READING REFLECTIONS |
Week 9 - Reading Reflections Bray, F. (2007). Gender and Technology. Annual Review of Anthropology. 07 / Issue 36. (pp.37–53)
The “Gender and Technology” article by Frances Bray is one that focuses on the contrast that exists between men and women and their link with technology and the approach of the Feminist Technology Study. As the article states “men are viewed as having a natural affinity with technology, whereas women supposedly fear or dislike it” (37), but the theory of the FTS suggests and argues otherwise. The article then defines Feminist Technology Studies and reveals how it has “played a central part in overturning grand narratives and developing new analytical models” (9). I have never been introduced nor have I heard of FTS, so this article certainly was an interesting one. I agree with the overall contest that the article makes of stating how women have a place with technology as well, as they are users of it. As well, the FTS’ move to “broaden the scope of technology studies to include such assemblages as the brassiere, the closet and the white collar (40) helps to expand the term and include women in it from some perspectives. One of the statements in the article that really grabbed my attention and made me think is how “an electric iron is not technology when a woman is pressing clothes, but it becomes technology when her husband mends it. A woman engineer who tests microwave ovens is told by her male colleagues that her job is really just cooking” (42). I think that this viewpoint primarily stems from education where women did not get the exposure necessary to explore technology and digital tools. In having missed out on that opportunity, the number of female in the field decreases significantly, and results in harsh comments like these. As a teacher of the future, who is aware of such statistics and circumstances, I believe I can take on a more engaging role with technology in the classroom to generate greater knowledge. These statements made me consider how women are underrepresented and shown to be inferior with technology usage. This is definitely something that can be changed starting at the school level. In having and encouraging more female students to actively participate in technology focused courses; the future can be changed to involve more female leads and female perspectives. As well, in a class, teachers can actively use technology to better familiarize all students, and especially females, to give them an introduction to the world of technology available. Jenson, J. & de Castell, S. (2014). Gamer-hate and the ‘problem of women’: Feminsim in Games, in Diversifying Barbie and Mortal Kombat: Intersectional Perspectives and Inclusive Designs in Gaming. (Chapter 13) Jenson and De Castell’s article on Gamergate and how it inspired the feminist project of Feminists in Games is a rejuvenating one. The article describes how makers, players and researchers were able to attack the “gender troubles of digital games industry and culture” (187). Some examples of criticism mentioned in the article include how “over the past 30 years, the technology industry has been notoriously unsuccessful at attracting and sustaining female employees…women remain significantly under-represented in the design and development of mainstream games, [and] it is an actively hostile and misogynistic space for female game designers and programmers” (187/188). Gamergate opposes what they view as the increasing influence of feminism on video game culture but it is more than just feminism, it now astonishes me how the pushback against women speaking up about sexism in gaming is taken, because, despite assumptions, they do make up a large part of the gaming community. This pushback is definitely hindering the growth of the number of women in the field and possibly, female students interested in the field. These students will only become deterred from the field as they see it laced with sexism. Although, women make up half of US gamers, the gaming culture doesn’t seem to want to acknowledge them. Over the years, gender disparity within the gaming industry has grown exponentially and this has only resulted in the game developer teams being male dominated. One of the questions addressed in the article that speaks to me is “how can education provide women and girls more equal foundations and entry-points to participate in game-focused production, whether as players, scholars or as developers” (189/190). This is something I began to tackle in the previous question, but something I think is a very key component of changing the current dynamic. I think education can provide women more equal foundations as it will allow them the same opportunities to explore technology. As a teacher, this can be done very early, and in introducing and working with the technology as a class; both boys and girls attain the same exposure. Another way in which education can help create entry-points to participate in game-focused production is to actively engage and encourage female students to follow pursuit in these courses at higher levels. In attaining female students, they will become more engaged aware of the materials. I think that this course acts as an exemplar of some kind. As a teaching course, many of the students are females and chose to take a course focused on technology. I can say that many of us have never explored with technology in the way that we have during the course. I have even tried coding games, although very basic, this is something that I would have never imagined doing, but feel an interest towards now that I have attempted and become aware and engaged with it. It has definitely pushed me past my comfort zone on multiple occasions, but it has also made me much more comfortable using and exploring these tools in a classroom setting.
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