EJ Renold
EJ Renold is Professor of Childhood Studies at the School of Social Sciences, Cardiff University, Wales. She is the author of 'Girls, Boys and Junior Sexualities' (2005), co-editor Children, Sexuality and Sexualisation' (with Jessica Ringrose and Danielle Egan, 2015) and the co-editor of the book series “Routledge Critical Studies in Gender and Sexuality in Education”. Inspired by feminist, queer and new materialist posthumanist theory, her research investigates how gender and sexuality come to matter in children and young people’s everyday lives across diverse sites, spaces and locales. Here, (see www.productivemargins.ac.uk) she has explored the affordances of co-productive, creative and affective methodologies to engage social and political change with young people on gendered and sexual violence, and relationships and sexuality education (see www.agendaonline.co.uk).
Phone: +44 (0)2920876139
Address: School of Social Sciences,
Cardiff University
Glamorgan Building
King Edward VII Avenue
Cardiff
Wales, UK
CF103WT
Phone: +44 (0)2920876139
Address: School of Social Sciences,
Cardiff University
Glamorgan Building
King Edward VII Avenue
Cardiff
Wales, UK
CF103WT
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Papers by EJ Renold
online youth activist resource, AGENDA (www.agendaonline.co.uk)
is becoming eventful and re-mattering youth voice on gender and
sexual violence. Utilising the concept of the ‘cwrdd’ – a Welsh
word for gatherings made, found and stumbled upon – we
explore how our AGENDA cwrdds attune to, nurture and platform
a range of micro-political moments across performances and
workshops that entangle human and non-human participants.
Inspired by Erin Manning’s concept of the ‘more-than’, we
illustrate how the cwrdds carry the past-present-future potentials
of what has mattered and is mattering to young people.
The paper follows a series of carefully composed events during a residential adventure weekend with a group of young people who wanted to explore their troubles by pushing their bodies to the limit with a range of physical activities and arts-based interventions. With ‘art as the way’ (Manning 2016), four speculative sections map how our speculative praxis enabled us to attune to the embodied and embedded affects of everyday practices, fears and concerns. We describe how prehensions as feelings, movements and images emerged and were transformed into creative artefacts; how these artefacts materialised affective prehensions as new and past potentials signalling the ‘more than’ of young people’s beingness, as a kind of buried, unknown-known anticipation; and how the artefacts continue to vibrate as micro-political affective matter in the after life of the project that none of us could have anticipated.
Citation: Renold, E. and Ivinson, G. (in press) Anticipating the more-than: working with prehension in artful interventions with young people in a post-industrial community, in K. Facer and T. Fuller (ed) Special Issue ‘Questions of Anticipation’ in Futures: the journal of policy, planning and future studies,
centrality of affect in meaning making, showing how interpretation is always already entangled in complex affective ethical and political relationalities that circulate in, through, and outside empirical research. We explore research processes
as “intra-acting” drawing upon Barad, and develop Deleuze and Guattari’s concepts of “assemblages,” “intensities,”
“territorialization,” and “lines of flight” to analyze research encounters. Taking inspiration from MacLure’s notions of data
“hot spots” that “glow,” we explore methodological processes of working with “affective intensities.” In particular, we
draw upon our research with teen girls, mapping out how the discursive-embodied category “slut” works as an affective
intensity that propels our feminist research assemblage––from the co-creation of “data” in the field to the “data” analysis
and beyond.
online youth activist resource, AGENDA (www.agendaonline.co.uk)
is becoming eventful and re-mattering youth voice on gender and
sexual violence. Utilising the concept of the ‘cwrdd’ – a Welsh
word for gatherings made, found and stumbled upon – we
explore how our AGENDA cwrdds attune to, nurture and platform
a range of micro-political moments across performances and
workshops that entangle human and non-human participants.
Inspired by Erin Manning’s concept of the ‘more-than’, we
illustrate how the cwrdds carry the past-present-future potentials
of what has mattered and is mattering to young people.
The paper follows a series of carefully composed events during a residential adventure weekend with a group of young people who wanted to explore their troubles by pushing their bodies to the limit with a range of physical activities and arts-based interventions. With ‘art as the way’ (Manning 2016), four speculative sections map how our speculative praxis enabled us to attune to the embodied and embedded affects of everyday practices, fears and concerns. We describe how prehensions as feelings, movements and images emerged and were transformed into creative artefacts; how these artefacts materialised affective prehensions as new and past potentials signalling the ‘more than’ of young people’s beingness, as a kind of buried, unknown-known anticipation; and how the artefacts continue to vibrate as micro-political affective matter in the after life of the project that none of us could have anticipated.
Citation: Renold, E. and Ivinson, G. (in press) Anticipating the more-than: working with prehension in artful interventions with young people in a post-industrial community, in K. Facer and T. Fuller (ed) Special Issue ‘Questions of Anticipation’ in Futures: the journal of policy, planning and future studies,
centrality of affect in meaning making, showing how interpretation is always already entangled in complex affective ethical and political relationalities that circulate in, through, and outside empirical research. We explore research processes
as “intra-acting” drawing upon Barad, and develop Deleuze and Guattari’s concepts of “assemblages,” “intensities,”
“territorialization,” and “lines of flight” to analyze research encounters. Taking inspiration from MacLure’s notions of data
“hot spots” that “glow,” we explore methodological processes of working with “affective intensities.” In particular, we
draw upon our research with teen girls, mapping out how the discursive-embodied category “slut” works as an affective
intensity that propels our feminist research assemblage––from the co-creation of “data” in the field to the “data” analysis
and beyond.
Feona Attwood, Professor of Cultural Studies, Communication and Media, Middlesex University UK
http://www.amazon.co.uk/Girls-Education-3-16-Continuing-Concerns/dp/033523562X
- the primary school is a key social arena for 'doing' sexuality
- sexuality shapes children's friendships and peer relations
- being a 'proper' girl or boy involves investing in a heterosexual identity
- children use gendered or sexual insults to maintain gender and sexual norms.
Grounded in children's real-life experiences, this book traces their struggles, anxieties, desires and pleasures as they make sense of their emerging sexualities. It also includes frank and open discussions of the pressures of compulsory heterosexuality, the boyfriend/girlfriend culture, misogyny and sexual harassment.
Girls, Boys and Junior Sexualities is a timely and powerful resource for researchers, educationalists and students in childhood studies, sociology and psychology and will be of great interest to professionals and policy makers working with young children.
Title of conference: sexist and sexual cyber violences: better know them, better prevent them.
Abstract Drawing on three case studies from two UK ethnographic research projects in urban and rural working-class communities, this paper explores young teen girls’ negotiation of increasingly sex-saturated societies and cultures. Our analysis complicates contemporary debates around the ‘sexualisation’ moral panic by troubling developmental and classed accounts of age-appropriate (hetero)sexuality. We explore how girls are regulated by, yet rework and resist expectations to perform as agentic sexual subjects across a range of spaces (e.g. streets, schools, homes, cyberspace). To conceptualise the blurring of generational and sexual binaries present in our data, we develop Deleuzian notions of ‘becomings’, ‘assemblages’ and ‘schizoid subjectivities’. These concepts help us map the anti-linear transitions and contradictory performances of young femininity as always in-movement; where girls negotiate discourses of sexual knowingness and innocence, often simultaneously, yet always within a wider context of socio-cultural gendered/classed regulations.
http://www.fullcircleeducation.org/giving-girls-fairer-chance/
How students navigate gender and sexual norms draws attention to an often-neglected issue in bullying conversations: heterosexist social expectations are everywhere and at all grade levels. Addressing sexual violence is not simply an issue of correcting violent behaviors of a few kids; it is an issue of completely rethinking what children learn about gender and sexuality and how schools can engage in a different kind of gender education -- one where gender norms are recognized and interrogated rather than normalized.
In dialogue with scholars researching the complexities of gendered and sexual power plays operating inside young school-based peer cultures we draw on post-constructionist (Lykke 2011) and new materialist feminist and queer theories of how boy-bodies and girl-bodies intra-act in dynamic socio-material ‘assemblages’ (Deleuze and Guatarri, Barad, Braidotti). In particular we explore the methodological and theoretical challenge of how to map and make sense of the ways in which physical violence can be both consensual and non-consensual, simultaneously creating affects of pleasure and pain, depending upon particular configurations of the assemblage.
Our findings highlight the multiple ways in which physical violence flows across bodies and things, in expected and unexpected ways. These findings have implications for gender equity policy and pedagogy which demand unambiguity in what counts as ‘bullying’ or ‘violence’ – often conceptualized in opposition to, rather than entangled with, 'play'. They also have implications for when the hidden or subtle pleasures and pains of ‘doing gender’ and ‘doing sexuality’ (e.g. games of kiss chase) are acknowledged yet normalised through enduring gendered developmental discourses of, for example, ‘boys will be boys’. We introduce and critically explore the gendered and aged implications of Braidotti’s (2004) concept of ‘ethical relationality’ as a way of navigating this impasse and consider further the ways in which children themselves use physical violence to create, consolidate and resist highly classed, racialised and aged gender and sexual norms.
Dr. Naomi Holford (Open University, England)
Professor Emma Renold (Cardiff University, Wales)
Dr. Tuija Huuki (University of Oulu, Finland)
Open Access
https://maifeminism.com/issues/focus-issue-4-new-materialisms/
As we (the four guest editors) worked toward assembling the editorial introduction to this Special Issue, we exchanged many emails, texts, Facebook prompts, Skype calls, and, when possible, met in coffee shops to work through our thinking. During one video call, we contemplated the fraught issue of how to introduce ourselves into the editorial, discussing various modes such as autobiography, figurations, poems, and artwork (see Figure 1). Figure 1. T(og)ethering (PhArt by Emma Renold, 2019).
We heatedly debated how to write collaboratively as a complex exercise in cutting-together-apart (Barad, 2003). We struggled with sharing and negotiating boundaries—questioning the meaning of introducing ourselves, to what end, and what would be response-able. Throughout this editing journey we have stayed with all of the “trouble” presented by our mixing and mingling with one another and working out our relationships toeach of the papers in this Special Issue, as we show, tell, and share in what follows.