Ambiguities and dilemmas around #MeToo: #ForHow Long and #WhereTo?

Žarkov, Dubravka; Davis, Kathy

doi:10.1177/1350506817749436

Cited by 102 publications

(59 citation statements)

References 3 publications

(1 reference statement)

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“…In the educational employment of these technologies, the affordances have generated not only optimism about the new possibilities to blur boundaries between formal and informal learning spaces (Greenhow & Lewin, 2016) but also concern for the complexities created by "collapsing contexts" (Marwick & boyd, 2011) between personal and academic lives (Selwyn & Stirling, 2016;Sleigh, Smith, & Laboe, 2013). This opens up unexplored communication protocols and standards between students and academics in light of online viral movements, such as #metoo in 2017 (Zarkov & Davis, 2018). In this constantly evolving online landscape, higher education institutions have found it difficult to respond with adequate policies that govern the use of social media for professional purposes (Pomerantz, Hank, & Sugimoto, 2015).…”

Section: Review Of Current Researchmentioning

confidence: 99%

Social media, learning and connections for international students: The disconnect between what students use and the tools learning management systems offer

Sleeman

Lang

Dakich

2019

AJET

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With the increased focus on the use of digital platforms to facilitate teaching and learning comes the challenge of creating connections between international students and their new classmates. The use of social media in higher education may be one avenue that can enable not only learning but also social connections between students to improve the international study experience and sense of community. This article reports on the findings of a small survey study at an Australian university, which demonstrate that the majority of international students surveyed had greater prior experience with social network sites for personal and educational use rather than wikis, blogs, and discussion forums, which are often used in institutional settings. Furthermore, the results suggest that the educational use of social network sites led many participants to add new classmates as profile friends. These findings have implications for the choice of digital platforms for pedagogical use of social media and how that may impact on the teaching of international students in higher education for making connections.

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Section: Review Of Current Researchmentioning

confidence: 99%

Social media, learning and connections for international students: The disconnect between what students use and the tools learning management systems offer

Sleeman

Lang

Dakich

2019

AJET

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“…Since the MeToo hashtag went viral in 2017, sexual harassment has been brought to public attention, into the realm of political debate, and into everyday activism in a widespread, if also contested, manner (Hearn, 2018;Mendes et al, 2018;Zarkov & Davis, 2018). Beyond the media coverage of harassment by highprofile perpetrators, the attention drawn to the prevalence of sexual harassment has also engaged decision-makers (Måve, 2018).…”

Section: The Research-activist Setting: #Metoo Postscriptummentioning

confidence: 99%

“…The #MeToo Postscriptum was a spin-off project from the second author's-Tuija's-long-term and ongoing research on gender and power in young peer cultures. The project took place during the growing debate around sexual harassment that was reanimated by the rise of the MeToo movement in 2017 (Hearn, 2018;Mendes, Ringrose, & Keller, 2018;Zarkov & Davis, 2018). 2 During the project, we used creative methods to engage with 150 children who were 10-12 years of age to explore and communicate their experiences of harassment in their peer cultures.…”

Section: Introductionmentioning

confidence: 99%

How A Hashtag Matters – Crafting Response(-Abilities) through Research-Activism on Sexual Harassment in Pre-Teen Peer Cultures

Pihkala¹,

Huuki²

2019

RERM

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This paper examines what research with children can do and become when it intra-acts with a MeToo hashtag, creative methods, experiences of sexual harassment and the making and travelling of Valentine’s Day cards. The paper is grounded within a creative research-activist project, #MeToo Postscriptum, which aimed to address sexual harassment in pre-teen peer cultures. Analyzing the project, the paper explores how the idea of response-ability manifested in three space-times of the project, and how the material-discursive practices of the project reiteratively reconfigured the conditions of possibilities to respond, react, and act against abusive gendered and sexual child peer cultures. Mapping response-ability through our research endeavours helps theorize the contingent, complex, and entangled ways research-activist methodologies can activate change, enables us to envision response-able practices to counter sexual harassment in young peer cultures, and sensitizes us as scholars and educators to our responsibilities and accountabilities that become recrafted in response.

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“…From a research perspective, the many debates and initiatives relating to the #MeToo campaign appear to have the potential to add insights on the reproduction of inequalities within specific contexts. As time passes, this potential is likely to be translated into scientific productions, but as yet #MeToo has only resulted in short comments and reflections (Corcione 2018;Zarkov and Davis 2018).…”

Section: Introductionmentioning

confidence: 99%

#Metoo in the Swedish forest sector: testimonies from harassed women on sexualised forms of male control

Johansson

Andersson

2018

Scandinavian Journal of Forest Research

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This study adds to the literature on the gendered culture of the forest sector by examining testimonies of sexual harassment in relation to the gendering of forestry-related competence and organisations and the consequences that the sexualisation of social relations in organisations has, mainly for women. The empirical base of the study comprised testimonies within the campaign #slutavverkat published on Instagram to highlight experiences of sexual harassment of women in the Swedish forest sector. Qualitative content analysis of the testimonies suggested that the situations described in the testimonies in #slutavverkat comprise controlling actions that diminish women's power in the forest sector. Sexualised forms of male control and harassment thus work to remind women that they are first and foremost a representation of women, rather than of forestry professions and knowledge. In that sense, sexualised forms of male control and harassment are part of, rather than deviating from, the overall gendering of forestry as a men-dominated sphere. The study adds to organisational understandings and policy developments on discrimination and harassment and suggests that researchers and policy-makers interested in reducing inequality in forestry need to pay more attention to issues of harassment and sexualisation of social relations.

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Ambiguities and dilemmas around #MeToo: #ForHow Long and #WhereTo?

Cited by 102 publications

References 3 publications

Social media, learning and connections for international students: The disconnect between what students use and the tools learning management systems offer

Social media, learning and connections for international students: The disconnect between what students use and the tools learning management systems offer

How A Hashtag Matters – Crafting Response(-Abilities) through Research-Activism on Sexual Harassment in Pre-Teen Peer Cultures

#Metoo in the Swedish forest sector: testimonies from harassed women on sexualised forms of male control

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