Disrupting girls in virtual communities of practice: discursive performativity as agency

Walsh, Christopher S. 2006, Disrupting girls in virtual communities of practice: discursive performativity as agency, in AARE 2006 : Conference papers, abstracts and symposia, AARE, Melbourne, Vic., pp. 1-9.

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Title Disrupting girls in virtual communities of practice: discursive performativity as agency
Author(s) Walsh, Christopher S.
Conference name Australian Association for Research in Education. International Education Research Conference (2006 : Adelaide, S. Aust.)
Conference location Adelaide, South Australia
Conference dates 27 - 30 November 2006
Title of proceedings AARE 2006 : Conference papers, abstracts and symposia
Editor(s) Jeffrey, P
Publication date 2006
Conference series Australian Association for Research in Education Conference
Start page 1
End page 9
Publisher AARE
Place of publication Melbourne, Vic.
Keyword(s) gender and sexualities
Summary In line with the work of feminists ‘post-linguists’ (Threadgold, 1997; Poynton, 1989; Lee, 1994) who seek to produce readings of texts which indicate the ways individuals are positioned to take up positions within discourses and thus come to constitute themselves as subjects of those discourses, this paper reports on how adolescent girls’ hypermedia design works to alter the conceptual repertoire of the individual and in doing so alters the individual’s subjectivity. By examining girls hypermedia design that challenges/resists male domination, I discuss their acts of uploading and hypermedia design in terms of Butler’s theorization of discursive performativity. I believe the adolescent girls employ a form of “linguistic agency” or “discursive agency” (Butler, 1997) that allows them to make use of a wide range of discursive practices that are nonlinguistic or not entirely linguistic. Because the girls were involved in a set of relationships over time, both inside and outside of school in both virtual and real time, within their communities of practice (Lave & Wenger, 1991), they engage with particular areas of curricular knowledge—differently than boys—by showcasing their re-representations online. Consequently, this presents the possibility they may possess a joint enterprise and similar sense of identity. This paper puts forth the idea that within virtual communities of practice, new contexts emerge when disrupting girls/women can work in transgressive modes.
ISSN 1324-9339
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
HERDC collection year 2007
Copyright notice ©2006, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007999

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
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