Walsh, Christopher S. (2008) Girls challenging patriarchy through multimodal design and participation in online communities of practice. Literacy Learning: the Middle Years, 16 (2). pp. 16-22.

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Abstract

This paper examines adolescent girls' multimodal design that challenges/resists patriarchy. Acts of uploading and multimodal design are discussed in terms of Bulter's (1997) theorisation of discursive performativity. It is suggested the girls employ a form of 'lingistic agency' or "discursive agency" that allows them to make use of a wide range of multimodal design practices often unavailable in print dominated classrooms and middle years classrooms. The girls in the study were involved in a set of relationshps over time, both inside and outside of school in virtual and real time communities of practice. As a result, they engaged with particular areas of curricular knowledge differently than boys. The findings suggest that within online communities of practice, new contexts emerge where adolescent girls can contest the discourses of patriarchal power.

Item ID:	52132
Item Type:	Article (Research - C1)
ISSN:	1320-5692
Additional Information:	This paper is a reworked version of a refereed paper, 'Disrupting girls in virtual communities of practice: discursive perfomativity as agency', presented by the author at the Australian Association for Research in Education Annual International Conference: Engaging Pedagogies, Adelaide, 27-30 November 2006.
Date Deposited:	24 Jan 2018 23:05
FoR Codes:	13 EDUCATION > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing @ 50% 13 EDUCATION > 1303 Specialist Studies in Education > 130308 Gender, Sexuality and Education @ 50%
SEO Codes:	93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 100%
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