Globalized e-curriculum making and/as cyberfeminist poetics

Is the global inherently flawed by its Western patriarchal source? In what ways can cybercolonisation act against gender blindness? This paper looks at the ways in which cyberfeminist ideas of textuality and discourse might fruitfully be conceptualised and explored to open up the influence of feminist poetics upon e-curriculum-making and hence the student experience of online multi-media. Clearly, the ways in which we view cultural representation influence the spaces provided in the cyber. Thus, an important aspect of e-education is a consideration of the possibilities for cyber-colonisation as being disruptive to dominant cultural real-space ‘norms’. This paper explores how the cyber enables and is enabled by laterality of discourse. It proposes that the experience of writing online curriculum multi-media materials is a contemporary challenge to educators. In doing so it both proposes and explicates ‘subjective academic narrative’ as a feminist research methodology. It is based upon my experiences and insights as a teacher, academic and widely-published writer in a number of genres, including interactive multi-media and curriculum