Romano analyzes online classroom conversations and studies that subject positions that are make available for and taken up by the women in the conversation. She argues that teachers need to take up “a rhetorical authority designed neither to control knowledge nor win arguments with students, but rather to assist the development and maintenance of equitable discursive environments” (250). Teachers can do with with a praxis called pedagogies of the self, which are “teaching practices that undermine unitary concepts of self and induce students to take on alternate identities” (249).
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Hawisher and Sullivan analyze images of women on various commercial, institutional, and personal websites in an attempt to study “what happens to women’s online lives when the visual comes into play” (269). They show that when women do not have control the images, the image tend toward stereotypes. When they do have control, women tend to show multiple sides of themselves and are playful.
They even explore “bodies” as buildings: “Thus, in almost all senses, human bodies are marginalized in favor of more stable architectural bodies – both particular buildings and the omnipresent red brick [of the university] – as the Website constructs the institutional image as one where buildings and, by connection, knowledge pronouncements endure through the changing nature of the bodies that temporarily people them” (278). Ultimately, the authors are that “the visual [is] an inevitable component in the writing of women’s online selves. In its profusion of visual images, the World-Wide Web is doing little more than imitating the material world we all inhabit. As inhabitants of this world…we cannot afford to ignore the visual” (289). |
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