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The Girl Next Door:Post-apocalyptic And Everyday HeroinesIn Popular Young Adult TextsKelli McGrawQueensland University of ...
THE TEXTS:             Collins, S. (2008). The   hunger games.             Scholastic             Marsden, J. (1993). Tomo...
THE CONTEXT:• The ‘girls next door’ –     Katniss     Ellie     Summer• Popular texts with young adults     In schools; at...
THE HUNGER GAMES:Texts as a pedagogical apparatus –• Do these texts engage a feminist   pedagogy?                    • Do ...
TOMORROW WHEN THE WAR BEGAN:          ‘Writing it down means we might be          remembered. And by God that          mat...
NEIGHBOURS:         ‘the model citizen at the heart of         liberal education … is being prepared         for economic,...
THE ‘IDEAL’ CITIZEN?                          • Obligation to family                          • Reluctant heroine• Solidar...
SIGNIFICANCE:          Straight white females…            …who all experience great suffering            and loss as a res...
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AERA slides

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Slides used for my 2012 AERA paper in the symposium: 'Producing the Young Citizen in Texts of Families, Neighbourhoods, and Nations.'

Images are screen shots taken from the film versions of 'The Hunger Games', 'Tomorrow When the War Began', and the Australian television soap 'Neighbours'.

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Transcript of "AERA slides"

  1. 1. The Girl Next Door:Post-apocalyptic And Everyday HeroinesIn Popular Young Adult TextsKelli McGrawQueensland University of Technology
  2. 2. THE TEXTS: Collins, S. (2008). The hunger games. Scholastic Marsden, J. (1993). Tomorrow when the war began. Pan Macmillan Freemantle Media (2011). Neighbours. [various episodes]. FremantleMedia Australia: Richmond
  3. 3. THE CONTEXT:• The ‘girls next door’ – Katniss Ellie Summer• Popular texts with young adults In schools; at the cinema; on television• Post-apocalyptic and everyday worlds• Different media used – very similar stories.
  4. 4. THE HUNGER GAMES:Texts as a pedagogical apparatus –• Do these texts engage a feminist pedagogy? • Do they have ‘transformative potential’? (Coffey & Delamont, 2000) • Do they change dominant ways of thinking? • What normative assumptions are challenged?
  5. 5. TOMORROW WHEN THE WAR BEGAN: ‘Writing it down means we might be remembered. And by God that matters to us. None of us wants to end up as a pile of dead white bones, unnoticed, unknown, and worst of all, with no one knowing and appreciating the risks we’ve run.’ (p.2)
  6. 6. NEIGHBOURS: ‘the model citizen at the heart of liberal education … is being prepared for economic, political & cultural life in the public sphere …’ (Lynch, Lyons & Cantillon, 2007) (e.g. Summer – passionate about equity and social justice; goal to be a journalist; besieged by ethical dilemmas )
  7. 7. THE ‘IDEAL’ CITIZEN? • Obligation to family • Reluctant heroine• Solidarity with local communities & beyond • Sacrifices personal safety/success for the greater good
  8. 8. SIGNIFICANCE: Straight white females… …who all experience great suffering and loss as a result of heroic actions. ‘to know is not enough’…? FIN
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