A Little F'd Up: Why Feminism Is Not a Dirty Word by Julie Zeilinger

By Julie Zeilinger

Younger ladies this present day have a nasty attractiveness, and for sturdy cause: They’re sexting their classmates, they spend extra time on fb than they do in school, and their urge for food for cloth possessions and truth television is matched simply by means of their overwhelming apathy approximately very important social and political concerns. Right?

Wrong.

FBomb weblog writer Julie Zeilinger debunks those (and different) myths approximately glossy adolescence in a bit F’d Up, the 1st ebook approximately feminism for younger women of their young people and twenties to really be written by way of one among their friends. during this obtainable instruction manual, Zeilinger takes a severe, sincere, and funny examine the place younger feminists are as a new release, and the place they’re going—and she does so from the point of view of somebody who’s within the trenches correct along her readers.

Fun, humorous, and fascinating, a bit F’d Up is a must-read for the starting to be variety of clever, expert younger women in the market who're able to commence discovering their voice—and altering the realm.

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Additional resources for A Little F'd Up: Why Feminism Is Not a Dirty Word

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Co-authorship should denote . . meaningful participation in the planning, design, and interpretation . . and in the writing of the paper” (qtd. in Jones 2000, 9). We do agree, though by asking that co-authors make their contributions explicit we are not saying that their scholarship should be policed or that they should be pressured to count words and sentences; instead, co-authors should be invited to nondefensively articulate their contributions. We do not advocate trying to validate co-authorship by quantifying contributions but rather by revealing the characteristics and qualities of the interaction that led to solid research and effective writing.

And one of the teams we interviewed expressed similar concerns about changing each other’s words or even suggesting changes, but they did not perceive that eschewing what they saw as rudeness and lack of confidence in each other resulted in anyone’s voice being silenced. Moreover, evidence exists that the individual voice is enriched or strengthened as it “jams” with other voices. Joy Ritchie (1989) provides us with a vivid metaphor to describe this “heteroglossia,” this relation and contribution of the self to the group and vice versa: “Small groups [are] like jazz combos, where a melody tossed out by one player is taken up and transformed by several other players, each of whom produces some new, unique variation” (165).

In pedagogical terms, cooperation defined this way looks like a teacher-centered classroom, and collaboration defined this way looks like a student-centered classroom. ” To illustrate how we distinguished between these terms before we began our study, we’ll use an example from academia. If a scholar is part of an academic department, he cooperates in that he meets his classes, serves on committees, turns in grades on time, and makes coffee when the carafe is empty. His actions are part of the “social grease” that keeps the department running and relationships congenial.

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