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Supergirl scorned : lessons about young femininity in an Australian television satire

Charles, Claire E. 2010, Supergirl scorned : lessons about young femininity in an Australian television satire, Critical studies in education, vol. 51, no. 3, Pedagogy writ large : public, popular and cultural pedagogies in motion, pp. 265-276, doi: 10.1080/17508487.2010.508803.

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Title Supergirl scorned : lessons about young femininity in an Australian television satire
Author(s) Charles, Claire E.
Journal name Critical studies in education
Volume number 51
Issue number 3
Season Pedagogy writ large : public, popular and cultural pedagogies in motion
Start page 265
End page 276
Total pages 12
Publisher Routledge
Place of publication Melbourne, Vic.
Publication date 2010-10
ISSN 1750-8487
1750-8495
Keyword(s) girl power
pedagogy
popular culture
sexuality
subjectivity
young femininity
Summary In this paper I explore the popular Australian television character of Ja’mie King – a teenage private school girl created and performed by male comedian Chris Lilley. I conceptualise Lilley’s satire as a public pedagogy of young femininity. My reading of his satire responds to recent feminist scholarship around young femininities and ‘girl power’, which explores representations of young femininity in popular culture in Western nations. Drawing primarily on the 2005 television mockumentary We can be heroes, I explore how King can be read in terms of exaggerated ‘girl power’ subjectivity. I examine the relationships, fashioned through the character of King, between ‘sexuality’ and global citizenship activity. I consider the extent to which King’s character teaches that young women can ‘have it all’. I explore the extent to which her character teaches that they can be ‘beautiful’ and ‘brainy’, ‘self-determined’ and ‘sexy’ at the same time.
Language eng
DOI 10.1080/17508487.2010.508803
Field of Research 130308 Gender, Sexuality and Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2010, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30037183

Document type: Journal Article
Collection: School of Education
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