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Publication date: 4 June 2021

Alison J. Marganski and Lisa A. Melander

While research on digital dangers has been growing, studies on their respective solutions and justice responses have not kept pace. The agathokakological nature of technology…

Abstract

While research on digital dangers has been growing, studies on their respective solutions and justice responses have not kept pace. The agathokakological nature of technology demands that we pay attention to not only harms associated with interconnectivity, but also the potential for technology to counter offenses and “do good.” This chapter discusses technology as both a weapon and a shield when it comes to violence against women and girls in public spaces and private places. First, we review the complex and varied manifestations of technological gender violence, ranging from the use of technology to exploit, harass, stalk, and otherwise harm women and girls in communal spaces, to offenses that occur behind closed doors. Second, we discuss justice-related responses, underscoring how women and girls have “flipped the script” when their needs are not met. By developing innovative ways to respond to the wrongs committed against them and creating alternate systems that offer a voice, victims/survivors have repurposed technology to redress harms and unite in solidarity with others in an ongoing quest for justice.

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The Emerald International Handbook of Technology-Facilitated Violence and Abuse
Type: Book
ISBN: 978-1-83982-849-2

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Available. Content available
Article
Publication date: 26 April 2011

Tom Burgess and John Heap

442

Abstract

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International Journal of Productivity and Performance Management, vol. 60 no. 4
Type: Research Article
ISSN: 1741-0401

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Article
Publication date: 10 June 2024

Jerome Carson

60

Abstract

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Mental Health and Social Inclusion, vol. 28 no. 3
Type: Research Article
ISSN: 2042-8308

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Book part
Publication date: 23 September 2013

Abstract

Details

Advances in Group Processes
Type: Book
ISBN: 978-1-78190-976-8

Available. Open Access. Open Access
Article
Publication date: 5 September 2023

Robert P. Robinson and Jordan Bell

The purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every…

1403

Abstract

Purpose

The purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every Student Succeeds Act of 2015, through a Black critical theory (BlackCrit) lens to understand better how these educational policies have served as antiblack projects. Furthermore, this study locates examples of educational Freedom Dreams in the past and present to imagine new possibilities in Black education.

Design/methodology/approach

By analyzing education policy documents and history through BlackCrit methods, the authors expose how education policy is inherently an antiblack project. Freedom Dreams catalyze possibilities for future education.

Findings

The data confirms that while these policies purport equity and accountability in education, they, in practice, exacerbate antiblackness through inequitably mandated standardized testing, distributed funding and policed schooling.

Originality/value

This paper applies BlackCrit analysis of education policy to reimagine Black educational possibilities.

Details

Journal for Multicultural Education, vol. 18 no. 3
Type: Research Article
ISSN: 2053-535X

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