May 28, 2013
I begin a talk with another video, making some revisions to and recursions through a similar effort six months past. “In this talk [at Cal Poly San Luis Obispo, May 29, 2013] Juhasz will discuss her efforts to model and make, along with her students and everyday Internet users, the Internet we want and deserve: a place where conversation and knowledge can be built collaboratively and complexly; a place that attends to human interaction, dignity and diversity; and a place with transparent rules of engagement and the identification of shared social and political commitments. She will conclude with an invitation to join her current effort: DOCC 2013 (Distributed Open Collaborative Course) the first feminist rethinking of the MOOC (Massive Open Online Course).”
BIG IDEAS TO CONCLUDE INTRODUCTION
1) Feminist Social Media Pedagogy brings Old School (school) Feminist values, methods, and people to the sparkly, exciting new places of social media:
- our premium on literacy and democracy and difference
- in places where individual and collective visibility and voice dominate
- Shared commitment to Collectivity over the individual; shared authoring
- Shared vocabulary: political, theoretical and artistic
- Focus on Processes like pedagogy, making things like media, and collaboration
- Focus on Structures that are self-reflexive and transparent
- Anchor activity in lived and situated positionality
- Dismantle Binaries; Honor Intersectionality
- women, people of color, queers are a given, a priority, are a priori
- Value Ordinary People over corporate power; building agency
2) Feminist Social Media Pedagogy understands that the classroom provides an excellent model for a better Internet because both teaching and social media are places where conversation and knowledge can build, in collaboration, becoming more complex, and occurring with attention to human interaction and diversity, with shared commitment and rules of engagement.
We’re all (hello, Sussex), now, everywhere here (on the Internet), aren’t we? Undoubtedly, scholars made lots of words before now, but they couldn’t show it all to you like a purge; they couldn’t cart it around, showing it again and again; it didn’t return, quite like this, to either bite you in the ass, or say it better than one ever could, even though of course, oddly, it was oneself who has said it once before.
By moving these words to video and text, never to be on paper, not to be linear, and also always available on the Internet, I establish, in form, one answer to how the affordances of both the digital and the room, the staying and the going, affect our feminist and queer possibilities. For, of course, I’ve flown to England; there’s something we want, or prefer, or need from the body, even as she also sits, and writes, and speaks, and shares so abundantly at home in the digital. Thus, I return and loop back to the leaving and the staying, the making, taking, foresaking and staking. Situated and floating, flying even, I will answer your three questions in long form (but only in person), but here first in short:
- How does imagining queer & feminist lives and futures link with social media and other digital media practices? … Badly
- How can we understand the interconnections between radical art practices and cyberfeminisms? We must leave and ever more deeply embed.
- What is the role of science and technology more widely in the ways social practices and cultural identities are shaping today?
We must engage in Techno feminism, a collaborative, goal-oriented, placed, critical self-expression online, and also in Presumptive feminism, one that always assumes that feminism counts and that feminists speak. (these are from a longer list of online feminisms from my article on the Online Feminist Cyber-closet).
I suggest that we must strive to make a concerted effort to remember something quickly becoming lost: that is, to dare to think just past the digital, to engage ever so slightly beyond representation, and to struggle to look to and reoccupy our bodies and lived spaces. So: hello Sussex! Not to fear, I will be asking you to move online soon enough …
May 11, 2013
I’ve been teaching a Graduate research methods course for several years now at CGU, Visual Research Methods. But this Spring, I have encountered some surprising findings, ones that are echoed in my undergraduate student’s work as well, where I also assign digital coursework that asks students:
- to account, reflexively, for the changing affordances of doing their school-work online
- for staying thoughtful about the Internet itself as part of their topical attention
- while also creatively expressing their findings in a multi-modal environment and vernacular
- and then, also of course, clearly expressing findings from their own original research
Now, that’s a mouthful, right? And on first pass, I certainly wouldn’t want to be a student with that as my final assignment rubric! I think all my students (this semester in Visual Research Methods, and also, at Pitzer, in Feminist Dialogues in Technology and Feminist and Queer Documentary) start the semester with fear, agitation, bemusement, uncertainty, and maybe even annoyance about the weird assignments. Understood! And yet …
Somehow, this semester, all my students didn’t just do it and do it well; they got it. And, I said to several of them after the fact, I can’t imagine that’s because they are smarter than students who have taken these classes in previous years and semesters … So what gives?
Two, interrelated things, I think:
- the tools have actually caught up with the radical teaching aims of multimodal scholar/teachers who wish to push our students to think, write, research and engage critically within and about the digital and the world
- our students’ literacy with these tools, and also within digital spaces, has already been primed
This is to say, that for the first time, this year, I’d tell my students to leave the classroom and make some little digital something (instead of say, “breaking out” into a discussion group then presenting); and they would and they could. This is something I have also been asking audiences to do for the past two years, and their competency has increased markedly in this short time as well. That’s because in 2013 people are making things all the time, and these things are already smart, self-aware, self-reflexive, multimodal, and interactive.
This semester, my students used the analytical frameworks from class, the histories of movements and ideas, and analyzed both new and old objects for new and old audiences. They debated the politics of Digital Storytelling with some of the movement’s founders. They re-wrote Wikipedia pages. They made mash-ups of feminist theory and memes. They found and analyzed multivoiced and third-person stories (on Twitter and Tumblr) and talked to animals. Some of my students engaged for a semester with another group of undergrads at Bowling Green State University, and with students from grad courses at USC who made amazing digital learning resources for us to use.
They worked on and about podcasts, and stories about Study Abroad and Queer Chicanos. They found new forms for telling the stories of Youth Violence and Violence Against Women. One performed a close textual analysis of Facebook commentary while others made keyword videos on feminism and technology.
Given all their amazing work (and I do hope you’ll hit some of these links; you won’t regret it!), what am I (t)here for, then? If literacy has been gained, and critical practice is already happening online, what is the role of the critical digital pedagogue? Well, most likely neither more nor less than what the role of the professor has always been. Remember when we taught writing? Sure, students arrived with literacy and tools, and the professors’ function was no mere thing: to add history, theory, a framework, a community, evaluation, and caring, careful, critical dialogue.
I am blown away by my students’ skills, and hereby simply provide this shining frame at yet another semester’s end. Well done all!
May 1, 2013
Here is the info graphic, hot off the press, for the DOCC 2013, the pedagogy project that FemTechNet is producing for Fall 2013.
Image produced by Tony Germano for Anne Balsamo, 2012.
Use with permission under a CC BY-NC-SA license.
I begin my talk with this video about repurposing social media spaces, such as this one, for the specific purposes of multi-disciplinary and multi-modal teaching and learning, as well as for its scholarship by showing this video, so representing, in form, my feminist commitment to engage in self-reflexive, situated critiques of the Internet that model here the kind of culture I hope it to be, a place that enacts collaboration, connections between the classroom and the world, intentional and ethical links between and within real and virtual experiences and private and public knowledge, and a commitment to finding, teaching, and using the forms of literacy best suited for these places and practices.
I self-reflexively argue above, here, and in the talk: engaged, situated pedagogy and research in the digital humanities demand new writing and speaking forms, as well as the presentational and publishing platforms to hold them.
March 16, 2013
Yesterday, I had the privilege of attending some of THATCamp Feminisms West. I had to leave just before the much-deserved beer-part to pick up my son, and knew I was in good company when this sacrifice made sense as such, nothing more needing to be said. But in my afternoon there, I was privy to conversations and processes that remind me of why we need to meet and work as feminists about and in digital culture. I will indicate a few of those reasons here, and I’m also going to to do quickly and on my blog.
Now, why this quick “work” on a Saturday morning. First, I have to give an interview to a college student this morning, in an hour, about (my) queer family: another important digital feminist act. Secondly, I want to blog about this while it is still happening (day two is starting now), because it may allow a few people who might want to know about it to follow the twitter-feed, and thereby attend. Third, I acknowledge and mark the value of my colleagues’ work when I blog it, and I feel this is a particular kind of feminist mentoring that senior women in academia can and do provide online. There’s been some great posts about academic blogging in the past few days (brought to my attention my Adeline Koh on Facebook). All by women, iterating what we get here. I wrote a similar post last year.
In our unpanel, DH400, we had the rare opportunity to talk about DH beyond 101. I was particularly interested to meet the women behind #TransformDH who I’ve been following for awhile. Our conversation focused upon our various, precarious, disruptive, transformative, outsider/insider relationships to the academy: as grad students, as archivists, as activists. To me it is was less the DH, or even the digital, that made this conversation matter, but the feminist: because we shared values, the will and capacity to be critical as well as intellectual while being supportive and trying to distribute authority and voice around the room all the while working, quick. Mia Ridge asked us “What would a feminist Digging into Data project look like?” And Jacque Wernimont said: “It would probably be related to little ‘dh’ and the owning of ephemerality.” Yep.
In the other panel I attended, on feminist digital pedagogy, I brought people up to speed on the DOCC 2013. And then we talked productively and honestly about teaching. With undergrads, librarians, grad students, jr and snr profs in the room, (or as@miriamkp tweeted: A really nice mix of students, faculty, librarians, nonprofit professionals (with diverse interests) here at #tcfw) we were able to be vulnerable, uncertain, and also wicked smart. Anne Cong-Huyen and Viola Lasmana discussed power sharing, doing things in public, acquiring skills, risk-taking, modelling ownership of our content and controlling our online identities (for their students and themselves), as well as the perennial contradictions of anonymity, discipline, and grading in classes with hands-on, experimental components. One hour, so much said and done: together, in a room, and on twitter, and now here, doing all the things that these technologies afford to us as communities, and as individuals.
I write quickly on my blog on a Saturday morning because this kind of work makes me feel like an academic in a conversation with politicized others. I make this to mark that.
March 15, 2013
Please feel free to share:
Children “share” during “sharing time” at school: my mouse, mom, yo-yo trick. Academic bloggers share details about what is behind-the-scenes: my lunch, boss, anxieties. Sharing as inclusion of personal experience into public spaces where such information has been deemed inappropriate, off-limits, non-academic. Sharing at its juvenile and narcissistic best and worst. The risks are both obvious and gendered: an embarrassing myopia, a gross mis-step in propriety, a female fall into feelings. No professional wants to be treated like a child (or a woman). The risks are in vetting; the rewards come by way of expanded expression …
I continue on Media Commons
February 22, 2013
Natalie’s film is an inspiring mix of digital storytelling and artistic vision. Hope to see New Yorkers there!