Girlhood, Sexual Violence, and Agency in Francesca Lia Block's "Wolf"

Autor/in	Marshall, Elizabeth
Titel	Girlhood, Sexual Violence, and Agency in Francesca Lia Block's "Wolf"
Quelle	In: Children's Literature in Education, 40 (2009) 3, S.217-234 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-6713
DOI	10.1007/s10583-008-9083-7
Schlagwörter	Empowerment; Adolescent Literature; Violence; Sexual Harassment; Adolescents; Fairy Tales; Sexuality; Fathers; Females; Parent Child Relationship; Undergraduate Students; Preservice Teachers; English Teachers; Cultural Influences; Feminism; Social Attitudes; Victims of Crime; Gender Issues + Suchen Sie Ihr Suchwort? Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Gewalt; Sexuelle Belästigung; Adolescence; Adoleszenz; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Sexualität; Weibliches Geschlecht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Cultural influence; Kultureinfluss; Feminismus; Social attidude; Soziale Einstellung; Victim; Victims; Crime; Opfer; Verbrechen; Geschlechterfrage
Abstract	This essay examines the representation of adolescent girlhood, sexual violence and agency in Francesca Lia Block's contemporary fairy tale collection "The Rose and The Beast." Focusing specifically on the tale "Wolf," the author provides a literary analysis of how Block draws on and reworks traditional Western fairy tale variants to reintroduce repressed material about father-daughter incest and sexual violence within the family. This theoretical analysis is augmented by a discussion of how 25 students enrolled in an undergraduate young adult literature course for pre-service English education students read Block's "Wolf." The author concludes that despite Block's revisionist attempts to attend to the rapacious father figure, evidence from student readings reveals that they interpret "Wolf" in ways that fit broader cultural pedagogies of femininity that position the girl as a victim who must learn to defend her body. The author concludes with a discussion of the possibilities and limitations of how gender, sexual violence, and agency can be represented, read, and taught in a contemporary context amidst conflicting cultural scripts of girlhood vulnerability and empowerment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10