By Kimberly L. Oliver
Bodily Knowledge is a narrative of ways 4 adolescent women developed the meanings in their our bodies. it's a tale of oppression and resistance, voice and silence. it's a tale of the way our tradition shapes ladies’ wishes and distracts women from turning into fit those that pursue major pursuits. finally, it's an expression of the ladies’ hopefulness – in their collective trust within the worth of efforts to create a greater international within which all kids may have possibilities to develop up fit and revered. Bodily Knowledge tells those tales when it comes to the women’ analyses of style, their wants to be spotted and accredited through others, their issues approximately problems with race and racism, and our personal commitments to nurturing critique and service provider via curriculum and activist learn.
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Extra info for Bodily Knowledge: Learning about Equity and Justice with Adolescent Girls
For each theme we listed all relevant data and generated assertions to account for these data. Through the writing process (Alvermann, O’Brien, & Dillon, 1996), we refined and limited assertions to represent the data accurately and robustly. Because our intent was to keep the girls’ voices at the heart of analysis and interpretations, we organized this book to highlight constructs that were salient for the girls. In spite of our attention to and concern about the amount and quality of evidence, we want to acknowledge that our representation of the girls’ 34 Working with the Girls perspectives in this book is both a partial and perspectival one.
This activity often took her into the community where she would sing solos at various events. She also sang solos at many school functions. Nicole enjoyed her community and school involvement, explaining that it made her feel self-confident. Working with the Girls 29 Alysa is a member of a Caucasian lower middle-class single parent family. She wrote of herself, “I’m nice, funny, caring, 5 feet 2 inches, I wear a 5-6 in jeans . . ” Alysa talked often of the joy she experienced when playing outside in her backyard with her dogs.
Theoretical Issues 17 To explain changes during adolescence, psychologists have developed the construct of “body image” as a tool for research (Elkind, 1984; Pipher, 1994; Littrell, Damhorst, & Littrell, 1990; Jaffee & Lutter, 1995; Usmiani & Daniluk, 1997; Rosenbaum, 1993). “Body image is not the same as body, but rather what the mind does to the body in translating the experience of embodiment into its mental representation” (Hutchinson, 1982, p. 59). These researchers have established adolescence as the developmental period during which “body image” becomes a primary concern for many girls.