Aparna Khanna, and Pulkit Mathur. "Uncovering the challenges to menstrual health: Knowledge, attitudes and practices of adolescent girls in government schools of Delhi." Health Education Journal 78, no. 7 (May 23, 2019): 839–50. http://dx.doi.org/10.1177/0017896919850209.

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Background: Menstrual hygiene management is a significant issue affecting the health of women around the world. Lack of knowledge and awareness about menstruation and the silence surrounding it is a risk factor for all women. Objective: The objectives of this study were to elicit the knowledge, attitudes, and practices of adolescent girls (13–15 years) regarding issues related to menstruation and to assess the barriers that prevent them from practising menstrual hygiene. Design and Setting: Cross-sectional study involving 187 adolescent girls from four government schools of Delhi. Method: Information was obtained using a mixed-methods approach, including a pretested questionnaire and focus group discussions with girls, parents and school staff. Results: Only 40% of girls were aware of menstruation prior to menarche. The majority of girls (95.7%) did not know the source of menstrual blood. About two-thirds (65.8%) of girls were unaware that the menstrual blood flow could be affected by anaemia. Approximately 17% of the girls believed a woman to be impure during menstruation. About half of the girls absented themselves from school for the first 2–3 days of their menstrual cycle. Thirty-four percent girls did not bathe at all during their menstrual period and a similar number of girls did not bathe daily while menstruating. Dysmenorrhoea was a common problem among 60% of girls. The mothers of girls were identified as the major source of information about menstruation. However, mothers believed that school teachers should also be imparting this knowledge. Teachers expressed the belief that menstrual hygiene was poor among girls. The provision of free sanitary napkins in school has improved hygiene levels. Conclusion: Strategic behaviour change interventions should be designed involving all stakeholders to ensure a sustained change in knowledge, attitude and practices so as to ensure the better health of adolescent girls.

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Raftery, Deirdre. "Into silence and servitude: how American girls became nuns, 1945–1965, by Brian Titley." History of Education 48, no. 6 (December 11, 2018): 858–59. http://dx.doi.org/10.1080/0046760x.2018.1532533.

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Doyle, Áilín. "Into Silence and Servitude: How American Girls Became Nuns, 1945–1965 by Brian Titley." Studies: An Irish Quarterly Review 111, no. 441 (March 2022): 106–9. http://dx.doi.org/10.1353/stu.2022.0000.

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Van Lierop-Debrauwer, Helma. "Voice and Silence in Jacqueline Woodson’s Brown Girl Dreaming." European Journal of Life Writing 10 (December 6, 2021): BB102—BB118. http://dx.doi.org/10.21827/ejlw.10.38165.

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In 2014, the American writer Jacqueline Woodson published Brown Girl Dreaming, the story of her childhood in free verse, which was classified as young adult literature. Most US reviewers characterized and appreciated the book both as a human rights narrative of a young brown girl’s coming of age against the socio-political background of racism and the Civil Rights Movement in the United States of the 1960s, and as a personal history of her development as a writer. In this article the major focus will be on how Brown Girl Dreaming as both a political memoir and an autobiographical narrative of identity formation is fleshed out. On the basis of my analysis of these two plot lines, I will further argue that its categorization as young adult literature disguises that the novel addresses a dual audience of adult and young readers. In my argumentation related to the political and personal character of the novel, as well as in my discussion of the crossover potential of Brown Girl Dreaming, I will focus on the presence of voice and silence.

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Benedet, Janine, and Isabel Grant. "Breaking the Silence on Father-Daughter Sexual Abuse of Adolescent Girls: A Case Law Study." Canadian Journal of Women and the Law 32, no. 2 (November 2020): 239–87. http://dx.doi.org/10.3138/cjwl.32.2.01.

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Rajagopal, Shobhita, and Kanchan Mathur. "‘Breaking the silence around menstruation’: experiences of adolescent girls in an urban setting in India." Gender & Development 25, no. 2 (May 4, 2017): 303–17. http://dx.doi.org/10.1080/13552074.2017.1335451.

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Mingo, AnneMarie. "Black and Blue: Black Women, ‘Law and Order,’ and the Church’s Silence on Police Violence." Religions 12, no. 10 (October 15, 2021): 886. http://dx.doi.org/10.3390/rel12100886.

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During the mid-twentieth century, many southern White religious leaders proudly championed police brutality and other forms of state-sanctioned violence against Black citizens. In Martin Luther King, Jr’s Letter from Birmingham Jail, he defends direct-action non-violent protests as he responds to criticisms and offers his own critique of the clergymen who gave commendations to “the police force for keeping ‘order’ and ‘preventing violence,’” while ignoring the “ugly and inhumane treatment” that the police exerted on non-violent Black protestors who sought to stand up for their rights. King intentionally includes examples of violence against older Black women and girls in his critique. In this article, the historical grounding in King’s critique is expanded to reflect longstanding support of police violence in White communities and a form of sanction through silence in Black communities centered around communal survival in the face of violent White power structures. This article highlights religious communities which ignored at best and sanctioned at worst police violence against Black women and girls and identifies the need for change in the twenty-first century. Ultimately, it calls for leaders to be in proximate location to police violence so when they see it, they can be moved ethically to address it.

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Cardoso, João Casqueira, and Martha Peter Mwolo. "Assessment of non-formal sexual education strategies for adolescent girls: the case of Tanzania." Ensaio: Avaliação e Políticas Públicas em Educação 25, no. 95 (April 27, 2017): 527–47. http://dx.doi.org/10.1590/s0104-40362017002501111.

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Abstract This article proposes a critical look at the non-formal education strategies, which have been conducted mainly in Dar es Salaam, Tanzania, by four non-governmental organizations, in order to provide sexual education to girls between the ages of 12 and 16, showing the role played by the civil society in contradicting the school conservatism. Clear trends emerged from this study to indicate that sexual risky behaviours, unintended pregnancies, and HIV transmission among adolescent girls are closely related to intentional as well as unintentional reproduction of the power relations, social meanings, moral codes, stigma and silence attached to adolescents, their sexuality and sexual health within key institutions. As a result, their sexual behaviours are hidden and ignored. As schools do not develop curricula for life, NGOs play their role by means of non-formal education.

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Altrows, Aiyana. "Silence and the Regulation of Feminist Anger in Young Adult Rape Fiction." Girlhood Studies 12, no. 2 (July 1, 2019): 1–16. http://dx.doi.org/10.3167/ghs.2019.120202.

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Bringing rape stories into popular discussion was a crucial success of the Second Wave Women’s Liberation movement. Popular culture is now inundated with rape stories. However, the repetitive scripts and schemas that dominate these are often informed by neoliberal individualism that is antithetical to feminism. The contradictions that characterize the tensions between feminism and neoliberalism in these texts are typically postfeminist, combining often inconsistent feminist rhetoric with neoliberal ideology. By examining the use of the silent victim script in young adult rape fiction, in this article I argue that most young adult rape fiction presents rape as an individual, pathological defect and a precondition to be managed by girls on an individual basis, rather than an act of violence committed against them.

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Zounlome, Nelson O. O., Y. Joel Wong, Elyssa M. Klann, Jessica L. David, and Nat J. Stephens. "‘No One . . . Saves Black Girls’: Black University Women’s Understanding of Sexual Violence." Counseling Psychologist 47, no. 6 (August 2019): 873–908. http://dx.doi.org/10.1177/0011000019893654.

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Although research has found that sexual violence is a serious issue on college campuses, the lack of diversity in previous samples calls into question the findings’ generalizability to non-White populations. Consequently, little is known about how Students of Color conceptualize sexual violence. Using an intersectional and phenomenological approach, we examined how Black/African American university women understand sexual violence, as well as their perceptions of cultural barriers to help-seeking and reporting this violence. Seven themes emerged: (a) Historical Legacy of Racialized Trauma Against Black Women, (b) Stereotypes of Hypersexualized Black Women, (c) Silence and Community Protection, (d) Duality of Black Spirituality and/or Religiosity, (e) Racial Injustice and Systemic Barriers to Help-Seeking and Reporting, (f) Stereotypes of Strong Black Women, and (g) Grassroots Healing and Empowerment of Black Communities. We provide recommendations for counselors and university staff to develop culturally grounded campus prevention initiatives for Black women.

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De Oliveira, Ricardo Santos. "The silence of innocence." Archives of Pediatric Neurosurgery 3, no. 2(May-August) (May 6, 2021): e942021. http://dx.doi.org/10.46900/apn.v3i3(september-december).94.

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The mysterious and suspicious death of the young Henry Borel on March 8, 2021 in Brazil brought up again the subject of child violence to the media. The child had multiple injuries in the abdominal cavity, pulmonary contusion, head trauma and other injuries incompatible with a domestic accident or fall in his room as reported by parents. Brazilian media has closely followed the case, offering continuous updates. In Brazil, violence is a public health issue that hits population in a large scale, including children. Violence against children takes many forms. It can be physical, emotional or sexual. It happens in all countries and any settings – in a child's home, community, school and online. In some parts of the world, violent discipline is socially accepted and common. And for many girls and boys, violence comes from the hands of the people they trust – their parents or caregivers, teachers, peers and neighbours [1]. A perpetrator is a person who is responsible for the abuse or neglect of a child [3]. The National Child Abuse and Neglect Data System (NCANDS) showed that in 2019, about 252,324 children in the U.S. were abused by their mother [4] Unfortunately, one or more parent is involved in 78% of child maltreatment fatalities. Child maltreatment is a global problem with serious life-long consequences. In spite of the recent national surveys in several low- and middle-income countries, data from many countries are still lacking [3]. Shaken Baby Syndrome / Abusive Head Trauma (SBS / AHT) is a term used to describe the constellation of signs and symptoms resulting from violent shaking and impacting of the head of an infant or small child [5]. According to the WHO nearly 3 in 4 children - or 300 million children - aged 2–4 years regularly suffer physical punishment and/or psychological violence at the hands of parents and caregivers [3]. The Brazilian Society of Pediatrics (SBP) entered into a partnership with the Federal Council of Medicine (CFM) and the Ministry of Human Rights, to seek solutions against aggressions against children and adolescents. On average, 233 assaults of different types (physical and psychological torture) against children and adolescents aged up to 19 years are notified in Brazil [6]. In 2020, this pandemic has brought with it additional challenges in protecting young people from abuse and revealed gaps in our existing approach [7]. The stress in families and children will not end when the stay-at-home orders are lifted. Let's be prepared to help all our children emerge healthy and strong, and ready to learn. Everyone knows violence is bad for children and adolescents, and sometimes fatal. It is harmful for them to be mistreated or abused by an adult, to be victimized by bullies, to witness serious domestic violence, or to be criminally assaulted. Many, though not all, young people who are exposed to violence react to this adverse experience by developing behavioral, emotional, or learning problems. What is less well known is that adverse experiences such as violence exposure can also lead to hidden physical alterations inside a child’s body. Some children exposed to violence learn to resolve their own conflicts in a violent manner. Others seem to become desensitized to violence and the pain and distress of others. Some retreat into a shell, avoiding people and the world around them. These children with long-term exposure are at an increased risk for: Behavioral, psychological, and physical problems Academic failure Alcohol and substance use Delinquent acts Adult criminality Despite these grave physical and mental health consequences, the vast majority of child victims never seek or receive help to recover. What’s more, children who grow up with violence are more likely to re-enact it as young adults and caregivers themselves, creating a new generation of victims. Violence against children can be prevented. Preventing and responding to violence against children require that efforts systematically address risk and protective factors at all four interrelated levels of risk (individual, relationship, community, society). Do not underestimate child violence. Report it.

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Khosroshahi, Zahra. "Growing Up Married." Girlhood Studies 11, no. 3 (June 1, 2018): 101–14. http://dx.doi.org/10.3167/ghs.2018.110309.

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Child marriage affects many young girls and women all over the world, and yet, while the number of cases is extremely alarming, there appears to be hardly any awareness of the subject, never mind public visibility. The consequences of forced marriage are dire with severe psychological, physical, and social impact on girls and women. If we are to raise awareness, the silence surrounding forced child marriage needs to be broken. In her documentary film Growing Up Married (2016), feminist media scholar Eylem Atakav faces the issue head-on. Her film brings to the screen four women from Turkey who were forced into marriage as children; as adults, they recollect their memories, on camera, for the first time. Growing Up Married—a milestone of feminist filmmaking in its celebration of women’s narratives of survival—foregrounds their voices as they tell their stories of having been child brides.

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Mitchell, Claudia. "Editorial." Girlhood Studies 12, no. 1 (March 1, 2019): v. http://dx.doi.org/10.3167/ghs.2019.120101.

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I am very grateful to Barbara Brickman, the guest editor of this Special Issue of Girlhood Studies: An Interdisciplinary Journal for her term “dislodging girlhood” in the context of heteronormativity. Repeatedly in this issue Marnina Gonick’s pivotal question, “Are queer girls, girls?” (2006: 122) is cited. In the 13 years since she posed this question, we have not seen enough attempts made to address it. To mix my metaphors I see this issue of Girlhood Studies as helping to break the silence and simultaneously to open the floodgates to a ground-breaking collection of responses to Gonick’s question. Given the rise of the right in the US and in so many other countries, queer girls— trans, lesbian, gender non-conforming, non-binary to mention just a few possibilities—are at even greater risk than before. Girlhood Studies has always been concerned with social justice, so this special issue is a particularly important one in our history. It is also worth noting that many of the articles are written or co-authored by new scholars, signaling an encouraging trend in academic work that has social justice at its core. I thank Barbara Brickman, the authors, and the reviewers for their history-making contributions to the radical act of dislodging girlhood.

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Gumbs, Alexis Pauline. "Silence and Sound in Black Girl Utopia." Departures in Critical Qualitative Research 6, no. 3 (2017): 90–97. http://dx.doi.org/10.1525/dcqr.2017.6.3.90.

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Ladeedah is an audio novella that takes place in a Black utopic space after “the improvised revolution.” Ladeedah is a tone-deaf, rhythm-lacking Black girl in a world where everyone dances and sings at all times. What is Ladeedah's destiny as a quiet, clumsy genius in a society where movement and sound are the basis of the social structure and the definition of freedom? This excerpt from Ladeedah focuses on Ladeedah's attempts to understand the meaning of revolution from her own perspectives—at home, at school, and in her own mind and body.

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Eder, Donna. "Between Voice and Silence: Women and Girls, Race and Relationship.Jill McLean Taylor , Carol Gilligan , Amy M. Sullivan." American Journal of Sociology 102, no. 3 (November 1996): 883–85. http://dx.doi.org/10.1086/231010.

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Moletsane, Relebohile. "“Stop the War on Women’s Bodies”: Facilitating a Girl-Led March Against Sexual Violence in a Rural Community in South Africa." Studies in Social Justice 12, no. 2 (December 29, 2018): 235–50. http://dx.doi.org/10.26522/ssj.v12i2.1655.

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Internationally, there is increasing recognition that girls and young women are engaged in various forms of resistance and activism to address social issues that impact their lives. However, in contexts that are hostile to girls and young women due to unequal gender norms, girls are often silenced, and activism is met with disapproval and even violence. Where activism does occur, the voices of girls and young women engaged therein are often ignored. It is for this reason that adult activists often team up with and support girls and young women’s activism at the community level. In a rural community in South Africa, adult researchers and activists from a university worked with participating girls and young women to address sexual violence in the community. Within this collaborative project to commemorate the annual National Women’s Day, and with the assistance of the adult researchers, the participants organized an awareness march against sexual violence in their community. This article examines this intergenerational collaboration and the role of adult feminists in enabling girls’ voices to be heard regarding their experiences of sexual violence and how it might be addressed. The article concludes that in contexts where unequal gender norms produce high rates of gender-based violence, including sexual violence against girls and young women, girl-led activism is likely to occur with the support of adult activists with access to resources, and whose skills and relative authority gives them access to decision-makers and policy makers in communities and organizations.

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Shrestha, Niki, Ganesh Dangal, Gayatri Khanal, and Tulsi Ram Bhandari. "Knowledge of menstrual hygiene management among adolescent girls: what does evidence show?" Nepal Journal of Obstetrics and Gynaecology 15, no. 1 (June 7, 2020): 9–17. http://dx.doi.org/10.3126/njog.v15i1.29333.

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Aims: To explore the knowledge of menstrual hygiene management among adolescent girls in different domains like culture, social learning and belief. Methods: This review paper explored the knowledge of menstrual hygiene management under several domains. Literature published in Pub Med, Medline, Google Scholar and HINARI from 2010 to 2020 was reviewed to prepare this paper. Results: The studies revealed that there is a general silence about menstruation. Adequate and accurate information about menstruation and the need for good menstrual hygiene management is limited. It further revealed that girls are not provided with comprehensive information before menarche while growing up, and therefore the first experience of menstruation is without any preparation and usually comes as a shock. Menstruation is widely regarded as a curse from God or as a disease or as being impure or as a taboo. Schools are doing very little to impart education on Menstrual Hygiene Management to adolescents. A majority of the teachers themselves are least or unprepared to address this issue with the girls, even when it is part of the school curriculum. The studies provide a wealth of information for designing interventions to improve menstrual hygiene management. Conclusions: Young girls are not well aware of the menstrual event and the hygienic measures. They are neither well informed nor properly taught by elders and teachers. Effective interventions must be contextualized, designed, and implemented to generate awareness and change the mindset of people surrounding menstruation. Keywords: adolescents, knowledge, menstrual hygiene management, reproductive health

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Clarence-Smith, William Gervase. "Eunuchs and Concubines in the History of Islamic Southeast Asia." MANUSYA 10, no. 4 (2007): 8–19. http://dx.doi.org/10.1163/26659077-01004001.

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In the early 17th century, male servant eunuchs were common, notably at the Persianised Acehnese court of Iskandar Muda. By mid-century, the castration of male slaves mysteriously disappeared. Concubinage, however, lasted much longer. While there were sporadic attempts to stamp out abuses, for example sexual relations with pre-pubescent slave girls, and possibly, clitoridectomy, a reasoned rejection of the institution of concubinage on religious grounds failed to emerge. This paper discusses the sexual treatment of slaves across Islamic Southeast Asia, a subject which sheds important light on historical specificities pertaining to both Islam and sexuality in the region, yet which continues to be treated with silence, embarrassment or even scholarly condemnation.

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Choi, Jung Ja. "Female Intersubjectivity: Violence, Women, and Elegy in Lee Chang-dong’s Poetry." Journal of Korean Studies 25, no. 1 (March 1, 2020): 237–61. http://dx.doi.org/10.1215/07311613-7932324.

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Abstract This article explores the configuration of female intersubjectivity demonstrated in the film Poetry (Si, 2010) by Lee Chang-dong (Yi Ch’angdong), as well as the power of poetry to conjure the dead and provide space and voice for marginalized and silenced women. The focus of the film is Mija, a woman in her mid-sixties who works as a caregiver to a disabled man while raising a grandson on her own. Just as Mija discovers that her grandson has been implicated in a sex crime that led to a girl’s death, she learns that she herself is in the first stage of Alzheimer’s disease. It is through poetry that Mija mourns her own impending death and also that of the young girl, who is otherwise consigned to oblivion under the phallocentric order of South Korean society. Lee Chang-dong’s film, this article argues, shows that despite the impossibility of poetry in the face of tragedy, lyric imagination offers women the power to escape the patriarchal imposition of silence and preserve a story of their own.

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Knauth, Thorsten. "Boys in Religious Education – a difficult relationship?! Considering perspectives of boys in a gender-balanced pedagogy of diversity." Encounters in Theory and History of Education 19 (November 30, 2018): 123–39. http://dx.doi.org/10.24908/eoe-ese-rse.v19i0.11921.

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Pedagogy of Religion has been, for a long time, pedagogy of skipped gender difference. In a wrong generalization, students were talked about sweepingly. However, Religious Education (RE) never was neutral to gender; when it pretended to be so it actually supported male dominance. Crucial for the pioneer work of feminist theology was to reveal the gender veil (Pissarek-Hudelist, 1981, p. 47-71): The silence about the significance of gender supported an unreflected acceptance of maleness as the standard. Feminist religious pedagogy tried to overcome androcentrism, the dominance of male perspectives in religious education in contents, aims, and interactions (Jakobs 1994, p. 97-106; Kohler-Spiegel, 1995, p. 204-211; Pithan, 1993, p. 421-435). Outcomes of research in Feminist Theology and feminist approaches to Religious Education have led to a necessary emphasis on structural discrimination of girls in school education and contributed to increasing awareness of gender bias in RE-approaches. The feminist perspective was bitterly needed and still is. But while the way of looking at girls, their life situations, needs, and gender-related educational approaches could become more differentiating, the perspective on boys has remained strangely bleak, being stuck in the criticism of male dominance.

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Adams, Andrea, Suzanne G. Lea, and Elsa M. D’Silva. "Digital Technologies and Interventions Against Gender-Based Violence in Rural Areas." International Criminal Justice Review 31, no. 4 (October 4, 2021): 438–55. http://dx.doi.org/10.1177/10575677211040413.

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This study reports experiences of combining digital technologies and facilitated interventions to address gender-based violence in rural areas. The methodology was based on the Safecity platform with a combination of communicative methods, digital technologies, and participant-led interventions to address gender-based violence in the State of Bihar and the Satara district in rural India. The findings indicate that the most common barriers to creating change in rural communities include patriarchal mindsets that foster a culture of silence around women's rights, lack of education, digital illiteracy, and lack of access to digital tools and services. Notwithstanding these obstacles, rural Indian women and girls participated in an intervention to create a new narrative informed by technological solutions that addressed gender violence in their communities.

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Kravic, N. "Transgenerational transfer of family secret - case presentation." European Psychiatry 26, S2 (March 2011): 316. http://dx.doi.org/10.1016/s0924-9338(11)72025-9.

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ObjectiveWe wanted to show how the family secret of adoption can influence even second generation of members.Case studyGirl 15 years of age, high school first grade lived in complete family with older brother and younger sister. Father was a rigid structure, difficult in communication with other family members except youngest daughter. For a first check up she had come with her mother (previously psychiatry treated of depression). Girl was very depressed (CDI 24), her appearance expressed hopelessness, repeatedly thought about suicide, did not accomplish anything she wanted, to study for nurse, or an actress. Two years ago looking through some papers, she had find out that her mother was adopted as a baby, that changed her all life, relationship toward grandparents, could not study, focus on anything else. Just a few days ago she admitted to her mother that she knows a secret about her origins. Her mother also find out that she was adopted when she was 14 (the same age when her daughter find it out), some girls in the school told that to her. Finding out the truth was very devastating for her too.ConclusionTrans - generational transfer of family secret came to resonance of unconscious and girl find out the truth almost in the same age as mother. It has had stressful effect, but also influence trust, and cause anger and feeling of exclusion. Silence has aggressive except protective function. Adolescence as vulnerable developmental age made this girl more sensitive for this.

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Dodhy, Shamaila. "The Phenomenon of Intrusive Thoughts in Yejide Kilanko’s Daughters Who Walk This Path." Advances in Language and Literary Studies 8, no. 5 (November 2, 2017): 99. http://dx.doi.org/10.7575/aiac.alls.v.8n.5p.99.

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Hegemonic masculinity, with patriarchal supremacy and female subservience are the norms of many African societies. Suffering in silence goes along with the traditional place of woman in African societies as they observe sexist hierarchy of power. Physical attack and its wounds flourish in an atmosphere of secrecy and silence. Silence to such problems escalates psychological distress, casting adverse effects on the individual. Silence leaves overt and covert markings on the psyche. Intrusive thoughts are one of symptoms among nightmares, flashbacks, fear, and anxiety of psychological trauma. No previous research examined the intrusion of intrusive thoughts which disturb the life of Morayo. The article addresses this gap as this symptom of trauma makes life difficult for a girl whose trust is violated by a kinsman. This work accentuates that speaking-out can end a false sense of shame that survivors often carry. Speech will agitate legal change, bring about advancement in therapeutic approaches, and undermine social myths about sexual assault which will promote acceptance for the survivors.

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

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