Troubling the ontological bubble
Middle School Students Challenging Gender Stereotypes
Bibliographic Data
| ID | 3607429 |
|---|---|
| Authors | Linda Markowitz (0000-0002-5222-9259, Southern Illinois University Edwardsville, corresponding author), Laurel Puchner (Southern Illinois University Edwardsville) |
| Year | 2016 |
| Volume | 25 |
| Issue | 4 |
| Pages | 413-426 |
| Publication date | 2016-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Gender Studies (JOURNAL) |
| Journal identifiers | ISSN: 0958-9236 • E-ISSN: 1465-3869 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09589236.2014.987657 |
| OpenAlex | W2060196956 |
| Language | EN |
| Citations received | 3 |
| References cited | 35 |
In this paper, we discuss how a selection of eighth-grade students (13–14-year-olds) responded when they were asked to publicly challenge the gender binary for a critical media literacy school assignment in the USA. We describe the ways in which students negotiated the dual projects of complying with the assignment to create video ads that challenged gender stereotypes and maintaining their gendered sense of self. While the videos had virtually all students disrupting gender in some way, many did so even as they reinforced the notion of gender as a binary. We apply the idea of ontological bubble, as well as concepts from post-structural theories, to help us make sense of the different methods students used to maintain the gender binary
Linguistics · Mathematics education · Pedagogy · Sociology · Computer Science · Gender Roles and Identity Studies · Gender Studies · Gender Studies in Language · Literacy, Media, and Education · Psychology · Social Psychology · Artificial Intelligence
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| Unique citing works | 3 |
|---|---|
| Citations per year | 0,38 |
| Citation span | 2018 - 2020 (3) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |