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Would the 'real' girl gamer please stand up? Gender, LAN cafes and the reformulation of the 'girl' gamer.

Beavis, Catherine and Charles, Claire 2007, Would the 'real' girl gamer please stand up? Gender, LAN cafes and the reformulation of the 'girl' gamer., Gender and education, vol. 19, no. 6, pp. 691-705, doi: 10.1080/09540250701650615.

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Title Would the 'real' girl gamer please stand up? Gender, LAN cafes and the reformulation of the 'girl' gamer.
Author(s) Beavis, CatherineORCID iD for Beavis, Catherine orcid.org/0000-0002-8835-0309
Charles, Claire
Journal name Gender and education
Volume number 19
Issue number 6
Start page 691
End page 705
Publisher Carfax Publishing
Place of publication Abingdon, England
Publication date 2007-11
ISSN 0954-0253
1360-0516
Keyword(s) sociology of education
gaming
gamers
gendered gamer
Summary In this paper we consider the significance of cyber 'LAN' cafeacutes as sites where on and off-line practices meet in way that complicates binary notions of the gendered gamer. Existing research into computer games culture suggests a male dominated environment and points to girls' lower levels of competence and participation in games. Building on recent studies interested in the constitution of gender through engagement with online technologies, we draw on Judith Butler's politics of performative resignification, and conceptualise digital culture as a resource through which 'girl' gamers are mobilised and potentially reformulated, experiencing their gaming identities in contradictory ways, and fragmenting the category 'girl' in the very act of articulating their place in a male dominated gaming culture. It is argued that through the meeting of on and off-line practices, LAN cafeacutes operate as a location that is particularly amenable to reformulative work in relation to gendered gaming identities.
Language eng
DOI 10.1080/09540250701650615
Field of Research 130106 Secondary Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2007, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007874

Document type: Journal Article
Collection: School of Education
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