Trainee hairdressers’ uses of Facebook as a community of gendered literacy practiceFootnote¹
1. This paper arises from the UK Economic and Social Research Council-funded seminar series ‘Young Women in Movement: Sexualities, Vulnerabilities, Needs and Norms’ (ESRC RES-451-26-0715), based at Goldsmiths, University of London, 2009–2011.

Julia Davies School of Education, University of Sheffield, 388 Glossop Road, Sheffield, S10 2JA, UKCorrespondence[email protected]

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Virginie Thériault. (2019) ‘If you write poems, it’s like a crime there’: an intersectional perspective on migration, literacy practices, and identity curation. International Journal of Lifelong Education 38:4, pages 406-419.
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Eve Stirling. (2016) Technology, time and transition in higher education – two different realities of everyday Facebook use in the first year of university in the UK. Learning, Media and Technology 41:1, pages 100-118.
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Carrie Paechter. (2013) Young women online: collaboratively constructing identities . Pedagogy, Culture & Society 21:1, pages 111-127.
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Chris BaileyChris Bailey. 2021. Researching Virtual Play Experiences. Researching Virtual Play Experiences 37 88 .

Julia Davies. (2017) Literacy as Tardis: Stories in Time and Space. Teachers College Record: The Voice of Scholarship in Education 119:12, pages 1-20.
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Suhua Huang, Pelusa Orellana & Matthew Capps. (2016) U.S. and Chilean College Students' Reading Practices: A Cross-Cultural Perspective. Reading Research Quarterly 51:4, pages 455-471.
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Sally Baker & Eve Stirling. (2016) Liminal spaces, resources and networks: Facebook as a shaping force for students’ transitions into higher education. Learning and Teaching 9:2, pages 42-65.
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