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Gender issues in computer‐supported learning: What we can learn from the gender; science and technology literature

By Gwyneth Hughes

Abstract

This paper is a response to the article, ‘Gender issues in computer‐supported learning’, in Alt‐J 10 (1). I argue that the studies presented in the original paper could be enhanced by a more rigorous approach to gender that avoids universalizing identity, recognizes gender as a construction and which builds on previous research from gender, science and technology studies

Topics: LB Theory and practice of education, LC1022 - 1022.25 Computer-assisted Education
Publisher: University of Wales Press
Year: 2002
DOI identifier: 10.1080/0968776020100208
OAI identifier: oai:generic.eprints.org:382/core5

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Citations

  1. (2001). Exploring the availability of student scientist identities within curriculum discourse: an anti-essentialist approach to gender inclusive science', doi
  2. (1991). Feminism Confronts Technology, doi
  3. (1989). Frogs and Snails and Feminist Tales, doi
  4. (1990). Gender and Subject in Higher Education, Milton Keynes:
  5. (2000). Human resource management, "flexible" learning and difference',
  6. (2001). Mainstreaming gender equality in science in the European Union: the ETAN Report', doi
  7. (1995). Masculinities, Cambridge: Polity in association with Blackwell. doi
  8. (1996). WISE Choices? Understanding occupational decision-making in a climate of equal opportunities for women in science and technology', doi
  9. (1992). Young Female and Black,

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