Snapchat and affective inequalities: affective flows in a schooling assemblage

References

• Ahmed, S. (2017). Living a feminist life. Durham & London: Duke University Press.
   Google Scholar
• Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831. https://doi.org/10.1086/345321
   Web of Science ®Google Scholar
• Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.
   Google Scholar
• Barad, K. (2014). Diffracting diffraction: Cutting together-apart. Parallax, 20(3), 168–187. https://doi.org/10.1080/13534645.2014.927623
   Web of Science ®Google Scholar
• Barnes, N., & Netolicky, D. (2019). Cutting apart together: a diffracted spatial history of an online scholarly relationship. International Journal of Qualitative Studies in Education, 32(4), 380–393. https://doi.org/10.1080/09518398.2018.1548038
   Web of Science ®Google Scholar
• Bennett, J. (2010). Vibrant matter: A political ecology of things. Duke University Press.
   Google Scholar
• Bernier, A., & Winstanley, S. (2021). “Speak with girls, not for them”: Supporting girls’ action against rape culture. Girlhood Studies, 14(1), 19–35. https://doi.org/10.3167/ghs.2021.140104
   Google Scholar
• Bolt, B., (2013). Introduction: Toward a ‘new materialism’ through the arts. In E. Barrett & B. Bolt (Eds.), Carnal knowledge: Towards a 'new materialism' through the arts (pp. 1–15). I.B. Tauris.
   Google Scholar
• Boyd, D. (2014). It's complicated: The social lives of networked teens. Yale University Press.
   Google Scholar
• Charteris, J., Parkes, M., Gregory, S., Fletcher, P., & Reyes, V. (2018). Student-initiated Facebook sites: Nurturing personal learning environments or a place for the disenfranchised? Technology, Pedagogy and Education, 27(4), 459–472. https://doi.org/10.1080/1475939X.2018.1507924
   Web of Science ®Google Scholar
• Charteris, J., & Gregory, S. (2020). Snapchat and digitally mediated sexualised communication: Ruptures in the school home nexus. Gender and Education, 32(6), 803–819. https://doi.org/10.1080/09540253.2018.1533922
   Web of Science ®Google Scholar
• Charteris, J., Crinall, S., Etheredge, L., Honan, E., & Koro-Ljungberg, M. (2020). Writing, haecceity, data, and maybe more. Qualitative Inquiry, 26(6), 571–582. https://doi.org/10.1177/1077800419843558
   Web of Science ®Google Scholar
• Charteris, J., Gregory, S., & Masters, Y. (2018). Snapchat, youth subjectivities and sexuality: Disappearing media and the discourse of youth innocence. Gender and Education, 30(2), 205–221. https://doi.org/10.1080/09540253.2016.1188198
   Web of Science ®Google Scholar
• Charteris, J., Gregory, S., Masters, Y., Maple, M., Kennedy, A. (2016). Snapchat at school – ‘Now you see it …” Networked affect – cyberbullying, harassment and sexting. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show me the learning (pp. 111–115). ASCILITE 2016 proceedings, Australia November 28–30.
   Google Scholar
• Charteris, J., Nye, A., & Jones, M. (2019). Posthuman ethical practice: Agential cuts in the pedagogic assemblage. International Journal of Qualitative Studies in Education, 32(7), 909–928. https://doi.org/10.1080/09518398.2019.1609124
   Web of Science ®Google Scholar
• Clough, P. T. (2009). The new empiricism: Affect and sociological method. European Journal of Social Theory, 12(1), 43–61. https://doi.org/10.1177/1368431008099643
   Web of Science ®Google Scholar
• Cox, C. (2014). Protecting victims of cyberstalking, cyberharassment, and online impersonation through prosecutions and effective laws. Jurimetrics, 54(3), 277–302.
   Google Scholar
• Crimmins, G. (2019). Strategies to ‘Slay the dragon’—One head at a time. In G. Crimmins (Ed.), Strategies for resisting sexism in the academy (pp. 325–338). Palgrave McMillan.
   Google Scholar
• Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. Bloomsbury Publishing.
   Google Scholar
• Dobson, A. S., & Ringrose, J. (2016). Sext education: Pedagogies of sex, gender and shame in the schoolyards of tagged and exposed. Sex Education, 16(1), 8–21. https://doi.org/10.1080/14681811.2015.1050486
   Web of Science ®Google Scholar
• Drouin, M., Vogel, K. N., Surbey, A., & Stills, J. R. (2013). Let’s talk about sexting, baby: Computer-mediated sexual behaviors among young adults. Computers in Human Behavior, 29(5), A25–30. https://doi.org/10.1016/j.chb.2012.12.030
   Web of Science ®Google Scholar
• Easteal, P., Holland, K., & Judd, K. (2015). Enduring themes and silences in media portrayals of violence against women. Women's Studies International Forum, 48, 103–113. https://doi.org/10.1016/j.wsif.2014.10.015
   Web of Science ®Google Scholar
• Greensmith, C., & Froese, J. S. (2021). Fantasies of the good life: Responding to rape culture in 13 Reasons Why. Girlhood Studies, 14(1), 85–100. https://doi.org/10.3167/ghs.2021.140108
   Google Scholar
• Handyside, S., & Ringrose, J. (2017). Snapchat memory and youth digital sexual cultures: mediated temporality, duration and affect. Journal of Gender Studies, 26(3), 347–360. https://doi.org/10.1080/09589236.2017.1280384
   Web of Science ®Google Scholar
• Hasinoff, A. A. (2015). Sexting panic: Rethinking criminalization, privacy, and consent. University of Illinois Press.
   Google Scholar
• Haraway, D. (1992). The promise of monsters: A regenerative politics for inappropriate/d others. In L. Grossberg, C. Nelson & P.A. Treichler (Eds.), Cultural studies (pp. 295–337). Routledge.
   Google Scholar
• Hemmings, C. (2005). Invoking affect cultural theory and the ontological turn. Cultural Studies, 19(5), 548–567. https://doi.org/10.1080/09502380500365473
   Web of Science ®Google Scholar
• Hickey-Moody, A. C. (2020). New materialism, ethnography, and socially engaged practice: Space-time folds and the agency of matter. Qualitative Inquiry, 26(7), 724–732. https://doi.org/10.1177/1077800418810728
   Web of Science ®Google Scholar
• Højgaard, L., & Søndergaard, D. M. (2011). Theorizing the complexities of discursive and material subjectivity: Agential realism and poststructural analyses. Theory & Psychology, 21(3), 338–354. https://doi.org/10.1177/0959354309359965
   Web of Science ®Google Scholar
• Holford, N., Renold, E., & Huuki, T. (2013). What (else) can a kiss do? Theorizing the power plays in young children’s sexual cultures. Sexualities, 16(5–6), 710–729. https://doi.org/10.1177/1363460713487300
   Web of Science ®Google Scholar
• Hynnä-Granberg, K. (2021). “Why can’t I take a full-shot of myself? Ofcourse I can!” Studying selfies as socio-technological affective practices. Feminist Media Studies, 1–16. https://doi.org/10.1080/14680777.2021.1886139
   Web of Science ®Google Scholar
• Ingram, M. (2015). Snapchat’s video views are exploding, and it’s closing in on Facebook. http://fortune.com/2015/11/09/snapchat-video/
   Google Scholar
• Jeffries, M. (2020). ‘Is it okay to go out on the pull without it being nasty?’: Lads’ performance of lad culture. Gender and Education, 32(7), 908–925. https://doi.org/10.1080/09540253.2019.1594706
   Web of Science ®Google Scholar
• Juelskjaer, M. (2013). Gendered subjectivities of spacetimematter. Gender and Education, 25(6), 754–768. https://doi.org/10.1080/09540253.2013.831812
   Web of Science ®Google Scholar
• Keller, J., Mendes, K., & Ringrose, J. (2018). Speaking ‘unspeakable things’: Documenting digital feminist responses to rape culture. Journal of Gender Studies, 27(1), 22–36. https://doi.org/10.1080/09589236.2016.1211511
   Web of Science ®Google Scholar
• Kofoed, J., & Ringrose, J. (2012). Travelling and sticky affects: Exploring teens and sexualized cyberbullying through a Butlerian-Deleuzian-Guattarian lens. Discourse: Studies in the Cultural Politics of Education, 33(1), 5–20. https://doi.org/10.1080/01596306.2012.632157
   Web of Science ®Google Scholar
• Korkmazer, B., Van Bauwel, S., & De Ridder, S. (2019). “Who does not dare, is a pussy.” A textual analysis of media panics, youth, and sexting in print media. Observatorio, 13(1), 53–69.
   Google Scholar
• Koro-Ljungberg, M., MacLure, M., Ulmer, J. (2018). D…a…t…a…, data++, data and some problematics. In N. Denzin & Y. Lincoln (Eds.), The SAGE handbook of qualitative research (Vol. 5, pp. 462–484). Sage.
   Google Scholar
• Lather, P., & St. Pierre, E. A. (2013). Post-qualitative research. International Journal of Qualitative Studies in Education, 26(6), 629–633. https://doi.org/10.1080/09518398.2013.788752
   Google Scholar
• Lloyd, J. (2020). Abuse through sexual image sharing in schools: Response and responsibility. Gender and Education, 32(6), 784–802. https://doi.org/10.1080/09540253.2018.1513456
   Web of Science ®Google Scholar
• Lupton, D. (2019). The thing-power of the human-app health assemblage: thinking with vital materialism. Social Theory & Health, 17(2), 125–139. https://doi.org/10.1057/s41285-019-00096-y
   Web of Science ®Google Scholar
• MacLure, M. (2013). Researching without representation? Language and materiality in post-qualitative methodology. International Journal of Qualitative Studies in Education, 26(6), 658–667. https://doi.org/10.1080/09518398.2013.788755
   Google Scholar
• Magnusson, L. O. (2021). Visual research material and diffractive readings – a relational research story. International Journal of Qualitative Studies in Education, 34(3), 183–196. https://doi.org/10.1080/09518398.2020.1735564
   Web of Science ®Google Scholar
• Massumi, B. (1987). Translator's foreword: Pleasures of philosophy. In G. Deleuze & F. Guattari (Eds.), A thousand plateaus (pp. ix–xix). University of Minnesota Press.
   Google Scholar
• Massumi, B. (2002). Parables for the virtual: Movement, affect, sensation. Duke University Press.
   Google Scholar
• Maxwell, C., & Aggleton, P. (2013). Privilege, agency and affect. London: Palgrave Macmillan.
   Google Scholar
• Mayes, E. (2019). The mis/uses of ‘voice’in (post) qualitative research with children and young people: Histories, politics and ethics. International Journal of Qualitative Studies in Education, 32(10), 1191–1209. https://doi.org/10.1080/09518398.2019.1659438
   Web of Science ®Google Scholar
• Mayes, E., & Wolfe, M. J. (2018). Shameful interest in educational research. Critical Studies in Education, 61(4), 416–432. https://doi.org/10.1080/17508487.2018.1489871
   Web of Science ®Google Scholar
• Mayes, E. (2016). Shifting research methods with a becoming-child ontology: Co-theorising puppet production with high school students. Childhood, 23(1), 105–122. https://doi.org/10.1177/0907568215576526
   Web of Science ®Google Scholar
• Paasonen, S., Hillis, K., & Petit, P. (2015). Introduction: Networks of transmission: Intensity, sensation, value. In K. Hillis, S. Paasonen, & P. Petit (Eds.), Networked affect (pp. 1–24). MIT Press.
   Google Scholar
• Phipps, A., & Young, I. (2013). ‘That’s what she said’: Women students’ experiences of ‘lad culture’ in higher education. National Union of Students. https://www.nus.org.uk/Global/Campaigns/That's%20what%20she%20said%20full%20report%20Final%20web.pdf.
   Google Scholar
• Phipps, A., Ringrose, J., Renold, E., & Jackson, C. (2018). Rape culture, lad culture and everyday sexism: Researching, conceptualizing and politicizing new mediations of gender and sexual violence. Journal of Gender Studies, 27(1), 1–8. https://doi.org/10.1080/09589236.2016.1266792
   Web of Science ®Google Scholar
• Phua, J., Jin, S. V., & Kim, J. J. (2017). Gratifications of using Facebook, Twitter, Instagram, or Snapchat to follow brands: The moderating effect of social comparison, trust, tie strength, and network homophily on brand identification, brand engagement, brand commitment, and membership intention. Telematics and Informatics, 34(1), 412–424. https://doi.org/10.1016/j.chb.2017.02.041
   Web of Science ®Google Scholar
• Piwek, L., & Joinson, A. (2016). ‘What do they Snapchat about?’ Patterns of use in time-limited instant messaging service. Computers in Human Behavior, 54, 358–367. https://doi.org/10.1016/j.chb.2015.08.026
   Web of Science ®Google Scholar
• Probyn, E. (2010). Writing shame. In M. Gregg & G. Seigworth (Eds.), The affect theory reader (pp. 71–90). Duke University Press.
   Google Scholar
• Renold, E. (2013). Boys and girls speak out: A qualitative study of children’s gender and sexual cultures (ages 10–12). Cardiff University.
   Google Scholar
• Renold, E. (2019). Becoming AGENDA: The making and mattering of a youth activist resource on gender and sexual violence. Reconceptualising Educational Research Methodology, 10(2), 208–241. Retrieved from http://www.academia.edu/download/61016963/becomingAGENDAFINALFINALpre-proof20191025-104642-1jrxys1.pdf
   Google Scholar
• Renold, E., & Ringrose, J. (2019). Jarring: Making phematerialist research practices matter. https://maifeminism.com/introducing-phematerialism-feminist-posthuman-and-new-materialist-research-methodologies-in-education/
   Google Scholar
• Retallack, H., Ringrose, J., & Lawrence, E. (2016). ‘Fuck your body image’: Teen girls’ Twitter and Instagram feminism in and around school. In J. Coffey, S. Budgeon, & H. Cahill (Eds.), Learning bodies: The body in youth and childhood studies (pp. 85–103). Springer.
   Google Scholar
• Ringrose, J. (2011). Are you sexy, flirty, or a slut? Exploring ‘sexualization’ and how teen girls perform/negotiate digital sexual identity on social networking sites. In. R. Gill & C. Scharff (eds.), New Femininities (pp. 99–116). Palgrave Macmillan.
   Google Scholar
• Ringrose, J., & Harvey, L. (2015). Boobs, back-off, six packs and bits: mediated body parts, sexual shame and gendered reward in teens’ networked images. Continuum, 29(2), 205–217. https://doi.org/10.1080/103043112.2015.1022952
   Web of Science ®Google Scholar
• Ringrose, J., Mendes, K., Whitehead, S., & Jenkinson, A. (2021). Resisting rape culture online and at school: The pedagogy of digital defence and feminist activism lessons. In Y. Odenbring & T. Johansson (Eds.), Violence, victimisation and young people (pp. 129–153). Springer.
   Google Scholar
• Ringrose, J., Warfield, K., & Zarabadi, S. (2018). Introducing feminist posthumanisms/new materialisms & educational research: Response-able theory-practice-methodology. In J. Ringrose, K. Warfield, & S. Zarabadi (Eds.), Feminist posthumanisms, new materialisms, and education (pp. 1–15). Routledge.
   Google Scholar
• Schwalbe, M., & Wolkomir, M. (2001). The masculine self as problem and resource in interview studies of men. Men and Masculinities, 4(1), 90–103. https://doi.org/10.1177/1097184X01004001005
   Google Scholar
• Seigworth, G. J., & Gregg, M. (2010). An inventory of shimmers. In M. Gregg & G. J. Seigworth (Eds.), The affect theory reader (pp. 1–28). Duke University Press.
   Google Scholar
• Somerville, M. (2016). The post-human I: Encountering ‘data’ in new materialism. International Journal of Qualitative Studies in Education, 29(9), 1161–1172. https://doi.org/10.1080/09518398.2016.1201611
   Web of Science ®Google Scholar
• Spinoza, B. (2009). Ethics: Ethica Ordine Geometrico Demonstrata. Floating Press.
   Google Scholar
• Taguchi, H. L. (2012). A diffractive and Deleuzian approach to analysing interview data. Feminist Theory, 13(3), 265–281. https://doi.org/10.1177/1464700112456001
   Web of Science ®Google Scholar
• Taylor, C. (2016). Close encounters of a critical kind: A diffractive musing in/between new material feminism and object-oriented ontology. Cultural Studies ↔ Critical Methodologies, 16(2), 201–212. https://doi.org/10.1177/1532708616636145
   Web of Science ®Google Scholar
• Taylor, C. A. (2018). Each intra-action matters: Towards a posthuman ethics for enlarging response-ability in higher education pedagogic practice-ings. In. V. Bozalek, R. Braidotti, T. Shefer, M. Zembylas (eds.), Socially just pedagogies in higher education (pp. 81–96). Bloomsbury.
   Google Scholar
• Thrift, N. (2004). Intensities of feeling: Towards a spatial politics of affect. Geografiska Annaler: Series B, Human Geography, 86(1), 57–78. https://doi.org/10.1111/j.0435-3684.2004.00154.x
   Google Scholar
• Van Ouytsel, J., Walrave, M., Ponnet, K., & Temple, J. R. (2019). Sexting. In R. Hobbs & P. Mihailidis (Eds.), The international encyclopedia of media literacy (pp. 1–6). Wiley. https://doi.org/10.1002/9781118978238.ieml0219
   Google Scholar
• Walker, S., Sanci, L., & Temple-Smith, M. (2011). Sexting and young people. Youth Studies Australia, 30(4), 8–16.
   Google Scholar
• Warfield, K. (2016). Making the cut: An agential realist examination of selfies and touch. Social Media + Society, 2(2), 205630511664170–205630511664110. https://doi.org/10.1177/2056305116641706
   Web of Science ®Google Scholar
• Wolfe, M. J. (2017). Puberty Blues—then and now: Diffracting semblances of being girl in Australia. Feminist Media Studies, 17(3), 489–504. https://doi.org/10.1080/14680777.2016.1235598
   Web of Science ®Google Scholar