Cambodian Schoolgirls' Negotiation of Discursive Constraints within and beyond the School Context

Autor/inn/en	Rogers, Tracy Leigh; Nairn, Karen
Titel	Cambodian Schoolgirls' Negotiation of Discursive Constraints within and beyond the School Context
Quelle	In: Gender and Education, 33 (2021) 6, S.737-756 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rogers, Tracy Leigh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2020.1849571
Schlagwörter	Foreign Countries; Adolescents; Females; Sex Role; Sex Stereotypes; Gender Bias; Cultural Influences; Secondary School Students; Access to Education; Equal Education; Rural Areas; Student Attitudes; Social Influences; Dropouts; Cambodia + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Weibliches Geschlecht; Geschlechterrolle; Geschlechterstereotyp; Cultural influence; Kultureinfluss; Sekundarschüler; Education; Access; Bildung; Zugang; Bildungszugang; Rural area; Ländlicher Raum; Schülerverhalten; Sozialer Einfluss; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Kambodscha
Abstract	For adolescent schoolgirls in Cambodia, remaining in school entails negotiating social expectations of the dutiful, domestic-bound daughter and personal desires for educational attainment, independence, and empowerment. Dominant discourses of girlhood in Cambodia construct girls as weak, ignorant, and quiet, and confine girls' possibilities to future wife, mother, and homemaker; whilst enabling discourses promote girls' rights to education and participation in society. Drawing on empirical research using visual and textual data collection methods, we explore how 43 secondary schoolgirls from two state-run coeducational schools negotiated the discursive constraints of Cambodian girlhood. We argue that when schoolgirls challenge discourses of female submissiveness, they redefine Cambodian girlhood in ways that extend schoolgirls' possibilities for action. We examine the complexities of schoolgirls' subjectivities in relation to dominant discourses of 'masculine' strength and domestic-bound females, and deficit discourses attributed to uneducated (out-of-school) girls. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01