Beyond Representation

Technofeminisms and the Promise of Computing for Girls

in Girlhood Studies
View More View Less
Restricted access

Kristine Blair. 2019. Technofeminist Storiographies: Women, Information Technology, and Cultural Representation. Lanham, MD: Lexington Books.

Contributor Notes

Amélie Lemieux (ORCID: 0000-0002-0701-4638) is an assistant professor in the department of didactics of the University of Montreal's Faculty of Education. Working at the intersections of literacies, the arts, and technology, her research addresses and seeks to re/define adolescent engagement in both traditional and digital contexts. Email: amelie.lemieux.1@umontreal.ca

Girlhood Studies

An Interdisciplinary Journal

  • Frank, Kristyn. 2019. A Gender Analysis of the Occupational Pathways of STEM Graduates in Canada. Catalogue no. 11F0019M, Department for Women and Gender Equality. Ottawa: Statistics Canada.

    • Search Google Scholar
    • Export Citation
  • Hawreliak, Jason, and Amélie Lemieux. 2020. “The Semiotics of Social Justice: A Multimodal Approach to Examining Social Justice Issues in Videogames.” Discourse: Studies in the Cultural Politics of Education 41 (5): 144152. https://doi.org/10.1080/01596306.2020.1769936.

    • Search Google Scholar
    • Export Citation
  • Keune, Anna, Kylie Peppler, and Karen Wohlwend. 2019. “Recognition in Makerspaces: Supporting Opportunities for Women to ‘Make’ a STEM Career.” Computers in Human Behavior 99: 368‒380. https://doi.org/10.1016/j.chb.2019.05.013.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • Lemieux, Amélie, and Jennifer Rowsell. 2021. “Crafting Stories and Cracking Codes in a Canadian Elementary School.” In Maker Literacies and Maker Identities in the Digital Age: Learning and Playing through Modes and Media, ed. Cheryl McLean and Jennifer Rowsell, 187205. New York: Routledge.

    • Search Google Scholar
    • Export Citation
  • Munro, Daniel. 2018. Coding the Future: What Canadian Youth and their Parents Think about Coding. Research Report. Ottawa: Actua.

  • Sheridan, Mary P., Amélie Lemieux, Ashley Do Nascimento, and Hans Christian Arnseth. 2020. “Intra-active Entanglements: What Posthuman and New Materialist Frameworks Can Offer the Learning Sciences.” British Journal of Educational Technology 51 (4): 1277‒1291. https://doi.org/10.1111/bjet.12928.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • UNESCO and Equals Skills Coalition. 2019. I'd Blush if I Could: Closing Gender Divides in Digital Skills through Education. GEN/2019/EQUALS/1 REV 3, Equals Global Partnership, Federal Ministry for Economic Cooperation and Development. Paris: UNESCO.

    • Search Google Scholar
    • Export Citation

Metrics

All Time Past Year Past 30 Days
Abstract Views 296 296 9
Full Text Views 34 34 0
PDF Downloads 37 37 0