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Digital media and girling at an elite girls' school

Charles, Claire 2007, Digital media and girling at an elite girls' school, Learning, media and technology, vol. 32, no. 2, Special issue : Media education goes digital, pp. 135-147, doi: 10.1080/17439880701343105.

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Title Digital media and girling at an elite girls' school
Author(s) Charles, Claire
Journal name Learning, media and technology
Volume number 32
Issue number 2
Season Special issue : Media education goes digital
Start page 135
End page 147
Publisher Routledge
Place of publication Abingdon, U.K.
Publication date 2007-06
ISSN 1743-9892
1743-9884
Keyword(s) digital media
girling
femininity
Summary In this article, I draw on Judith Butler's notion of performativity to investigate the role of digital technologies in processes of gendered subjectification (or ‘girling’) in elite girls' education. Elite girls' schooling is a site where the potential of digital technologies in mediating student‐led constructions and explorations of ‘femininity’ sits alongside school‐produced digital media in the form of promotional texts, in which young femininity is regulated by discourses of ‘girl power’. Whilst such schools are well equipped with digital resources that might be utilised towards students' interrogation of how ‘femininity’ is understood, thus politicising the girling process, school‐produced digital media inscribe a more prescriptive picture of ‘who’ an elite school‐girl can ‘be’. Lyla Girls' Grammar School (LGGS) is an elite secondary school in Melbourne, Australia. I report on research undertaken at two institutional levels of LGGS: the ‘school’ level in which digital media representations of young women are produced by the school and the ‘classroom’ level, in which media education pedagogy includes interactive web conferencing software. The use of digital technologies in media education appeared to support student‐led construction and interrogation of femininities to some extent. I argue that this kind of student‐led girling is important in the context of more prescriptive school‐level girling practices.
Language eng
DOI 10.1080/17439880701343105
Field of Research 130308 Gender, Sexuality and Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2007, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30037178

Document type: Journal Article
Collection: School of Education
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