| 1. |
- Berge, Maria, 1979-, et al.
(author)
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Walking the line of being a geek or not: race, gender and re-surfacing stereotypes
- 2023
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In: ECER 2023: Programme, EERA , 2023 (Glasgow, UK). - : EERA.
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Conference paper (other academic/artistic)abstract
- Who is a geek? In popular media the geeks are often portrayed as the school’s losers who perform well in school but have low status (Salter and Blodget, 2017). The low status of the geek/nerd/swot/boffin in schools has had the implication of making it less attractive to study hard (Francis 2009, Jackson & Nyström, 2015). This is especially true for male students who do a balancing act to not be categorised as a geek or nerd (Asp-Onsjö & Öhrn, 2015; Nyström, 2012; Peltola & Phoenix, 2022). Different negative traits are connected to the geek label, such as not caring what to wear and not being sporty, and sometimes boys perform purposely less well in school to avoid this label (Nyström 2012). At the same time as this geek figure is ‘congenitally uncool’ the geek figure has always been strongly connected to science, technology and computer science, and the position of being a genius (Willey & Subramaniam, 2017). The idea of brilliant geekiness has been so powerful that people seeking to hire computer programmers have looked for signs of it as proof of intelligence and programming ability (Kendal 1999). The geek figure, the awkward genius, primarily white and male, has thus gatekeeping functions in technology. However, over the last decades the geek label has shifted significantly: from historically being associated with mockery and an outsider position, the geek has become increasingly dominant both in popular media as well as in economic and cultural structures (Salter and Blodget, 2017; Tocci 2009). This shift is partly displayed in how geeks are celebrated in real life, for example Bill Gates and Steve Jobs, but also how the geek figure has become a central one in popular media. The geek entrepreneur in movies such as Iron man and The Social Network answers ‘contemporary tensions within masculinity and capitalism’ (Mendick et al, 2021, p. 2). According to Tocci (2009), there are four overlapping images of geeks today: the Geek as a misfit, the Geek as a genius, the Geek as a fan and ‘Geek as chic’. The Geek as a misfit has low status and is awkward and the Geek as a genius (with the example of Bill Gates) is passionate about technology. Both these images are in line with how a geek has traditionally been conceived before. However, the Geek as a fan is described as into geeky hobbies (such as games, science-fiction, and other traditionally geeky media), but with a ‘shared sense of childlike playfulness, and potentially a purposeful resistance against broader norms of maturity’ (p. 322), which is not necessarily a low status position. The image of Geek as chic makes it not just okay to be a geek, but it is actually a high-status position, the geeks are thought to represent their own hip subculture of sorts and their own sense of style. How big this shift or movement is around the geek figure is contested and needs to be investigated, especially how the limits and borders have changed in relation to race and gender. There is also an urgent need to address if the geek figure still operates as gatekeeper to technology education. The aim of this study is to explore this shift around the geek figure by interviewing Swedish teenagers about what they think about geeks and geekiness today. Methods/methodology: We did group interviews with 32 students doing their third year in upper secondary school, all being 18-19 years old. These 32 students, 21 boys and 11 girls, were classmates in three different school programmes: the Natural Science Programme, the Technology Programme and the Social Science Programme. The students were asked about what a geek is and how it is possible to know if someone is a geek. We also asked if they saw themselves as geeks and if there are any good or bad sides of being a geek. To prompt them to speak of geekiness, we showed them four clips of people handling technology from four US films: Men in Black (1997) featuring Agent J, The Social Network (2010) a biopic of Mark Zuckerberg, Age of Ultron (2015) with Tony Stark and Bruce Banner, and The Black Panther (2018) with the Princess of Wakanda Shuri teasing her brother T’Challa/Black Panther. In our analysis we focused on how the geek figure was positioned by the students in the interviews, how the students related to the geek figure themselves and how the movie characters in the four selected clips were perceived by the students. The first step in our analysis was, after listening to all the interviews carefully, to select instances where geekiness or geeks were described, looking for storylines of geekiness: How do the students position the geek figure? Positioning is the discursive process that people use in conversations to arrange social structures (Davies and Harré, 1990), where positionings can be deliberate, inadvertent, presumptive or taken for granted (Harré et al., 2009). Positionings are always twofold, in that a positioning of someone else also implies a positioning of oneself, so what they express about geeks gives us clues about their own relationship to geekiness. Storylines that are linked to cultural contexts beyond the actual conversation unfold as participants are engaged in positioning themselves and others (Davies and Harré, 1990; Harré and Langenhove, 1999), for example that the geek has suffered and has unhealed wounds (Mendick et al, 2021) or the idea of STEM being a meritocracy (Willey & Subramaniam, 2017). We also analysed how the movie characters Agent J, Mark Zuckerberg, Tony Stark and Bruce Banner, and Shuri and T’Challa were positioned by the students, with a special focus on race and gender. Expected outcomes/results: Our results illustrate how upper secondary Swedish students position geeks as belonging to one of two storylines: The storyline of the modern geek where it is cool to be a geek and the position is non-gendered and non-racialised, and The storyline of the stereotypical geek where the geek is white, male, socially awkward, and primally interested in technology. Since the students use the word ‘stereotypical’ when they talk about the low-status geek it is tempting to believe that this position is only a remnant of timed passed, but this storyline is still active in their narratives. For example, they position people at their own school as stereotypical geeks. These two storylines were interlinked. In the storyline of the modern geek the geek position is open for everyone, but this idea was simply not coherent with how many students did not let the character Shuri pass as a geek. The arguments for not positioning her as a geek (apart from being a woman and black), were that Shuri was too good-looking, too well-dressed and too social. Among all the characters we presented to participants, the character of Shuri was the one the students perceived as least authentic. This is interesting, because they continued saying that ‘[today] anyone can become a geek’ and that gender, race, class, and sexuality have no significance. In our reading, this parallel view of what a geek is keeps the myth of a geek meritocracy (Willey & Subramaniam, 2017) intact, at the same time as they clearly were more hesitant to position black women as geeks. Therefore, our data indicates that hopes that the pluralized modern geek position, i.e. ‘the geek is chic’ (Tocci, 2009) will provide a gateway into STEM for black female students are not well-founded.
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| 2. |
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| 3. |
- Mendick, Heather, et al.
(author)
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Geek Entrepreneurs: The Social Network, Iron Man and the Reconfiguration of Hegemonic Masculinity
- 2023
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In: Journal of Gender Studies. - : Informa UK Limited. - 0958-9236 .- 1465-3869. ; 32:3, s. 283-295
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Journal article (peer-reviewed)abstract
- In this paper, we argue that the geek entrepreneur is a new hegemonic masculine formation superseding the macho formation exemplified by John Wayne and the global business masculinity proposed as hegemonic by Connell and Messerschmidt more recently. This formation fuses the technological genius and suffering of geekiness with the disruption and innovation of entrepreneurialism. It is the masculinity of the geek entrepreneur that today legitimates both male domination and capitalism. We construct this argument through looking in detail at two cinematic representations of the geek entrepreneur: Mark Zuckerberg in The Social Network and Tony Stark in Iron Man. We hope to open up a debate about how gendered discursive formations have changed since the 1980s, what masculinity is now hegemonic, and how this can illuminate gender and other power relations.
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| 4. |
- Mendick, Heather, 1970, et al.
(author)
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Popular culture geeks, suffering, revenge and mathematics
- 2020
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In: Proceedings of the British Society for Research into Learning Mathematics, 40(3). - : British Society for Research into Learning Mathematics.
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Conference paper (peer-reviewed)abstract
- From The Big Bang Theory to Stranger Things, geek characters are increasingly central to contemporary popular culture. They may be primarily into technology or science but this is always grounded in extraordinary mathematical skills. As Tony Stark says in Iron Man “If my math is right, and it always is...”. In this article, we map one aspect of how the pop culture geek is represented: suffering-revenge narratives. We use the Mark Zuckerberg biopic The Social Network as an archetypal example and argue that while suffering and revenge have always been part of geek representations, they are increasingly taking on misogynistic forms. These narratives legitimate the gendered policing of online geek spaces and wider sexism. As a contrast, we look at working-class Latina female geek Betty Aurora Rincón in the television series Betty en NY showing how she responds to suffering with forgiveness and empathy rather than revenge.
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| 5. |
- Ottemo, Andreas, 1979, et al.
(author)
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Contextualizing technology: Between gender pluralization and class reproduction
- 2020
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In: Science Education. - : Wiley. - 0036-8326 .- 1098-237X. ; 104:4, s. 693-713
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Journal article (peer-reviewed)abstract
- A diverse body of feminist scholarship has addressed the masculine orientation of Western engineering education for at least four decades. Among critiques specifically targeting curriculum, a recurrent line of argumentation highlights its reductionist framing and narrow focus on mathematics and technology. The argument is that these traits represent a masculine orientation and that women would gain from a curriculum more oriented towards the context and applicability of technical knowledge. Simultaneously, researchers working in a Bernsteinian, social realist, educational tradition have suggested that, from a social-class perspective, it is important to provide all students with access to theoretical, abstract and context-independent knowledge. This article explores the resultant, theoretical tension between these two positions. Our empirical starting point is a recently completed ethnographic study of a male-dominated bachelor's degree engineering program in Sweden. This program's curriculum repeatedly emphasizes the value of experiential and contextually rooted knowledge over contextless and mathematically modeled knowledge. Borrowing Bernstein's terminology, we argue that such emphasis represents a privileging of horizontal discourse over vertical and that, as such, said curriculum potentially deprives the male, working-class students of access to powerful knowledge. We further highlight how the program represents a poor target for the line of feminist critique identified above, despite being strongly male dominated. We thereby shed light on challenges related to formulating (intersectional) critiques of the engineering curriculum simultaneously attentive to both class and gender. Conclusively, we argue that efforts directed at making the engineering curriculum more inclusive can learn from both feminist and social realist lines of argumentation.
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| 6. |
- Ottemo, Andreas, 1979, et al.
(author)
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Geek nostalgia: The reflective and restorative defence of white male geek culture
- 2024
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In: New Media and Society. - : Sage Publications. - 1461-4448 .- 1461-7315.
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Journal article (peer-reviewed)abstract
- During recent decades, geek culture has become increasingly visible, and the geek has left the cultural margins, becoming more popular than ever. At the same time, nostalgia has emerged as a central component of geek culture. Framed by a post-structural understanding of gender and race and drawing on cultural theorist Svetlana Boym’s distinction between reflective and restorative nostalgia, this article explores how and why geeks nostalgically long for a time when they were largely marginalized. We combine readings of Swedish online geek podcasts and YouTube channels with ethnographic visits to geek conferences and pop-cultural “geek fairs,” such as Comic Con and SciFiWorld. We argue that geek nostalgia represents a clinging on to a “constitutive wound,” allowing the geek figure to mobilize masculine victimhood in ways that simultaneously underpin geek privilege and allow the geek to continue operating as a white male gatekeeper of geek culture.
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| 7. |
- Ottemo, Andreas, 1979, et al.
(author)
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Gender, Passion, and ‘Sticky’ Technology in a Voluntaristically-Organized Technology Makerspace
- 2023
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In: Engineering Studies. - : Routledge. - 1937-8629 .- 1940-8374. ; 15:2, s. 101-121
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Journal article (peer-reviewed)abstract
- As ‘open’ and supposedly inclusive informal learning settings that participants visit out of interest and passion, there has been hope that makerspaces will democratize technology and challenge traditional gender patterns in engineering education. Passion for technology has, however, also been shown to be deeply intertwined with the masculinization of engineering. This article explores how this tension manifests among engineering students and other makers at an ‘open’ voluntaristically-organized technology makerspace located at the campus of a Swedish university of technology. It draws on a post-structural understanding of gender and Sara Ahmed’s queer-phenomenological conceptualization of emotions as ‘orienting devices’. Based on ethnographic fieldwork and interviews with makers, we show how passion for technology is articulated as a particularly absorbing emotion that underpins a playful approach to technology and a framing of makers as single-minded and asocial. We demonstrate how passion for technology thereby becomes a homosocial ‘glue’ that makes technology ‘sticky’ for only a select group of techno-passionate men. We conclude that this undermines the potential for ‘making’ to democratize technology and puts into question the degree to which interest-driven, voluntaristic and ‘authentic’ settings for engaging with technology can contribute to pluralizing engineering.
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| 8. |
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| 9. |
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| 10. |
- Beach, Dennis, 1956, et al.
(author)
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Power, education, democracy and structural social relations
- 2013
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In: Differentieringens janusansikte. En antologi från Institutionen för pedagogik och specialpedagogik vid Göteborgs universitet. Inga Wernersson & Ingemar Gerrbo (red). - Göteborg : University of Gothenburg. - 0436-1121. - 9789173467735 ; , s. 189-221
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Book chapter (other academic/artistic)
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| 11. |
- Brännström, Malin, 1984, et al.
(author)
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Struggling to teach "those who struggle". The education of newly arrived students with limited schooling in two Swedish compulsory schools
- 2022
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In: Education Inquiry. - : Informa UK Limited. - 2000-4508.
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Journal article (peer-reviewed)abstract
- This study examines the teaching of a student group that is often overlooked in research and policy: newly arrived adolescent students with limited previous experience of formal schooling (NALS). Drawing on ethnographic data produced at two junior high schools with different reception models for newly arrived students, we asked how NALS were approached at the schools. Employing the notion of difference blindness, the study shows that, at one of the schools, NALS were primarily approached as “weak” learners in general or as “weak” Swedish learners in particular. We argue that NALS are caught here in an “oscillation” between visibility as a group with particular needs on the one hand and invisibility resulting from difference blindness on the other. At the second school, a bilingual model was employed. Here, NALS pedagogical needs were to a higher extent tied to school subject knowledge. We demonstrate that when Swedish acquisition was not the primary goal of the educational practice, this enabled a pedagogy that was less “blind” to the needs of NALS.
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| 12. |
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| 13. |
- Gonsalves, Allison, et al.
(author)
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"Brunkers and brave heroes" : Dominant Subject Positions in Figured Worlds of Construction Engineering
- 2019
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Conference paper (peer-reviewed)abstract
- Research in engineering education has pointed to the need for new engineers to develop a broader skill-set with an emphasis on 'softer' social skills. However, there remains strong tensions in the identity work that engineers must engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills. This study explores how three non-traditional students experience these tensions in the final year of their construction engineering program, across classroom and workplace experiences. We explore the dominant subject positions for students in construction engineering classroom and workplaces in a three-year Swedish engineering program. Results demonstrate that dominant soubject positions for construction engineers can trouble students' identity work as the move across classroom and workplace settings.
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| 14. |
- Haywood, Chris, et al.
(author)
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The Conundrum of Masculinity : Hegemony, Homosociality, Homophobia and Heteronormativity
- 2017
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Book (peer-reviewed)abstract
- Popular culture is awash with discussions about the difficulties associated with being a man. Television talk shows, media articles and government press releases discuss not simply the problem of men, but have more recently focused on the problems of being a man. The Conundrum of Masculinity challenges highly advertised beliefs that men are in crisis and struggling to hold onto traditional masculine habits whilst the world around them changes. Indeed, whilst there is a range of valuable contributions to the field that examine how men live out their lives in different contexts, there are few accounts that examine in detail the building blocks of masculinity or how men are really 'put together'. Thus, this innovative and timely volume seeks to provide a systematic exploration of the different aspects of masculinity - in particular hegemony, homosociality, homophobia and heteronormativity. An original approach to the field of masculinity studies, this book ultimately presents a critical synthesis that brings together disparate approaches to provide a clear and concise discussion to address the true nature of masculinity. The Conundrum of Masculinity will appeal to undergraduate and postgraduate students interested in fields such as Gender Studies, Masculinity Studies and Sociology.
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| 15. |
- Johansson, Thomas, 1959, et al.
(author)
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Ruptures in hegemonic masculinity: the dialectic between ideology and utopia
- 2015
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In: Journal of Gender Studies. - : Informa UK Limited. - 0958-9236 .- 1465-3869. ; 24:2, s. 192-206
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Journal article (peer-reviewed)abstract
- In the 1990s, Raewyn Connell published her groundbreaking study on the transformation of masculinity. In Masculinities, the concept of hegemonic masculinity was put forward as a key concept in gender studies. Originally applied in Marxian studies to power and class, the concept of hegemony was now used to analyse a historically mobile and dynamic power structure and hierarchical relation between different groups of men and women. Although using the concept of hegemonic masculinity is considered a powerful way of approaching and analysing gender relations, the main question is whether this conceptual turn, in fact, leads to a more dynamic theory of masculinity and gender. The main objective of this article is to contribute to conceptual clarifications and to the theorizing on gender, hegemony and masculinity. The conceptual and theoretical exploration aims at opening up ways of redefining and reconceptualizing hegemonic masculinity. Using Ricoeur’s and Laclau and Mouffe’s theorizations of hegemony, the concept of hegemonic masculinity is expanded and reformulated. A short case study of contemporary Scandinavian fatherhood is used to discuss the empirical implications of this theoretical effort.
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| 16. |
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| 17. |
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| 18. |
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| 19. |
- Ottemo, Andreas, 1979, et al.
(author)
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(Dis)embodied masculinity and the meaning of (non)style in physics and computer engineering education
- 2021
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In: Gender and Education. - : Informa UK Limited. - 0954-0253 .- 1360-0516. ; 33:8, s. 1017-1032
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Journal article (peer-reviewed)abstract
- Physics- and computer-related disciplines are strongly male dominated in Western higher education. Feminist research has demonstrated how this can be understood as reflecting a strong privileging of mind and rationality (over body/nature/emotions) in these disciplines, which harmonises with broader notions of masculinity as transcendental and disembodied. However, as we demonstrate in this paper, being recognised as legitimate in these fields is also tightly connected to embodiment. Drawing on post-structural gender theory, we explore how notions of corporeality, style and aesthetics are articulated within computer engineering and physics settings at two higher education institutions, one in Canada, one in Sweden. Using empirical data from two case studies, we demonstrate that these disciplines are usually understood as ‘gender neutral’ by students but that interest and competence in these fields are simultaneously understood as embodied through neglect for style and corporeal aesthetics, in ways that contribute to the masculinisation of these fields.
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| 20. |
- Ottemo, Andreas, 1979
(author)
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From Domination to Emancipation and Freedom: Reading Ernesto Laclau's Post-marxism in Conjunction with Philip Pettit's Neo-republicanism: A Reply to Gulshan Khan
- 2019
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In: Global Discourse: An interdisciplinary journal of current affairs. - 2043-7897. ; 9:2, s. 411-415
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Journal article (peer-reviewed)abstract
- In her article, Gulshan Khan highlights some particularities in Laclau's theorising of domination, emancipation and freedom, through contrasting Laclau's work with the neo-republican political theorist Philip Pettit. Pettit is largely positioned as a theorist of 'what is', while Laclau is acknowledged for theorising the conditions for more revolutionary change. In the reply, it is argued that this difference can be understood in terms of the distinction between 'politics' and 'the political'. While Khan suggests that Pettit's work can complement Laclau's in having more to say about concrete 'politics', this reply suggests that this lack has also been fruitfully addressed by scholars closer to Laclau within the Essex School. A discussion of theoretical and methodological implications of engaging with this work in relation to the themes discussed by Khan concludes the response.
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| 21. |
- Ottemo, Andreas, 1979
(author)
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From domination to emancipation and freedom: Reading Ernesto Laclau’s post-Marxism in conjunction with Philip Pettit’s neo-republicanism: A reply to Gulshan Khan
- 2022
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In: Reflections on post-Marxism: Laclau and Mouffe's project of radical democracy in the 21st century. - Bristol : Bristol University Press. - 9781529221855 ; , s. 151-155
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Book chapter (peer-reviewed)abstract
- In her article, Gulshan Khan highlights some particularities in Laclau's theorising of domination, emancipation and freedom, through contrasting Laclau's work with the neo-republican political theorist Philip Pettit. Pettit is largely positioned as a theorist of 'what is', while Laclau is acknowledged for theorising the conditions for more revolutionary change. In the reply, it is argued that this difference can be understood in terms of the distinction between 'politics' and 'the political'. While Khan suggests that Pettit's work can complement Laclau's in having more to say about concrete 'politics', this reply suggests that this lack has also been fruitfully addressed by scholars closer to Laclau within the Essex School. A discussion of theoretical and methodological implications of engaging with this work in relation to the themes discussed by Khan concludes the response.
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| 22. |
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| 23. |
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| 24. |
- Ottemo, Andreas, 1979
(author)
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Kön, kropp, begär och teknik: Passion och instrumentalitet på två tekniska högskoleprogram : Gender, body, desire, and technology: Passion and instrumentality in two technical university programs
- 2015
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Doctoral thesis (other academic/artistic)abstract
- This thesis addresses the co-production of gender and technology as articulated in two programs at a Swedish university of technology: Computer Science and Engineering (CSE) and Chemical Engineering (CE). It builds on the assumption that the articulation of gender in these programs relates to how technology is articulated. Research on gender and technology often investigates the ‘failure’ of linking women/femininity to technology. In this thesis I, instead, adopt a perspective inspired by queer theory and focus on norms that articulate masculinity with technology. Theoretically and methodologically, the study adopts a post-structural perspective primarily based on discourse theory, as developed by Laclau and Mouffe (1985/2008). I also draw on feminist technoscience research and on Butler’s (1988, 1990/2007, 1993) notion of gender, performativity, and the heterosexual matrix. Empirically, the thesis is based on ethnographic fieldwork and formal interviews with students. Considering the critique that research on gender and technology has failed to address sexuality, I emphasize explicitly the role of passion, desire, and heterosexuality in the production of connections between masculinity and technology. As the thesis title suggests, this focus on passion and desire for technology is combined with recognition of the role of instrumentality in higher technology education. In my analysis, I suggest that the formal education students receive fails, for various reasons, to subjectively engage many students. Consequently, students adopt an instrumental approach to their education, emphasizing the future exchange value of their formal degree, rather than subjective meaningfulness or the significance of the subject matter as such. I also argue that in failing to ‘recruit’ students, formal education can be considered as privileging the already-passionate student, whose interest in technology is not so easily derailed, even when encountering education that fails to engage subjectively. This ‘passionate student’ subject position is articulated primarily in the CSE program, mainly in informal, student cultural contexts. Here, I argue that technology, corporeality, desire, and embodied computer interest, are configured in a manner that derives intelligibility from the heterosexual matrix and contributes to the CSE program’s hetero-masculine connotations. On the other hand, the absence of the ‘passionate student’ subject position in the CE program, appears to contribute to this program’s relative gender inclusiveness.
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| 25. |
- Ottemo, Andreas, 1979
(author)
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Manlighetens paradoxer
- 2007
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In: Alba.nu. - 1403-5448. ; :4
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Journal article (other academic/artistic)
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| 26. |
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| 27. |
- Ottemo, Andreas, 1979
(author)
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Rekryteringsarbete: Rådande utgångspunkter och alternativa strategier
- 2009
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In: Proceedings från Den 2:a Utvecklingskonferensen för Sveriges ingenjörsutbildningar. ; , s. 12-17
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Conference paper (other academic/artistic)abstract
- I denna artikel granskas insatser för att få fler unga att söka sig till högre teknisk utbildning. Rekryteringsprojekten Morgondagens ingenjör och VäljIT-kampanjen ställs särskilt i fokus. Det sätt man närmar sig problemet ”bristande intresse för teknikstudier” presenteras och analyseras. Att en utgångspunkt tycks vara att unga gör sina val att inte läsa teknik på felaktiga grunder lyfts fram och kritiseras. I kontrast till ett sådant synsätt argumenteras för att aktörer engagerade i teknisk utbildning bör se rekryteringsarbete som kopplat till eget förändringsarbete och att en mer självkritisk inställning bör prägla framtida arbete på området. Ett sådant mer kritiskt angreppssätt prövas också i artikeln.
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| 28. |
- Ottemo, Andreas, 1979
(author)
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Situating “the gender question” in engineering education: curriculum, student culture and beyond
- 2018
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In: Keynote presentation at the CDIO Seminar: ’Gender issues in CDIO-based education’, Chalmers University of Technology, October 10, 2018.
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Conference paper (other academic/artistic)abstract
- The question of gender in relation to engineering education has been addressed in a number of ways in the scholarly literature over the past decades. In this talk, I will highlight and critique some dominant tendencies in this research. I will argue for an approach that learns from but also aims to transcend some of the limits identified in earlier work, through combining a focus on formal curriculum and student culture as it relates to gender. Particular attention will be paid to how passion and desire for technology contrasts with more instrumental attitudes among students, and how this relates to gender, corporeality and diversity issues in engineering education more broadly.
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| 29. |
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| 30. |
- Ottemo, Andreas, 1979, et al.
(author)
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Teknik, manlighet och prylbegär
- 2009
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In: På spaning efter teknisk bildning / Åke Ingerman, Karin Wagner, Ann-Sofie Axelsson (red.). - Stockholm : Liber. - 9789147093496
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Book chapter (other academic/artistic)
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| 31. |
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| 32. |
- Ottemo, Andreas, 1979
(author)
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The coproduction of masculinity and technology: problems and prospects
- 2020
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In: Routledge International Handbook of Masculinity Studies. Lucas Gottzén, Ulf Mellström, Tamara Shefer (red.). - London and New York : Routledge. - 9781138056695
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Book chapter (peer-reviewed)abstract
- Located at the intersection of feminist science and technology studies and masculinity research, masculinity and technology research explores the often-neglected relationship between masculinity and technology. This chapter maps developments in this cross-disciplinary field. The influential notion of coproduction of gender and technology is explicated, and the fruitfulness of this approach is illustrated by discussing the “case” of masculinity and digital technology. The theoretical and methodological challenges associated with the coproduction thesis are discussed, and contemporary attempts to address these are taken as point of departure for identifying promising new research directions and areas in need of theoretical refinement.
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