Yesterday friend and fellow traveller in/on/around digital cultures Alexandra Juhasz posted #hardtruth #67 “Watch Those Monetizing Their Watching From the Shadows”, part of her series of 100 #hardtruths about fake … Continue reading Suggestive…by way of casual counter-tracking
I’m delighted that we’ve reached the stage where we are sending out the full manuscript for review and beginning the peer-to-peer review process for the newest volume in the Debates … Continue reading Bodies of Information: Feminist Debates in Digital Humanities
Let’s begin with a definition of terms: Barad’s ideas regarding entanglement and what they mean for how we approach history and memory has been really important to my work on … Continue reading Remediation, Activation, and Entanglement in Performative (Digital) Archives – MLA2017
I’m currently working on a number of different ways to present materials from the Eugenic Rubicon project. This is my first attempt at working with a TimelineJS – it’s imperfect because time is actually not the critical factor here for me, but I appreciate the way it allows me to lay out the material and then for users to move through it. I’ll be integrating media etc as time allows. Feedback is always welcome.
For now – please know that this presents notes from 20th century California medical records to authorize sterilization (legal under eugenics laws) of children between the ages of 8-14 and that it’s not an easy experience to sit with some of these words.
I’ve written a chapter for a forthcoming collection on history of early modern science and I was just asked to write up the abstract for said piece. In writing, I found myself pretty jazzed about the piece and thought I’d share at least the abstract with you all. I’m particularly tickled by the way the chapter harmonizes with work I’m doing right now on my book, which is all about long histories of quantifying media and interfaces.
“Poetico-Mathematical Women” offers a recontextualization of the first ever mathematical periodical – The Ladies’ Diary – as central to the tradition of early modern aesthetic rationalism. Pairing poetic enigmas with mathematical inquiry, the Diary creates readers attuned to a new intellectual paradigm and leverages early modern interest and pleasure in the procedural, formal qualities shared by mathematics and poetry. While often held out as exemplary in bringing mathematics into a humanist context, Wernimont demonstrates that the Diary actually follows a well-worn, if under-recognized path that includes canonical history of science texts such as: Mercure Galant (1672-1724), Bernard Fontenelle’s Entretiens sur la pluralité des mondes (1686), and English works such as Aphra Behn’s translation of Entretiens, titled A Discovery of New World (1688), and Peter Anthony Motteux’s Gentleman’s Journal (1692–94). In so doing, she argues that such texts represent early lineages of modern algorithmic culture – a culture invested in the pleasure and power of procedural logics – and demonstrates the centrality of women’s writing within this tradition.”
I’m delighted to announce here that the Digital Media and Learning Competition 5: The Trust Challenge has selected FemTechNet’s “Addressing Anti-Feminist Violence Online” for funding.
This was a wonderfully collaborative effort that arose out conversations sparked by both GamerGate and the violences experienced in the summer of 2014 by female public intellectuals like Dr. Sarah Kendzior (which Eric Garland’s Urgent Dispatch from the Seat of White Privilege does a good job of contextualizing as gender based) and Slate.com author Dr. Rebecca Schuman.
Feeling unsure about life as a feminist scholar with a reasonably strong public profile I wrote the following to the FemTechNet community:
“I’ll be honest and say that I find myself feeling pretty uneasy these days. …with this summer’s threats against female scholars, the shooting on the west coast, and the latest wave of anti-feminist threats it strikes me that it might be a good time to talk about the above and what we can all do to help support one another. I’m also concerned about situations where institutions are themselves part of the threat and deeply aware that many feel threatened for a multitude of reasons these days.”
I was both heartened and saddened by the flood of responses from this relatively small community. It was good for me not to be alone in struggle – but it sucked to hear that so many shared my worry. The responses confirmed that the threats I was concerned about are real and also that women of color and transgender and queer folks face even greater risks.
Out of that discussion came our collective commitment to do something to address the harassment and violence that women and feminists are facing online. There are many who have participated in this effort and we are actively working to join in the chorus of voices that support the rights of feminists to work, write, speak, and live. I’ll be writing more in the coming days about our project and the connections that we hope to make with other efforts to address violence online.
For now, we are delighted to be in such good company with the other DML grantees and honored to be able to do this work.
The awards were announced March 10th at SXSWedu.
I’m sharing here the helpful resource collection work of the FemTechNet network. Errors are my responsibility and I’m happy to add reader contributions.
Update 10/4: Fembot Collective and ICA respond to gamergate
Anti-Feminist Violence Online+
Association for Progressive Communications Women’s Rights Programme, “End Violence: Internet intermediaries and violence against women online”
Balsamo, Anne Marie. Designing Culture: The Technological Imagination at Work. Durham [NC]: Duke University Press, 2011.
Blanchette, Jean-Francois, and Deborah G. Johnson. Data Retention and the Panopticon Society: The Social Benefits of Forgetfulness. SSRN Scholarly Paper. Rochester, NY: Social Science Research Network, November 22, 1998. http://papers.ssrn.com/abstract=140048.
boyd, danah. It’s Complicated: The Social Lives of Networked Teens, 2014.
Citron, Danielle Keats. Hate Crimes in Cyberspace. Cambridge, MA: Harvard UP, 2014.
Coleman, Beth. Hello Avatar Rise of the Networked Generation. Cambridge, Mass.: MIT Press, 2011.
Creative Interventions Tool Kit for addressing violence without the police http://www.creative-interventions.org/tools/toolkit/
Daniels, Jessie. Cyber Racism: White Supremacy Online and The New Attack on Civil Rights. Lanham, MD: Rowman and Littlefield, 2009.
Davis, Simone Weil, and Barbara Sherr Roswell. Turning Teaching inside out: A Pedagogy of Transformation for Community-Based Education. New York: Palgrave Macmillan, 2013.
Dibbell, Julian. “Julian Dibbell » A Rape in Cyberspace,” 1998. http://www.juliandibbell.com/articles/a-rape-in-cyberspace/.
Duggan, Maeve. “Online Harassment.” Pew Research Center’s Internet & American Life Project. Accessed October 27, 2014.
Englander, Elizabeth K. Bullying and Cyberbullying: What Every Educator Needs to Know. Cambridge: Harvard Education Press, 2013.
Fox, D. L, and C Fleischer. “Beginning Words: Toward ‘Brave Spaces’ in English Education.” English Education. 37, no. 1 (2004): 3–4.
Fron, Janine, Tracy Fullerton, Jacquelyn Ford Morie, and Celia Pearce. “The Hegemony of Play,” 2007, 309–18.
Gajjala, Radhika, and Yeon Ju Oh. Cyberfeminism 2.0. New York: Peter Lang Pub., 2012.
Gurak, Laura. Cyberliteracy: Navigating the Internet with Awareness. New Haven, CT: Yale University, 2003.
Hinduja, Sameer K. and Justin W. Patchin. Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying. 2nd Ed. Thousand Oaks, CA: Corwin, 2015.
hooks, bell. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge, 1994.
Levmore, Saul, and Martha Craven Nussbaum. The Offensive Internet: Speech, Privacy, and Reputation. Cambridge, Mass.: Harvard University Press, 2010.
Losh, Elizabeth. “Bodies in Classrooms: Feminist Dialogues on Technology, Part I.” DML Central. Accessed September 2, 2012. http://dmlcentral.net/blog/liz-losh/bodies-classrooms-feminist-dialogues-technology-part-i.
———. “Learning from Failure: Feminist Dialogues on Technology, Part II.” DMLcentral, August 9, 2012. http://dmlcentral.net/blog/liz-losh/learning-failure-feminist-dialogues-technology-part-ii.
———. “Recasting the Bullying Narrative.” DML Central: Digital Media and Learning, September 25, 2014. http://dmlcentral.net/blog/liz-losh/recasting-bullying-narrative.
Nakamura, Lisa. Cybertypes: Race, Ethnicity, and Identity on the Internet. New York: Routledge, 2002.
———. Digitizing Race Visual Cultures of the Internet. Minneapolis: University of Minnesota Press, 2008. http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=220871.
Nakamura, Lisa, and Peter Chow-White. Race after the Internet. New York: Routledge, 2012.
Technology and Confidentiality Resources Toolkit http://tools.nnedv.org//
Turkle, Sherry. Alone Together: Why We Expect More From Technology and Less From Each Other. New York: Basic Books, 2011.
Tynes, Brendesha. “Internet Safety Gone Wild? Sacrificing the Educational and Psychosocial Benefits of Online Social Environments.” Journal of Adolescent Research. 22:6, 2007, 575-584.
Urgent Action Fund and Front Line Defenders, (video of panel) “What’s the point of the revolution if we can’t tweet? Women Human Rights Defenders speak out”
Warnick, Barbara. Critical Literacy in a Digital Era: Technology, Rhetoric, and the Public Interest. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 2002.
Transformative Justice Bibliography