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Please use this identifier to cite or link to this item: https://anrows.intersearch.com.au/anrowsjspui/handle/1/22931
Record ID: e5d662f0-bbd7-4374-8cf2-52f3f767083e
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dc.contributor.authorKanai, Akane-
dc.contributor.authorZeng, Natasha-
dc.coverage.spatialNationalen_US
dc.date.accessioned2025-01-07T23:21:21Z-
dc.date.available2025-01-07T23:21:21Z-
dc.date.issued2023-04-
dc.identifier.citationVolume 27, Issue 8en_US
dc.identifier.urihttps://anrows.intersearch.com.au/anrowsjspui/handle/1/22931-
dc.descriptionOpen accessen_US
dc.description.abstractThis article examines how feminist knowledge is constructed and contested within online youth feminist knowledge cultures in Australia. Drawing on data from 50 young feminists engaged with social media, the study explores participants' interactions with three Australian feminist influencers—Clementine Ford, Abbie Chatfield, and Lillian Ahenkan (Flex Mami). It highlights the affective practices of critique, proximity, and distancing employed by participants and discusses how classed, racialised, and gendered dynamics influence the accessibility and legitimacy of feminist knowledge in these contexts. The findings underscore the complexities of social hierarchies and inequalities in feminist social media spaces.en_US
dc.publisherRoutledge, Taylor & Francis Groupen_US
dc.relation.ispartofJournal of Youth Studiesen_US
dc.subjectQualitative Researchen_US
dc.subjectChildren and Young Peopleen_US
dc.subjectIntersectionalityen_US
dc.subjectGender Relations, Gender Norms and Attitudesen_US
dc.subjectDigital and Online Spacesen_US
dc.titleInfluence and expertise: distancing and distinction in online youth feminist knowledge culturesen_US
dc.typeJournal Articleen_US
dc.identifier.doi10.1080/13676261.2023.2199149en_US
dc.identifier.urlhttps://www.tandfonline.com/doi/full/10.1080/13676261.2023.2199149en_US
dc.subject.keywordknowledge culturesen_US
dc.subject.keywordFeminismen_US
dc.subject.keywordYouth Studiesen_US
dc.subject.keywordSocial Mediaen_US
dc.subject.keywordClass and Inequalityen_US
dc.subject.keywordonline feminismen_US
dc.description.notesThis research was included in the ANROWS Register of Active Research (RAR). Please visit <a href="https://www.anrows.org.au/register-of-active-research/" target="_blank" rel="noopener noreferrer">https://www.anrows.org.au/register-of-active-research/</a> for more information on the RAR.<br><br> <br><br><b>Project:</b> Young women’s online experiences of learning about gender inequality <br><br><b>Abstract/project description:</b> Online culture is central to how young people form their identities and learn about inequalities and divisions in society. This project will investigate the ways in which young women learn about gender inequality through online social media groups and discussion forums. Because information is easily accessible to digitally connected young people, it has changed how young people acquire knowledge outside of formal educational institutions. However, the information used online to analyse social division and inequality is often polarised, personalised, and difficult to verify. This presents challenges for young people and wider society in learning how to engage with the sources of information that shape their lives. The project will produce evidence on the benefits and challenges in using online knowledge to navigate experiences of gender inequality. The social benefits of the project include practical guidelines for assessing, analysing and using online political knowledge. These guidelines should be of use to young people, government, and community and industry stakeholders working with young people. <br><br><b>Aims:</b> This project aims to investigate how young women engage with socially significant knowledge about gender inequality in social media groups and online discussion forums, and how they use this knowledge. This project expects to generate new knowledge by explaining how online environments shape knowledge acquisition for young people, using an innovative digital ethnographic approach. Expected outcomes include practical guidelines for assessing the positive and negative aspects of online culture as a pedagogical resource. This should provide significant benefits in helping young people to better navigate online cultures and to recognise, negotiate and, wherever possible, overcome gender-based inequality in their lives. <br><br>en_US
dc.subject.anratopicGender relations, gender norms and attitudesen_US
dc.subject.anrapopulationChildren and young peopleen_US
dc.identifier.bibtypeJournal articleen_US
Appears in Collections:ANROWS Completed Register of Active Research projects
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