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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

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

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

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

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

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

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

-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

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

, the application of these technologies to addressing pressing global concerns such as violence toward girls and women (in universities, on the streets, in schools, and so on) is vastly under realized. Indeed, much of the work to date on mobile and