Girlhood Studies, as an academic discipline, is still growing. Since some educational institutions do include girls’ studies as part of a special curriculum, an academic program, a certificate course, a minor, or as part of Women’s Studies or Gender Studies, Girlhood Studies does have a presence in academia although at this stage rarely in an autonomous department. This interest in the pedagogies and practices of teaching Girlhood Studies is an important aspect of its growth as a field of study at university level, at school, and outside of formal academic settings.
- Theories that inform our teaching of Girlhood Studies, such as intersectionality, entangled identities, and borderlands, among others
- Discussion of Girlhood Studies courses already taught, in progress, or proposed
- Teaching in non-classroom settings (in, for example, workshops for girls or about girlhood, non-profit education, and so on)
- Teaching Girlhood Studies at different levels (K-12, undergraduate, graduate)
- Collaborations with girls in the creation, development, and/or implementation of courses in Girlhood Studies
- Perspectives of current or former students of Girlhood Studies courses
- Teaching about girlhood in literature and/or media courses
- Inclusions of non-binary children in girlhood pedagogies and practices.
- Adapting pedagogical approaches because of COVID-19, such as creating or maintaining safe spaces on virtual platforms
- Reflections on assignments, projects, or creative activities for Girlhood Studies
- Studying girlhood through specific lenses or case studies involving, for example, the body, dolls, literature, popular culture, and film.
Emily R. Aguiló-Pérez (she/her/hers) (ORCID: 0000-0001-5246-4585) is an Assistant Professor of English at West Chester University of Pennsylvania. She specializes in children’s literature, girlhood studies, and children’s cultures (particularly Latinxs). Her work has appeared in The Looking Glass: New Perspectives on Children’s Literature (2016), Oxford Bibliographies in Childhood Studies (2017), and Jeunesse: Young People, Texts, Cultures (2019), among others. Her monograph, under contract, focuses on girlhood as represented in Puerto Rican girls’ identity formation with Barbie dolls. In addition, she is a reviewer for Latinxs in Kid Lit and is managing editor of Anansesem: The Caribbean Children’s Literature Magazine.
Jacqueline Reid-Walsh (she/her/hers) (ORCID: 0000-0003-3408-8453) is an Associate Professor at The Pennsylvania State University. Cross-appointed between the Departments of Curriculum and Instruction and Women’s, Gender and Sexuality Studies, she teaches undergraduate and graduate courses on children’s books and on girl cultures. She is a specialist in children’s and girls’ literature, culture, and media past and present, having published on a range of topics like children’s popular culture, Barbie, Seventeen Magazine, and the Sims computer games. Her present focus is on old and new media and her latest book is called Interactive Books: Playful Media before Pop-ups (2018). She has an ongoing digital archive and blog project topic housed with Penn State University Libraries, which can be viewed at http://sites.psu.edu/play/.