Suchergebnisse

"Examines the role that video games play in girls' lives, including how games structure girls' leisure time, how playing video games constitutes different performances of femininity, and what influences girls to play or not play video games. Through interviews, focus groups, and qualitative content analyses, this book analyzes girls' involvement with video games. It also examines different contexts in which discourses of girls and video games occur, including girl-oriented video games, activist efforts to change the video game industry, and informal education programs that teach girls video game design." -- Publisher's description

Educational programs designed to bridge the digital divide for girls often aim to increase girls' technological literacy. However, little research has examined what aspects of technological literacy are highlighted in these programs. In this article, I provide a case study of a video game design workshop hosted by a girls' advocacy organization. Through observations, interviews, and analysis of program materials, I look at how the organization conceptualizes technological literacy as contributing to gender equality. I compare this conceptualization to how technological literacy was taught in the classroom. Finally, I draw on situated learning theory to help explain how girls responded to the class. In the end, both the organization's limited notion of how technological literacy could increase gender equality as well as gender and race differences between the teachers and the girls influenced girls' participation in the workshop.

Carolyn M. Cunningham and Heather M. Crandall analyze the rise of climate activist girls who manage to advance the climate movement using social media, ingenuity, and an intersectional approach. United and focused, they confront the challenges of global systems and cultures that maintain power through all kinds of oppression.

Video games are often seen as a medium for entertainment. However, there is an emerging genre of video games that are designed to raise awareness about important social issues like poverty, immigration, and war. These games use persuasive strategies for engaging communities in conversations about human rights issues. This paper provides analyses of the educational strategies of twenty-one human rights video games on the Games For Change website. Our analysis reveals that the ways these games increase cognition, increase empathy and teach affective responses, as well as teach players how to participate in social change processes, serve to educate for behavioral change. Through this medium, players are immersed in simulations which give them a language to not only understand the dynamics at play in issues such as deportation, but also offers players insight into how to change these dynamics and why it is important.

"Cover" -- "Series page" -- "Gender, Communication, and the Leadership Gap" -- "Library of Congress Cataloging-in-Publication Data" -- "Contents" -- "Foreword" -- "Introduction" -- "PART I: FOUNDATIONS: COMMUNICATION IN PRACTICE" -- "CHAPTER 1: Gender, Communication, and the Leadership Gap" -- "CHAPTER 2: Women as Inclusive Leaders" -- "PART II: ON THE GROUND: EVERYDAY COMMUNICATION" -- "CHAPTER 3: Narrowing the Leadership Gap" -- "CHAPTER 4: Confronting Implicit and Benevolent Bias in Teams" -- "CHAPTER 5: Talking Power" -- "CHAPTER 6: Embracing and Contesting Gender Roles" -- "CHAPTER 7: Gender, Authentic Leadership, and Communication" -- "PART III: AROUND THE GLOBE: CULTURE, COMMUNICATION, AND LEADERSHIP" -- "CHAPTER 8: The Efficacy of Strategies to Elevate Gender Equality in Leadership" -- "CHAPTER 9: The Leaky Leadership Pipeline in France" -- "CHAPTER 10: Emergent Yet Constrained" -- "CHAPTER 11: Transcending Self" -- "PART IV: INTERSECTIONS AND CONUNDRUMS" -- "CHAPTER 12: Intersectionality and Feminist Praxis" -- "CHAPTER 13: She Just Doesn't Seem Like a Leader" -- "CHAPTER 14: I Am Versus I Will Be a Great Leader" -- "CHAPTER 15: Mexican American Women Leaders" -- "PART V: IN THE ETHER: DIGITAL LEADERSHIP" -- "CHAPTER 16: Theorizing and Researching Gender and Digital Leadership in "Tech Cities"" -- "CHAPTER 17: The Links of LinkedIn" -- "CHAPTER 18: Leader or Lady?" -- "CHAPTER 19: Her Gospel Truth" -- "ABOUT THE EDITORS

Frontmatter -- Contents -- Acknowledgments -- Chapter 1. Digital Inequity in the Austin Technopolis: An Introduction -- Chapter 2. Structuring Race in the Cultural Geography of Austin -- Chapter 3. A History of High Tech and the Technopolis in Austin -- Chapter 4. Past and Future Divides: Social Mobility, Inequality, and the Digital Divide in Austin during the Tech Boom -- Chapter 5. The Digital Divide: The National Debate and Federal- and State-Level Programs -- Chapter 6. Crossing the Digital Divide: Local Initiatives in Austin -- Chapter 7. Structuring Access: The Role of Austin Public Access Centers in Digital Inclusion -- Chapter 8. Bridging the Broadband Gap or Recreating Digital Inequalities? The Social Shaping of Public Wi-Fi in Austin -- Chapter 9. Communities, Cultural Capital, and Digital Inclusion: Ten Years of Tracking Techno-Dispositions and Techno-Capital -- Chapter 10. Conclusion -- Contributors -- Index