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Girls challenging patriarchy through multimodal design and participation in online communities of practice.

journal contribution
posted on 2008-06-01, 00:00 authored by Christopher Walsh
This paper examines adolescent girls' multimodal design that challenges/resists patriarchy. Acts of uploading and multimodal design are discussed in terms of Bulter's theorisation of discursive performativity. The author suggests the girls employ a form of 'linguistic agency' or 'discursive agency' that allows them to make use of a wide range of multimodal design practices often unavailable in print dominated middle years classrooms. The girls in the study were involved in a set of relationships 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.

History

Journal

Literacy learning : the middle years

Volume

16

Issue

2

Pagination

16 - 22

Publisher

Australian Literacy Educators' Association Ltd

Location

Norwood, S. Aust.

ISSN

1320-5692

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

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