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From Software Design to Classroom Practice. An Australian Case Study of the Gendered Production, Distribution and Acquisition of Computing Knowledge

Singh, Parlo (1997) From Software Design to Classroom Practice. An Australian Case Study of the Gendered Production, Distribution and Acquisition of Computing Knowledge. In Marshall, C. (Ed.) Feminist Critical Policy Analysis: A perspective from primary and secondary schooling. Falmer Press, London ; Washington, D.C., pp. 109-133.

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Abstract

This paper explores the social construction of computing discourses and the negotiation of positions within these discourses by software designers, classroom teachers and students. It explores the relay of power relations from the macro level of policy formation, to the mezzo level of curriculum design and the micro level of classroom practice. Specifically, the paper focuses on ideological struggles over the construction of gendered power relations within computing knowledge at each of these three structural levels. The paper also details classroom computing practices within two Australian primary schools, focussing specifically on the gendered construction of student identities in relation to computer use. It is argued that boys were often positioned within school computing discourses as ‘risk-takers’ and girls were positioned as the ‘Other’ to the socially constructed male norm. At the same time, some girls managed to gain some ground in interrupting gendered power-knowledge relations and resisting their positioning as domestics in the politics of classroom computing.

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ID Code: 2867
Item Type: Book Chapter
Additional Information: For more information about this book please refer to the publisher's website (see link) or contact the author . Author contact details : p.singh@qut.edu.au
Additional URLs:
Keywords: educational computing, gender, policy to practice
ISBN: 0750706341
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Learning Sciences (130309)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 1997 Taylor & Francis
Deposited On: 15 Dec 2005
Last Modified: 09 Jun 2010 22:29

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