Selected Publications


Scholarly Journals 

(The names of graduate student co-authors are underlined.)

Bryson, M., & Stacey, J. (in press). Cancer knowledge in the plural: The queer biopolitics of “DIY” health. Journal of the Medical Humanities (special issue, Queer in the Clinic).

Hermida, A., & Bryson, M. (2010). Complexities of networked media within the transitive spheres of globalization. New Media & Society. 12, 855-861.

Bryson, M., & MacIntosh, L.(2010). Can we play ‘Fun Gay’?: Disjuncture and difference, and the precarious mobilities of millennial queer youth narratives. International Journal of Qualitative Studies in Education. 23(1), 101-124.

MacIntosh, L. & Bryson, M. (2008). Youth, MySpace, and the interstitial spaces of becoming and belonging.Journal of LGBT Youth: The Interdisciplinary Quarterly of Research, Policy, Practice, and Theory. 5(1), 133-145.

Bryson, M. (2006). New media and sexual subcultures: Critical perspectives on research problematics, possibilities, and practices. Journal of Gay and Lesbian Issues in Education, 3(4), 109-118.

Bryson, M., MacIntosh, L., Jordan, S., & Lin, H.L. (2006). Virtually queer?:Homing devices, mobility, and un/belongings. Canadian Journal of Communication, 31(3), 791-815.

Bryson, M. (2005). Virtually queer: Conjuring the quotidian. Journal of Gay and Lesbian Issues in Education, 2(4), 83-92.

Bryson, M. (2004). When Jill jacks in: Queer women and the Net. Feminist Media Studies. 4(3), 239-254.

Bryson, M., Petrina, S., Braundy, M., & de Castell, S. (2003). "Conditions for Success"?" Sex-disaggregated analysis of performance and participation indicators in technology-intensive courses in B.C. secondary schoolsCanadian Journal of Science, Mathematics and Technology. 3(2), 185-194.

Jenson, J., de Castell, S., & Bryson, M. (2003). "Girl Talk": Gender, equity, and identity discourses in a school-based computer culture.Women's Studies International Forum. 26(6), 561-573.

Faber, S., de Castell, & Bryson, M. (2003). Renal failure: towards a sociocultural investigation of an illness. Mind, Culture and Activity. 10(2), 143-167.

Bryson, M. (2002). Me/no lesbian: The trouble with “troubling lesbian identities”. International Journal of Qualitative Studies in Education, 15(3), 373-380.

de Castell, S., Bryson, M., & Jenson, J. (2002).Object lessons: Towards an educational theory of technology. First Monday, 7(1), Available at: http://www.firstmonday.org/issues/issue7_1/castell/index.html

Bryson, M., de Castell, S., & Kobayashi, M. (2001). Essay Review: Children’s engagement in the world: A sociocultural perspective (A. Goncu). Mind, Culture and Activity, 8(4), 310-320.

Thompson, S., Bryson, M., & de Castell, S. (2001). Prospects for identity formation of lesbian, gay, or bisexual persons with developmental disabilities. International Journal of Disability Development and Education. 48(1), 53-65.

Bryson, M. & de Castell, S. (1998).  New technologies, gender, and the cultural ecology of primary schooling:  Imagining teachers as Luddites in/deed.   Educational Policy, 12(5), 542-567.

Bryson, M. & Scardamalia, M. (1996).  Fostering reflectivity in the argumentive thinking of students with different learning histories.  Reading and Writing Quarterly, 12(4), 351-384.

Bryson, M. & de Castell, S. (1996). Learning to make a difference:  Gender, new technologies, and in/equity.   Mind, Culture and Activity,2(1), 3-21.

Lonka, K., Joram, E. & Bryson, M. (1996). Conceptions of learning and knowledge.  Contemporary Educational Psychology, 21, 240-260.

Bryson, M. & de Castell, S. (1995). A chip on her shoulder?: New technologies, gender and in/equity. Women’s Education, 11(3), 15-23.

Bryson, M., & de Castell, S. (1994). Telling tales out of school: Modernist, critical, and postmodern "true stories" about educational technologies.  Journal of Educational Computing Research10(3), 199-221.

Bryson, M., & de Castell, S. (1993). Queer pedagogy: Praxis makes im/perfect. Canadian Journal of Education18(2), 285-305.

Bryson, M. (1993).  School-based epistemologies?:  Exploring conceptions of what, how and why students know.  Learning Disability Quarterly16(4), 299-315.

Bryson, M., & de Castell, S. (1993).  En/Gendering equity. Educational Theory43(4), 341-355.

Joram, E. Woodruff, E., Bryson, M., & Lindsay, P. (1992).  The effects of revising with a word processor on written composition.  Research in the Teaching of English26(2), 167-192.

Joram, E., Lindsay, P., Bryson, M., & Woodruff, E. (1990). Students' editing skills and attitudes  towards word processing.  Computers and Composition: An International Journal 7(3), 55-72.

Shafrir, U., Ogilvie, M., & Bryson, M. (1990).  Attention to errors andlearning:  Across-task and across-domain analysis of the post failure reflectivity measure.  Cognitive Development, 5, 405-425.

Bryson, M. (1987).  Towards a cognitively-based analysis of the processes and products of reading disabled student-writers.  The Pointer,32(1), 24-28.