The work discussed here is the work of many people, only some of whom are acknowledged in this writing.
We know there are many graduate students, teachers, and others whose course papers, diaries, and publications in remote places, and whose videos, software, songs, poems, and performances we wish we could have included. Much is still left to explore, and we believe it can be explored in many different ways. How can educational communications and technology transform social power and social relations so those who have been marginalized may have greater voice? How can educational communications and technology assist us so we might hear more clearly those who have been marginalized speaking with their own fine, strong voices?
Anderson, Jane H. Connecting voices: feminist pedagogy and hypertext. Apple, Michael W. American Educational Research Journal 27 2 , 1. Educational technology: definition and glossary of terms, Vol 1. Bordo, Susan R. The flight to objectivity: essays on Cartesianism and culture. Albany, NY. SUNY Press. Britzman, Deborah P. Practice makes practice: a critical study of learning to teach.
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Beyond rolling models: gender and multicultural education. Gender and education: ninety-second yearbook of the National Society for the Study of Education, Brunner, Cornelia , Apr. Gender and technological desire.
Feminist teaching in theory and practice
Telling tales out of school: modernist, critical, and postmodern "true stories" about educational computing. Journal of Educational Computing Research 10, 1. Butler, Judith Gender trouble: feminism and the subversion of identity. New York: Routledge. In Diana Fuss, ed. Chesler, Phyllis Garden City, NY. What can she know? Feminist theory and the construction of knowledge.
Social work and gender: An argument for practical accounts
Ithaca, NY. Cornell University Press. Cohn, Carol Sex and death in the rational world of defence intellectuals. Signs 12 4 , Condron, L. Women and the discourses of the visual: where are women in this picture? ED Women and technology: feminist perspectives. Daly, Mary Boston, MA: Beacon. Damarin, Suzanne K. Feminist unthinking and educational technology.
Educational and Training Technology International 27 4 , Rethinking science and mathematics curriculum and instruction: feminist perspectives in the computer era. Journal of Education 1 , Women and information technology: framing some issues for education. Feminist Teacher 6 2 , Schooling and situated knowledge: travel or tourism? Educational Technology 33 3 , Technologies of the individual: women and subjectivity in the age of information.
The emancipatory potential of situated learning. In Hilary McLellan, ed.
Gender Studies and Queer Theory // Purdue Writing Lab
Perspectives on situated learning. Square one: television and gender. Braden, D. Clark-Baca, eds. Perceptions of visual literacy.
Reading educational computer programs. Knupfer, eds. Computers in education: social, political, and historical perspectives, Cresskill, NJ: Hampton. Watching channel one. American feminism and the language of control.
Quinby, eds. Feminism and Foucault: reflections on resistance, Edwards, Paul N. The army and the microworld: computers and the politics of gender. Signs 16 1 , Ellsworth, Elizabeth Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review 59 3 , Media interpretation as a social and political act. Journal of Visual Literacy 8 2 , Teaching to support unassimilated difference. Unpublished paper. Enloe, Cynthia Does khaki become you? Boston, MA: Pandora. Gaskell, Jane Gender and skill. In David W. Livingstone, ed. Critical pedagogy and cultural power, Gore, Jennifer M.
The struggle of pedagogies: critical and feminist discourses as regimes of truth. Hacker, Sally Pleasure, power, and technology. Boston, MA: Unwin Hyman. Haraway, Donna J. Situated knowledges: the science question in feminism and the privilege of partial perspective. Feminist Studies 14 3 , A manifesto for cyborgs: science, technology, and socialist feminism in the 's.
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- Social work and gender: An argument for practical accounts.
Nicholson, ed. Simians, cyborgs, and women: the reinvention of nature. New York: Roudedge.
Harding, Sandra The science question in feminism. Hypatia: A Journal of feminist Philosophy 2 3 , Whose science? Whose knowledge? Thinking from women's lives. Use of this site constitutes acceptance of our terms and conditions of fair use. This resource will help you begin the process of understanding literary theory and schools of criticism and how they are used in the academy.
Gender studies and queer theory explore issues of sexuality, power, and marginalized populations woman as other in literature and culture. Much of the work in gender studies and queer theory, while influenced by feminist criticism, emerges from post-structural interest in fragmented, de-centered knowledge building Nietzsche, Derrida, Foucault , language the breakdown of sign-signifier , and psychoanalysis Lacan. A range of other descriptions of language functions have been developed.
According to Kress , written and spoken texts represent particular selective views of the world or "subject positions" i. By establishing reading positions, texts can interpellate readers, situating and positioning them in identifiable relations of power and agency in relation to texts. In addition to describing the cultural assumptions expressed in the text macrostructure, analysis can describe particular lexical choices e. The lexical choice of "colonisation" rather than "invasion", and the verbs and adjectives affiliated with indigenous people would represent a particular version of the historical event.
Critical discourse analysis thus can document how the world is portrayed, how human, biological and political actions are represented, sanctioned and critiqued in the official texts of educational institutions see, for example, Muspratt Luke and Freebody At the same time, we can analyse texts in terms of how they structure and stipulate social relations between human subjects.
As noted, teachers and students in classroom talk tend to reconstruct text features and knowledge, often in resistant and idiosyncratic ways. However, educational texts hail readers, and position them in ideological relations through various lexical and grammatical devices.
Texts operate pragmatically through the use of pronominalisation, modal auxiliaries, and the selection of speech acts such as questions and commands, orders and injunctions. Or perhaps, like many other textbooks, it directs its readers' analyses and actions with questions and imperatives e.
These lexical and grammatical choices build differential relations of power and agency between readers and writers, between students and textbooks. Critical discourse analysis, thus, employs interdisciplinary techniques of text analysis to look at how texts construct representations of the world, social identities, and social relationships. This has already enabled the detailed study of policy texts, official curriculum documents, textbooks, teachers' guidebooks, and student writings.