Abstract
This article explores the perspectives of 10 White British girls eligible for Free School Meals as they transfer from English primary to secondary schools. Having identified the discourses relevant to the girls at transition - good girl, girl power, hyper-femininity, authenticity, ‘challenges at home’, ‘friends as family’ and standards - the article uses Foucault to theorise these examples, reflecting on the complexity of associated power, resistance and resilience. The article continues by drawing on the multiplicity of resistance to these discourses to identify the girls’ developing intrinsic strengths, and argues that these should be used both a starting point and a structure for supporting them through discourse negotiation at secondary transition and beyond.
© 2016. The attached document (embargoed until 13/11/2017) is an author produced version of a paper, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at http://www.tandfonline.com/doi/full/10.1080/09540253.2016.1184236. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.
© 2016. The attached document (embargoed until 13/11/2017) is an author produced version of a paper, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at http://www.tandfonline.com/doi/full/10.1080/09540253.2016.1184236. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.
| Original language | English |
|---|---|
| Pages (from-to) | 907-925 |
| Journal | GENDER AND EDUCATION |
| Volume | 29 |
| Issue number | 7 |
| DOIs | |
| Publication status | Published - 13 May 2016 |
