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By Claudia Mitchell, Carrie Rentschler

Analyzing context-specific stipulations within which women dwell, study, paintings, play, and set up deepens the knowledge of place-making practices of ladies and younger women around the world. targeting position throughout well-being, literary and ancient experiences, artwork background, communications, media experiences, sociology, and schooling allows investigations of ways girlhood is situated with regards to interdisciplinary and transnational learn methodologies, media environments, geographic destinations, historic and social areas. This e-book deals a accomplished and authoritative interpreting of this rising box and the way girlhood students build and installation examine frameworks that at once interact ladies within the learn method.

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Pathology-driven lenses “seek [only] to document pain, loss, brokenness or damage” (Tuck 2010: 638). Within such a model, Indigenous girls remain marginalized, relegated to proving their worth and entitlement through the mutually constituting discourses of risk/ trauma and deservedness/thankfulness. As Linda Tuhiwai Smith argues, a damage-centered approach reduces Indigenous people to “making claims” about their “rights and dues” (2012: 143). This approach reasserts settlers’ authority to legitimize Indigenous contestations, to give up the resources they now control—a restructuring of power that is unlikely under an active colonial state, and one that mutes invaluable accounts of resurgence and presencing.

Here, I want to focus on the many girls for whom ancestral and community connections matter. For so many girls, particularly those of mixed backgrounds who may not identify as Indigenous or who grew up disconnected from their territories, cultures, and communities, stories that model presencing are salient even if tenuous and partial. As Krestin and Sarah outline, such connections, however difficult, are meaningful: It’s hard, because for me, I personally don’t have that cultural knowledge. I … didn’t grow up knowing my culture.

Their stories emphasize the creative ways in which Indigenous women and girls have, for hundreds of years, mobilized as activists, teachers, healers, leaders, and advocates, pushed for legislative and policy change, initiated grassroots movements and organized international advocacy, created community-based services and alternative economies, and acted as spiritual and cultural leaders (see Anderson and Lawrence 2003; Martin-Hill 2003; Andrea Smith 2005; Suzack et al. 2010). Many of the girls I work with are aware of this legacy of tremendous strength and resilience, and many participate in individual and collective resistances of all kinds that connect them with other girls, sisters, women, aunties, and grandmothers.

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