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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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“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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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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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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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

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From Risk to Resistance

Girls and Technologies of Nonviolence

Laurel Hart

, 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

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Paula MacDowell

101 Technology Fun. While the findings are not intended to be representative of everyone who identifies as a girl, they do reveal some of the ways in which contemporary media texts are appropriated, negotiated, rejected, and remade by female youth

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Melanie Kennedy and Natalie Coulter

contemporary social anxieties and debates about vulnerable group members’ uses and navigations of new media (newer at least than the platforms and technologies girls studies scholars such as Harris were writing about over a decade ago) get projected. It seems

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Claudia Mitchell

dominant social constructions of adolescence. The contributors to this issue add significantly to this work in locating age more centrally in girlhood discourses that intersect with geography, technology, class, race, sex, gender, and sexuality. They do so