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Theorizing the Machine: Gender, Education and Computing
ARTICLE

Gender and Education Volume 13, Number 3, ISSN 0954-0253

Abstract

Theorizes relationships between gender, education, and computing, exploring education's role in the continued ideological reproduction of computing and technology as masculine domains. Critiques technological determinism and the sociology of science and postmodernist analyses of technology for reducing technology to the social. Brings together critical realist and feminist perspectives on technology. Examines how schools, universities, and lifelong learning sites reproduce gender ideologies. Contains references. (SM)

Citation

Clegg, S. (2001). Theorizing the Machine: Gender, Education and Computing. Gender and Education, 13(3), 307. Retrieved March 19, 2019 from .

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Cited By

  1. Impact of After-School Learning Programs on High School Girls’ Confidence and Interest in Computing

    Swati Mehta, Jonathan Good, Phil Sands, Aman Yadav & Sarah Gretter, Michigan State University, United States; Janice Levenhagen-Seeley, ChickTech, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 372–378

  2. Integrating Information and Communication Technology in the Classroom:

    Bastien Sasseville & Bastien Sasseville

    Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 30, No. 2 (Jun 15, 2004)

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