| 9984 |
Creator |
7b53ad8798aee19201b829300ce89c64 |
| 9984 |
Date |
2006-04-01 |
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Is Part Of |
repository |
| 9984 |
abstract |
Historically, technology education was perceived as an instrument of social reform
and control designed to maintain and reinforce the social spheres of males and females.
Current representations of technology, which cohere around notions of technological
capability, are considered to be 'free' of symbolic gendering. This assumption fails
to take account of the deeply gendered history of technology. The chapter examines
some of the evidence derived from an English curriculum context about gender-technology
interactions that have international relevance. It examines first the historical legacy
of the subject and how this positions teachers and students in relation to it. Next
students' course choices and performance are discussed as outcomes of the way gender
mediates knowledge construction. Findings about gendered views of salience are examined
and case study data from two studies, a national intiative in electronics and an ethnographic
study of single-sex teaching are drawn on to consider students identification with
and positioning in the subject and how this is mediated by teachers' practice and
students' perceptions of their competency. By adopting a situated view of gender the
chapter demonstrates some of the complexity of gender-technology interactions and
highlights what needs to change in the curriculum and teachers' practice if gender
is to become less significant in students' constructions of identities in relation
to technology education. |
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authorList |
authors |
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editorList |
editors |
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status |
peerReviewed |
| 9984 |
type |
Article |
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type |
BookSection |
| 9984 |
label |
Murphy, Patricia (2006). Gender and technology: gender mediation in school knowledge.
In: Dakers, John R. ed. Defining technological literacy: Towards an epistemological
framework. New York, USA: Palgrave Macmillan, pp. 219–237. |
| 9984 |
label |
Murphy, Patricia (2006). Gender and technology: gender mediation in school knowledge.
In: Dakers, John R. ed. Defining technological literacy: Towards an epistemological
framework. New York, USA: Palgrave Macmillan, pp. 219–237. |
| 9984 |
Publisher |
ext-a233f55d72060f29ddd4b6c6c98ceb57 |
| 9984 |
Title |
Gender and technology: gender mediation in school knowledge |
| 9984 |
in dataset |
oro |