Slut-Shaming, Girl Power and "Sexualisation": Thinking through the Politics of the International SlutWalks with Teen Girls.

Ringrose, Jessica; Renold, Emma

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Title: Slut-Shaming, Girl Power and "Sexualisation": Thinking through the Politics of the International SlutWalks with Teen Girls

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Title:	Slut-Shaming, Girl Power and "Sexualisation": Thinking through the Politics of the International SlutWalks with Teen Girls
Authors:	Ringrose, Jessica; Renold, Emma
Descriptors:	Females; Focus Groups; Gender Issues; Sexuality; Social Attitudes; Politics; Adolescents; Feminism; Foreign Countries; Moral Values; Child Development; Mass Media; Activism; Human Body; Violence; Safety; Clothing
Source:	Gender and Education, v24 n3 p333-343 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	11
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	This viewpoint begins by exploring whether the global phenomenon of the 2011 "SlutWalks" constitutes a feminist politics of re-signification. We then look at some qualitative, focus group data with teen girls who participated in a UK SlutWalk. We suggest girls are not only negotiating a schizoid double pull towards performing knowing sexy "slut" in postfeminist media contexts, but also managing de-sexualising protectionist discourses in school, particularly in relation to the highly regulatory moral panic over child "sexualistion". We consider whether the SlutWalks are adult-centric and if teen girls' involvement in a SlutWalk offered any critical rupturings to sexual regulation in their everyday lives. (Contains 4 notes and 2 figures.)
Abstractor:	As Provided
Reference Count:	30

Note:	N/A
Identifiers:	United Kingdom
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0954-0253
Audiences:	N/A
Languages:	English
Education Level:	Secondary Education
Direct Link:	http://dx.doi.org/10.1080/09540253.2011.645023

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