Ranging from newspapers and radio to strikes opposing war, adolescent girls actively participate in a variety of social movements. Jessica Taft's book, “Rebel Girls,” discusses the experiences and perspectives of girl activists who serve as agents of social change. Taft introduces readers to a wide range of girl activists from various locations such as Mexico City and Buenos Aires. Taft's work lends authenticity to the voices of women activists fighting for social justice, highlighting their importance to social movements. The book also presents the process through which girls construct their identities as activists. The young activists 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 “collectivity,” rather than “individualism.” By emphasizing activism as collective, rather than individual, action and highlighting their organizational affiliations, the conception of activism as an act of heroic individuals is rejected (Taft, p.44). For example, in Mexico City, 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 control of school offices to satisfy their demands. Activism, according to the girls, goes beyond protests. The research in “Rebel Girls” focuses on girls of color. Additionally, girls don't want to be associated as "special" because they don't want other young people to feel discouraged. Rather, they want them to feel as if they too can take part in social development. The reason why girl activists are considered “special” is because adults think that young people do not see people treated as subjects rather than human beings: “Children need to be taught how to think, now what to think” (Mead, p. 7). Furthermore, instead of allowing young people to become dependent, which might allow them to make social changes, we get a statement from Mead suggesting “postpone at least some of the decisions, keep the child economically dependent” (Mead, p.7). However, Mead contradicts herself when she portrays “this child from the future must have an open mind.” But how can this be likely if you suggest the child is addicted and tell him what to think? Mead considers herself and American culture superior to Samoans. Gerber describes the girls as visible and how their roles reflect the general subordination of women in the culture, making it one of her strengths. However, she lacks the voice of agency from the women she conducted research on.