Gender/Technology Relations: Complicating the Gender Binary
Gender and Education Volume 13, Number 3, ISSN 0954-0253
Examines assumptions underpinning studies of gender and technology in education in Denmark, Australia, and England, briefly including Canada and the Netherlands. Discusses how gender and heterosexuality often become conflated in studies of gender and technology relations in the classroom. Explains that girls'"incompetence" in technology is often analyzed only in relation to gender difference rather than to dominant discourses of heterosexuality underpinning the gender binary. (SM)
Stepulevage, L. (2001). Gender/Technology Relations: Complicating the Gender Binary. Gender and Education, 13(3), 325.
Cited ByView References & Citations Map
Bastien Sasseville & Bastien Sasseville
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 30, No. 2 (Jun 15, 2004)
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