Abstract
This article examines the recently released Girl Rising film and associated campaign to analyze how the guarantee that girls’ education is panacea for local, national and global solutions is sedimented through affective logics. I view Girl Rising as a curriculum inclusive of the film, accompanying packaged lesson plans for educators, and related discourses and affects. The Girl Rising curriculum is part of a larger discursive development apparatus that anchors particular storylines about the relationship between girlhood, education and development as truth. I attend to textual and visual representations of empowered Third World girlhood in the Girl Rising curriculum. While empathy is often understood as a good feeling, I analyze its precarious dimensions, which are cultivated through curricular encounters between the Western spectator/learner and the Third World Girl.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 248-264 |
| Number of pages | 17 |
| Journal | Curriculum Inquiry |
| Volume | 46 |
| Issue number | 3 |
| DOIs | |
| State | Published - May 26 2016 |
| Externally published | Yes |
All Science Journal Classification (ASJC) codes
- Education
Keywords
- Curriculum studies
- educational theory
- gender issues in education
- girlhood
- international education