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Poetry writing as a means of self-definition by a sample of adolescent girls in an all-girls' school in post-apartheid South Africa

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dc.contributor.advisor Nichols PA, Dr en
dc.contributor.author O'Connell N en
dc.date.accessioned 2016-09-22T11:18:05Z
dc.date.available 2016-09-22T11:18:05Z
dc.date.created 1999 en
dc.date.submitted 2002 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/109378
dc.description.abstract This research report concerns itself with how a sample of adolescent girls are silenced within their particular context of an all-girls' catholic school and how they resist these silencings through the poetry they write and then share with each other in a poetry focus group. <br><br> The report describes the theoretical basis that underpins the study of female adolescence and offers general comments on the nature and power of dominant discourse in the perpetuation of and resistance to silencings. It offers an explanation of how 'hardiness zones' function to open spaces in which adolescent girls are able to voice and experiment with ideas, emotions and attitudes which pertain to a construct of self, or possible selves, which they cannot voice elsewhere in society. en
dc.language English en
dc.subject English literature en
dc.subject Poetry en
dc.title Poetry writing as a means of self-definition by a sample of adolescent girls in an all-girls' school in post-apartheid South Africa en
dc.type Masters degree en
dc.description.degree MA en


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