Wired women writing: Towards a feminist theorization of hypertext
Computers and Composition Volume 16, Number 1, ISSN 8755-4615 Publisher: Elsevier Ltd
The electronic classroom provides a space for examining the central debates of contemporary feminism, particularly by applying feminist ideas to a theorization of hypertext and creating what I call feminist activist autobiographical hypertexts. In a feminist electronic classroom, we explore the potential for hypertext as a form with which to interrogate dominant ideologies and to produce alternative knowledge. In hypertexts informed by radical feminist theory, we bridge feminist theorizations of the social constructedness of subjectivity, and especially the mass media's role in such construction, with materialist feminist critiques of late capifalism and its oppressive institutions. We use feminist activist art as a model and take advantage of the way hypertext enables us to combine the best of both modern and postmodern strategies of textual production. Such strategies include employing a multiplicity of perspectives, collage (single-screen juxtapositions of text and image), montage (juxtaposition through linking), the juxtaposition of autobiography with social critique and with a critique of dominant media representations, the reappropriation of mass-mediated images and the recontextualization of dominant ideological signs, the articulation of the voices and experiences of previously silenced female subject, and the combination of conceptual, experiential, and emotional knowledge, including knowledge from the unconscious, where much oppressive ideology lies internalized and often repressed.
Sullivan, L.L. (1999). Wired women writing: Towards a feminist theorization of hypertext. Computers and Composition, 16(1), 25-54. Elsevier Ltd.
Cited ByView References & Citations Map
“Feminist Leanings:” Tracing Technofeminist and Intersectional Practices and Values in Three Decades of Computers and Composition
Lori Beth De Hertogh, James Madison University; Liz Lane, University of Memphis; Jessica Ouellette, University of Southern Maine
Computers and Composition Vol. 51, No. 1 (March 2019) pp. 4–13
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.