By Majorie Harness Goodwin
Winner of the easiest e-book of 2008 from The foreign Gender and Language AssociationIn this ground-breaking ethnography of ladies on a playground, Goodwin deals a window into their advanced social worlds.Combats stereotypes that experience ruled theories on girl ethical improvement through tough the proposal that women are inherently supportive of one another Examines the stances that ladies on a playground in a multicultural tuition environment imagine and indicates how they place themselves of their peer teams records the language practices and degradation rituals used to sanction pals and to bully others a part of the Blackwell reviews in Discourse and tradition sequence
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Additional resources for The Hidden Life of Girls: Games of Stance, Status, and Exclusion
Kung state in no uncertain terms that their norms are meant to prevent arrogance and to make sure that one person does not see himself as superior to others in the group: When a young man kills much meat he comes to think of himself as a chief or big man, and he thinks of the rest of us as his servants or inferiors. We can’t accept this . . So we always speak of his meat as worthless. This way we cool his heart and make him gentle. Kung76 operate in the girls’ groups I have studied (working class African American girls, second generation Mexican American and Central American girls in downtown Los Angeles, and within the clique of Hanley School girls) as well.
I examine the language resources through which such processes occur as (1) girls in a fifth grade group challenge the boys’ right to dominate the soccer field and (2) when as fourth graders girls fend off a sixth grade girl who attempts to lay claim to the contents of the girls’ lunch boxes. Ways in which older girls assert their power over younger girls are explored. In chapter 4 I examine directives that are used to orchestrate activity in the midst of a game that was common to both boys and girls’ groups in the Los Angeles progressive school, jump rope.
I discuss procedures used by girls to index their access to activities and privileges of the upper middle class. Descriptions and stories alluding to features of upper middle class culture make relevant the participation of those who have access to such events. Sequences of comparisons and bragging provide ways that girls articulate how group members stand with respect to the chosen dimensions of contrast. Within the play realm girls not only project and articulate their own views of female identity and social roles, but also subtly put girls who fail to understand the important symbols that define middle class consumer culture in their place.