Introduction
The site of the school is, increasingly, a site of the digital. Teachers and students increasingly interact with each other and learn about and comment on the world around them using digital tools. The culture of schools, and the culture of student life, is presented, shaped, disputed, and contoured by students, faculty, staff, and parents interacting, around the school, online. In order to engage with this online culture-making, this encyclopedia entry draws on many of the conceptual terms and theoretical interventions of technofeminist scholars, such as Elizabeth Grosz, Anne Balsamo, Donna Haraway, Toril Moi, Iris Marion Young, and others, to excavate the ways a technofeminist lens allows us to draw forth the shaping of the site of the school in the digital age. The school engages in technological identity-making, identity-making along gendered lines, and a technofeminist lens allows us to explore those intersections.
Technofeminism explores cultures and practices around...
This is a preview of subscription content, log in via an institution to check access.
References
Correa, T. (2015). The power of youth: how the bottom-up technology transmission from children to parents is related to digital (in)equality. International Journal of Communication, 9, 1163–1186.
European Commission: Statistics and Indicators. (2012). She figures 2012. Retrieved July 13, 2015. http://ec.europa.eu/research/science-society/document_library/pdf_06/she-figures-2012_en.pdf
Executive Office of the President: President Obama. (2013) Women and girls in science, technology, engineering, and math (STEM). Retrieved July 10, 2015. https://www.whitehouse.gov/sites/default/files/microsites/ostp/stem_factsheet_2013_07232013.pdf
Fogle, L., & King, K. (2015). Gender, sexuality, and multilingualism in the language classroom. In B. Spolsky, O. Inbarourie, & M. Tannenbaum (Eds.), Challenges for language education and policy. New York: Routledge.
Greenhalgh-Spencer, H. (2015). An argument for ecosophy: An attention to things and place in online educational spaces. In Philosophy of education society yearbook, 2014. Urbana: Philosophy of Education Society Press (in press).
Guzzetti, B., & Bean, T. (2013). Adolescent literacies and the gendered self. New York: Routledge.
Hughes, C., & Lurry, C. (2013). Re-turning feminist methodologies: From a social to an ecological epistemology. Gender and Education, 25(6), 786–799.
International Federation of University Women. (2015). The role of girls and women in STEM. Retrieved July 12, 2015. http://www.ifuw.org/wp-content/uploads/2015/01/IFUW-PolicyUpdate-0115v2-STEM.pdf
Magnet, S. (2011). When biometrics fail: Gender, race, and the technology of identity. Durham: Duke University Press.
Taylor, C. (2013). Objects, bodies, and space: Gender and embodied practices of mattering in the classroom. Gender and Education, 25(6), 688–703.
U.S. Department of Commerce: Economics and Statistics Administration. (2011). Women in STEM: A gender gap to innovation. Retrieved July 10, 2015. http://www.esa.doc.gov/sites/default/files/womeninstemagaptoinnovation8311.pdf
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media Singapore
About this entry
Cite this entry
Greenhalgh-Spencer, H. (2015). Technofeminist Lens on Schooling in the Digital Age. In: Peters, M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-532-7_82-1
Download citation
DOI: https://doi.org/10.1007/978-981-287-532-7_82-1
Received:
Accepted:
Published:
Publisher Name: Springer, Singapore
Online ISBN: 978-981-287-532-7
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education