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Technologies of Nonviolence

Ethical Participatory Visual Research with Girls

Astrid Treffry-Goatley, Lisa Wiebesiek, Naydene de Lange, and Relebohile Moletsane

Digital and social networking technologies have transformed media production and distribution from an exclusive professional practice to a more organic and interactive peer-to-peer media culture. New participatory visual methods in research often

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Laurel Hart, Pamela Lamb, and Joshua Cader

How might online communities and networked technologies foster nonviolence for girls and young women? Which technologies might generate greater accessibility to knowledge, and communities of support, in order to help girls and young women overcome

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Tweens as Technofeminists

Exploring Girlhood Identity in Technology Camp

Jen England and Robert Cannella

Girls’ relationships with digital technologies are often complicated by competing narratives. Girls are told that digital technologies are a gender neutralizer or savior; this is a common argument of 1990s’ cyberfeminism that “celebrated digital

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“Can You Really See What We Write Online?”

Ethics and Privacy in Digital Research with Girls

Ronda Zelezny-Green

technologies more broadly, and not specifically on cell phones. Making a distinction between children’s cell phone use and their use of other technologies is important since the increasingly personalized and private nature of cell phone appropriation has come

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Joan Njagi

Communication technologies such as social and mobile media are considered useful in contributing to breaking down barriers of access to mainstream media platforms such as TV, radio, and newspapers, thereby increasing social and political

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“For Girls to Feel Safe”

Community Engineering for Sexual Assault Prevention

Day Greenberg and Angela Calabrese Barton

Learning and practice are grounded in historical, physical, and contextual location ( Bright et al. 2013 ). In STEM (science, technology, engineering, and mathematics), sociohistorical narratives about who can develop and succeed in these subjects

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Chloe Krystyna Garcia and Ayesha Vemuri

Bock (2012) describes as a technology of nonviolence, serving as ways in which young women and girls identify oppressive structures, persons, myths, and stereotypes that contribute to rape culture, and as tools for warning others. For example, vloggers

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Sharing Images, Spoiling Meanings?

Class, Gender, and Ethics in Visual Research with Girls

Janet Fink and Helen Lomax

-evolving ethical concerns we identify here are elaborated by Mok et al. in their discussion of the research ethics engendered by the rapid development of digital technologies and their application in social research. Their review of the visual ethics literature

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The Editors

We at Projections have stated our purpose as being to ‘facilitate a dialogue between people in the humanities and the sciences’ (not a modest goal for a little journal first making its way in the world). We have intended to do this through what seems to us the medium that best synthesises art and technology and opens itself up to scientific investigation because of its complex perceptual nature—film. Our focus, at the same time, has been on the mind/brain, since that seems to us the place were science and film best meet.

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Technological Nonviolence and Girls

Creating a Counter Discourse

Claudia Mitchell

The idea of devoting a special issue of Girlhood Studies to what Jonathan Bock (2012) calls technologies of nonviolence comes at a critical time in girlhood studies. On the one hand, technology—especially digital technology—and various social