Ghetto Fabulous: Reading Black Adolescent Femininity in Contemporary Urban Street Fiction

Autor/inn/en	Marshall, Elizabeth; Staples, Jeanine; Gibson, Simone
Titel	Ghetto Fabulous: Reading Black Adolescent Femininity in Contemporary Urban Street Fiction
Quelle	In: Journal of Adolescent & Adult Literacy, 53 (2009) 1, S.28-36 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.53.1.3
Schlagwörter	Adolescents; African Americans; Urban Areas; Fiction; Feminism; Females; Authors; Ethnic Stereotypes; Reading Materials; Popular Culture; African American Culture; Social Attitudes; Reader Text Relationship; English Instruction; Language Arts + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Afroamerikaner; Urban area; Stadtregion; Fiktion; Feminismus; Weibliches Geschlecht; Author; Autor; Autorin; National stereotype; Nationales Stereotyp; Popkultur; Social attidude; Soziale Einstellung; English langauage lessons; Englischunterricht; Sprachkultur
Abstract	In this article the authors provide a general overview of the controversies associated with urban street fiction, a brief introduction to the genre and an introduction to the complex representations of Black adolescent femininity within two contemporary titles, "Black and Ugly" (Styles, 2006) and "Bitch" (King, 2006). The authors provide a critical textual analysis that focuses on how women authors of urban street fiction rely upon and resist popular stereotypical representations of Black adolescent girls in their work. The authors argue that reading urban street fiction is a powerful out-of-school literacy practice that invites critical attention from educators. (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10