Girls' Feminist Blogging in a Postfeminist Age

Keller, Jessalynn (2015) Girls' Feminist Blogging in a Postfeminist Age. Routledge Studies in New Media and Cyberculture . Routledge, New York. ISBN 131762775X

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Abstract

Girls’ Feminist Blogging in a Postfeminist Age explores the practices of U.S.-based teenage girls who actively maintain feminist blogs and participate in the feminist blogosphere as readers, writers, and commenters on platforms including Blogspot, Facebook, Twitter, and Tumblr. Drawing on interviews with bloggers between the ages of fifteen and twenty-one, as well as discursive textual analyses of feminist blogs and social networking postings authored by teenage girls, Keller addresses how these girls use blogging as a practice to articulate contemporary feminisms and craft their own identities as feminists and activists. In this sense, feminist girl bloggers defy hegemonic postfeminist and neoliberal girlhood subjectivities, a finding that Keller uses to complicate both academic and popular assertions that suggest teenage girls are uninterested in feminism.Instead, Keller maintains that these young bloggers employ digital media production to educate their peers about feminism, connect with like-minded activists, write feminist history, and make feminism visible within popular culture, practices that build upon and continue a lengthy tradition of American feminism into the twenty-first century. Girls’ Feminist Bloggers in a Postfeminist Age challenges readers to not only reconsider teenage girls’ online practices as politically and culturally significant, but to better understand their crucial role in a thriving contemporary feminism.

Item Type:	Book
Uncontrolled Keywords:	digital culture,girls,blogging,feminism,sdg 5 - gender equality ,/dk/atira/pure/sustainabledevelopmentgoals/gender_equality
Faculty \ School:	Faculty of Arts and Humanities > School of Art, Media and American Studies
Depositing User:	Pure Connector
Date Deposited:	18 Feb 2016 12:02
Last Modified:	01 Oct 2021 00:34
URI:	https://ueaeprints.uea.ac.uk/id/eprint/57173
DOI:

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