Analysis Of Jessica Taft's 'Rebel Girls'

Ranging from newspapers and radios to walkouts opposing warfare, teenage girls are active participants in a variety of social movements. In Jessica Taft’s book, “Rebel Girls” the experiences and perspectives of girl activists serving as agents for social change are illustrated. Taft introduces readers to a wide scope of girl activists from various whereabouts such as Mexico City and Buenos Aires. Taft’s work brings authenticity to the voices of female activists who are engaged in the struggle for social justice, where she is emphasizing their importance to social movements. The book also presents the process in which girls construct their activist identities.

The activist youth represented were not only concerned about themselves but also about their communities. An important aspect of activism defined by the girls in the book is ‘collectiveness,’ instead of the ‘individualism.’ Emphasizing activism as collective, rather than individual action and highlighting their organizational affiliations, rejects the conception of activism as an act of heroic individuals (Taft, p.44). For example in Mexico City, girl activists engage in a street performance at the Zócalo on Día de los Muertos to raise social and political awareness. In Buenos Aires, students take over school offices to have their demands fulfilled. Activism, according to the girls, is beyond protests.

The research in “Rebel Girls” is concentrated with girls of color. In addition, the girls do not want to be associated as “special” because they do not want other youths to feel discouraged. Rather, they want them to feel as if they too can take part in social development. The reason the girl activists are regarded as “special” is because adults think that the youth does not k...

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...ain see the people treated as subjects rather than humans, “The children must be taught how to think, now what to think” (Mead, p.7). In addition, instead of allowing the youth to become dependent that may allow them to make social change, we get a statement from Mead who suggests to “postpone at least some of the decisions, keep the child economically dependent” (Mead, p.7). However, Mead contradicts herself where she remakes “this child of the future must have an open mind.” But how can that be probable if the child is suggested to be dependent and told what to think. Mead situates herself and American culture as superior over the Samoans. Gerber describes girls being visible and how their roles reflect the general subordination of women in culture, making it one of her strong suits. However, she lacks voice an agency from the females she conducted research upon.