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The politics of popular culture pp. Backlash in cyberspace. Encountering Pierre Bourdieu. And everyone bought it for a while, too. Or does the learning of femi- ninities online somehow influence learning offline, and vice versa, and if so, how. Then one time, they both went on [to an AOL chat room] at the same time, and my friend needed backup.

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An exception was Nina, who seemed to laugh off cybersex requesters. A prob- lem arose, however, when a guy began flirting with Shale, deliberately pro- voking a fight between Shale as Nelly and Rose as Harlequin. Members created their own Web page, usually consisting of their picture, a description of themselves and their interests, and a guest book. Anna and Beverly also decided to role play as men. In our analysis of the transcripts for this article, we focused especially on places in the interviews where girls talked about feeling powerful or vul- nerable online and the implications of these experiences in their offline social interactions. Toward the end of interviews, Pomerantz who conducted most of the interviews would point out to girls who had spoken of equal power between boys and girls at school that they had also brought up examples where this was clearly not the case e. Journal of Contemporary Ethnography, 24 4 ,

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International Journal of Qualitative Studies in Education, 17 1 , Thus, there is more room to be deliberative—an ideal learning condition. Then she changed her mind. The guys are really fun to piss off. Gendering, nevertheless, occurs online through the use of nicknames and language Rodino, , the type of activities engaged in or Web sites vis- ited, interaction Kendall, Yates, , and pictures or avatars used to represent oneself in games Kolko, or on Web pages. Retrieved November 14, , from http. Gender, equity, and identity dis- courses in a school-based computer culture.

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Description: A social, text-based virtual environment. Connell states eloquently some central tenets of practice theory. At the same time, we recognize the pleasure girls experience in engaging in interactive online activities outside of extensive adult monitoring and com- mentary and thus urge educators to tread with some caution when attempt- ing to turn something fun to explicitly pedagogical purposes. Davies, Jones, St. This finding is supported by a number of other studies. What assumptions did the people he or she was inter- acting with online bring to the interaction.
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