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Trauma-informed school practices require enactment of trauma-informed principles including prioritizing students’ physical and psychological safety, connection, cultural responsiveness, and student empowerment. These principles frequently challenge teachers’ preexisting beliefs about rules, consequences, and the intention behind student behaviors. In this case, an early career principal must address the actions of several teachers who chose to reinstate a previously existing seclusion room that had been transformed into a food pantry. The case highlights issues in supporting staff divided around school change, being an early career school leader in a rural school with high leadership turnover, and managing relationships between staff and external school partners.

Lyn Mikel Brown and Jenny Flaumenhaft describe the use of student-centered principles to engage in curricular reform in an underresourced rural elementary school. With a specific focus on student empowerment and self-determination, and in collaboration with students and teachers, Transforming Rural Experience in Education (TREE) integrated students’ desire for more movement and time outdoors into the curriculum through project-based activities called somedays and microadventures. Making the curriculum more student-driven has been especially helpful for students who have experienced trauma and a loss of control. In the second year of the curricular redesign, students and teachers are more engaged, school climate has improved, and standardized test scores are up.

Intergenerational collaborations with girls are difficult. Complicating power structures, translating vocabulary and culture across generations, balancing mentorship with partnership, and many other tricky negotiations lead too many adults to either give up or never even try to work with girls. This paper explores, examines, critiques, and celebrates the ways in which girls and adult allies are collaborating to ignite SPARK Movement (www.SPARKmovement.org), a “girl-driven,” anti-racist, intergenerational feminist activist movement. We braid research and practice and draw on interviews and writing responses from girl activists within SPARK to investigate these issues critical to scaffolding intergenerational feminist social change work. We share and analyze stories of transition and teachable moments, communication and miscommunication, and descriptions of activist projects to underscore the importance of girl-driven activism and the need for strategic adult support of many kinds. By problematizing...

This interchange explores the role of girl (ages thirteen to twenty-two) activism in the USA organisation SPARK (Sexualization Protest: Action, Resistance, Knowledge). Some of the many initiatives and programmes SPARK has enacted with girls, including online forums, blog spaces, marches, and summits directly address recent calls to attend to the complexity in understanding and resisting ‘sexualisation’ with teen girls. Several of the girls’ media appearances are explored in detail to illustrate the dynamics of girls’ agency and resistance that emerge in their embodied engagements with ‘sexualisation’.

In this article, I explore the ways in which sixth, seventh, and eighth grade White girls from poor and working-class families in rural Maine understand, express, and react to dominant cultural definitions of femininity. Using a qualitative method, The Listening Guide, to interpret data gathered over the course of a year from weekly videotaped focus group conversations and individual interviews, I identify and underscore the contradictory nature of what constitutes appropriately feminine discourse and behavior for these girls — discourse and behavior that is radically different from the dominant White middle-class cultural ideal and that offers these girls a wide range of physical and verbal expression not usually considered under the rubric of conventional femininity. I then examine the girls' ambivalent relationship with middle-class propriety, as well as their anger, their longing, and, in some cases, their resistance to dominant cultural ideologies of femininity. Although such resistance may serve them well in their local community, it puts them at odds with the expectations of their teachers and other adults invested in the conventional feminine ideal and thus underscores their displacement in school and society. The Listener's Guide, I contend, provides a way to elucidate the struggles these working-class girls experience as they negotiate and contest contradictory voices and visions of appropriately feminine behavior and constructions of self vying for their attention and allegiance.

This paper considers some of the implications of the “postmodern condition” for the practice of moral education in the contemporary world. It argues that an explicitly critical dimension is a key element of the postmodern perspective and suggests that, from such a perspective, most of the efforts to engage in explicit moral education over the past 25 years have fallen short, because instead of pushing toward genuine critique and authentic change they have simply perpetuated the status quo. It proposes, therefore, that a critical postmodern moral pedagogy must address the fundamental inter‐relationship between language and power, and must adopt a dialogical attitude that does not grant exclusive access to power, knowledge and authority to the teacher, but instead seeks ways in which teachers and students can engage in genuine dialogue and mutual exchange.

For over a century, psychologists have described adolescence as a time of heightened psychological risk for girls. This article explores a relational impasse or crisis of connection that we have observed in girls' lives at adolescence by tracing through time the thoughts and feelings of two 12-year-old girls who were interviewed as part of a 5-year longitudinal study of girls' psychological development. Using a voice-centered relational method, we join the experiences of struggle and resistance at this developmental juncture with the problems that have been seen as central to the psychology of women.

In a psychology understood as a relational practice, the process of listening to, interpreting, and speaking about the stories of others is a relational act; such a psychology demands a method that is responsive to different voices and sensitive to the way body, relationships, and culture affect the psyche.

In this chapter we explore the phenomenon of "girls fighting like guys" by listening to adolescent girls' justification for physical fighting with other girls. We argue that physical girlfighting is a particular kind of gendered performance--a performance of identity that expresses, at least in part, an answer to the question, "Who am I?"--that both perpetuates and challenges the usual notions of masculinity and femininity and the differential power associated with these discourses. We present a sociocultural approach to identity that we believe not only holds promise for helping us to understand girl-fighting behavior but also highlights the clear interrelationship between social identity and personal identity. We conclude by highlighting several implications of this analysis for those who work with girls (and boys) in educational and clinical settings. Language: en

The purpose of this paper is to present a methodology which outlines the kinds of real-life moral dilemmas adolescents spontaneously present in open-ended semiclinical interviews. A coding procedure is introduced which delineates three aspects of these moral dilemmas, "conflicts," "context," and "content," and an analysis is done of the category labeled "context." One hundred forty-eight adolescents from two school settings were interviewed. The results show that the majority of both boys and girls in these samples describe moral conflicts in the "context" of a relationship, particularly involving friends. However, boys are more likely than girls to focus on the "the self" as the "context" of the moral dilemma with no other relational context present and significantly more girls than boys focus on relationships rather than self.

This article explores the role that the sex–gender system plays in shaping both the violence and victimization of girls. Taking first the issue of girls' violence, the article argues that steep increases in girls' arrests are not the product of girls becoming more like boys. Instead, forms of girls' minor violence that were once ignored are now being criminalized. Shifting gears, the article explores how “gender-neutral” relabeling of girls' victimization in schools, a site of much violence against girls, is extremely problematic. Renaming “sexual harassment” as “bullying” tends to psychopathologize gender violence while simultaneously stripping girl victims of powerful legal rights and remedies. To illustrate this latter point, a “model” antibullying program, The Bullying Prevention Program, is reviewed. Offering a one-size-fits-all view of bullying, it assumes all bullying can be approached psychologically or relationally, thereby minimizing the structural underpinnings of such behavior.

Unser Ziel ist es, in diesem Aufsatz eine interpretative Methode zu beschreiben, die wir als Anleitung zur Auswertung (zum Lesen) von Interviewerzahlungen uber moralische Konflikte und Entscheidungen entwikkelt haben. Von zentraler Bedeutung fur dieses Vorhaben ist, das wir es fur moglich halten, das einerseits unterschiedliche Perspektiven im Hinblick auf moralische Probleme eingenommen werden konnen und das andererseits zwischen diesen ein Konflikt besteht. In der Tat glauben wir, das eine Spannung zwischen unterschiedlichen moralischen Stimmen und der Konflikt zwischen sich widersprechenden Werten wesentlich fur das moralische Leben ist; das es, wie Martha Nussbaumsagt, “einem konfliktfreien Leben im Vergleich zu einem Leben, in dem Konflikte entstehen konnen, an Wert und Schonheit mangelt” (Nussbaum 1986, S. 81).

The telling of stories in moral education has a long and universal tradition. In the study of moral development, however, the uses and power of narrative in both forming and conveying a moral sense have been largely ignored. Mark Tappan and Lyn Brown argue that narrative is central to the study as well as to the teaching of morality, and that acknowledgment of authorship of moral choices, actions, and feelings marks the endpoint of the development of moral sensibility. Children's storytelling, they believe, creates authorship when the audience is responsive and the story told represents real experience. By presenting thoughtful and challenging evidence for the role of storytelling, these authors represent a perspective much needed in the field of moral development.