The authors define the categories of gender, sexuality, power and corporeality from the perspective of feminist theory and the theory of knowledge-power (Foucault), taking into consideration the confrontation between feminist and classic epistemology of science. Besides, the dominant gender dichotomy as reflected in categories has been deconstructed with the accent on the categorical lack of quantitative research related to children and ICT. The authors suggest the proliferation of categorical apparatus and structuring of gender categories.
COBISS.SI-ID: 1492621
Sociological, anthropological, and feminist research from a gender perspective interpret the new media as an integral part of childhood, and this is also the starting point for this study of the role of the new media, with internet working accentuated. Questioning the social conditions and options for engendering and sexualization reveals that the relation between children and internetworking incorporates instances of governance and oversight by parents, school, international entities and, in the end, also the research itself. Research in its hegemonic form is related to policies that are not immune to the influence of funding. The study critically and semiotically analyses the last grand qualitative survey of the new ICT relations in EU children with the aim to prove the link among funding, policies, and research; it constitutes norms of the relation between children and ICT (and also of the related role of parents, school, and the state). Consequentially the children's own knowledge as regards ICT remains ignored. Standardized research restricts children's inherent awareness of the partially exploitative character of the internet (economic exploitation included).
COBISS.SI-ID: 2282071
By proceeding from a specific epistemological perspective, the author sheds some light on the conditions of learning and delves into the issue of "better" (or perhaps more adequate) gender research in education and beyond. She highlights the position of feminist epistemology that the knowing subject is always "somewhere", in a certain social "location" that enables his or her view and constrains it at the same time. She problematizes the traditional view of research, which understands it as an "external" action on social reality whereas the research itself is not constructed as being a part of that reality. At the same time, this also represents a discharge of any responsibility for the results or interpretation of data. This line of thought leads the author to concretized orientations on specific areas or intersections (new media, gender, violence, pornography, the issue of methods and methodologies, multiculturalism, educational achievements, and more).
COBISS.SI-ID: 2281815