- Collis, B. (1985). "Sex-related differences in attitudes
toward computers: Implications for counselors," The School Counselor,
33, 121- 130.
- Collis, p.122.
- Collis, p.129.
- Collis, p.129.
- Motherwell, L. (1988). Gender and style differences in a
Logo-based environment. Unpublished doctoral dissertation, Boston:
Massachusetts Institute of Technology.
- Persell, C., & Cookson, P. (1987). "Microcomputers and
elite boarding schools: Educational innovation and social reproduction,"
Sociology of Education, 60, 123-134.
- Giroux, H. 1991. Postmodern Education. Minneapolis:
University of Minnesota Press.
- Haraway, D.J. (1991). "A cyborg manifesto: Science,
technology, and socialist feminism in the 1980's," in D. Haraway (ed.),
Simians, Cyborgs and Women: The Reinvention of Nature. New York:
Routledge, Chapman and Hall.
- Penley, C., & Ross, A. (1991). "Introduction," in C.
Penley and A. Ross (eds.), Technoculture. Minneapolis: University of
Minnesota Press.
- Bordo, S. (1990). "Feminism, postmodemism, and
gender-skepticism," in L. Nicholson (ed.), Feminism/Postmodernism. New
York: Routledge.
- We include this example because it represents a material
context of educational practice within which we were attempting to deal
simultaneously with issues of equity, gender, and technologies. For a more
complete account, see Bryson & de Castell (1993), "Queer Pedagogy: Praxis
makes im/perfect," Canadian Journal of Education, 18(2), 285-305.
- See Rothschild, J. (1983). "Introduction: Why Machina Ex
Dea?" (note #1); and Benston, M. (1985). "The myth of computer literacy"
Canadian Women's Studies, 5, 20-22.
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