youth

Doing Participatory Research and Pedagogy in Proprietary Educational Environments

This Saturday (10/13/12) I’ll be presenting with Kiersten Greene at Northwestern University’s InfoSocial Conference. Info and abstract below:

Title: Doing Participatory Research and Pedagogy in Proprietary Educational Environments
Authors: Gregory T. Donovan & Kiersten Greene

Panel: Participation, Socialization, and Memory Online
Discussant: Prof. Kevin Barnhurst, University of Illinois at Chicago

Time: 10/13/12, 3:15PM – 4:45PM
Place: Annie May Swift Hall, room 102

Abstract: The ubiquity of proprietary technologies embedded within informational modes of pedagogy and research unsettles industrial understandings of privacy and property within educational environments. As educational institutions commit a growing portion of shrinking budgets to proprietary software and outsourced ICT services, their informational infrastructure intertwines with corporations from Google and Blackboard to IBM and Apple. We offer a multi-disciplinary analysis of this proprietary infrastructure, drawing on our respective dissertation research in the fields of Urban Education and Environmental Psychology, to articulate issues of privacy and property experienced by young people and teachers in these educational environments. We begin by summarizing the findings from two independent cases: The MyDigitalFootprint.ORG Project and The NYC Teacher Blog Project. Our first case, MyDigitalFootprint.ORG, is a participatory action design research (PADR) project interested in the concerns of young people developing in proprietary information ecologies. This project began by interviewing young people ages 14-19 in New York City to identify shared online privacy, property, and security concerns. A collective of youth co-researchers was then assembled to further research and take action in response to these concerns through the development of a youth-based open source social network. Through this PADR project, young people participated in investigating and reconfiguring how information is experienced in their everyday environment. Our second case, The NYC Teacher Blog Project, aggregates, stores, and anonymizes the blog posting of New York City teachers for qualitative analysis in order to examine the tension between the realities of everyday pedagogical practices and the tacit privatization of educational policy. Whether at the federal, state, or local levels, teachers’ opinions, local knowledge, and expertise count for naught in the policymaking process as K-12 public school teachers are provided little if any voice in the construction of education policy. The traditional isolation of the teaching environment has provided teachers with little opportunity to connect, reflect, or engage with this process. Yet, as our everyday information infrastructure grows so to do opportunities for teacher expression and research. Blogs have proven an enduring aspect of this infrastructure by providing a space where teachers can reflect, connect, and share local knowledge. We conclude our review of these two cases by discussing strategies for reworking educational boundaries, relationships, and flows towards the privacy, property, and participation concerns of young people and teachers. With the MyDigitalFootprint.ORG Project, we look specifically at the open source software and PADR methods employed to engage young people as producers of social media and participants in social research, rather than as social media consumers and social research subjects. With the NYC Teacher Blog Project, we look specifically at how its partnership with the OpenCUNY Academic Medium, a student-based open source medium at the CUNY Graduate Center, afforded both methodological and epistemological breakthroughs around teacher privacy and property in educational environments.

Tweet

@gdonovan: Excited to discuss @My_DF & #digitalyouth #engagement thru #participatory #research #methods at @UniOslo_IME tomorrow! http://t.co/Bkbvhi7w

The Informational is Spatial: Understanding the Geoeconomics of Cybersecurity in Youth Environments

On Tuesday, 02/28/2012 @ 4PM, I’ll be presenting “The Informational is Spatial” at the Association of American Geographers’ paper session on “Geographies of Surveillance and Security 3: Data, Discourses, and Affects” (session organized by David Murakami Wood and Steve Graham).

Location: The Hilton New York, Second Floor, Sutton Parlor South.

Abstract: As cyberspace expands within young people’s everyday environments, so too does a geoeconomic conception of cybersecurity. My ongoing participatory action research project, MyDigitalFootprint.org, involved a team of youth co-researchers in investigating the production, circulation, and consumption of their personal data in order to collectively address larger questions of privacy, property, and security under informational capitalism. Of specific interest were how the material forms and social practices of proprietary digital environments such as Facebook and Twitter link up with the emerging U.S. war doctrine of cyberdominance. I discuss U.S. cyberdominance as a geoeconomic manifestation of security that aims to reframe a global cyberspace as a component of U.S. territory. Informational flows, from the global to the intimate, are thus cast as matters of national security that must be managed through a plethora of digital enclosure and surveillance mechanisms that are intimately experienced by U.S. youth through their routine participation in proprietary digital environments. Further, despite the “newness” of digital enclosure and surveillance I argue that these mechanisms are rooted in historical processes of environmental control and presuppose a geoeconomic logic of privatization and segregation already operating in our urban environments through strategies such as zoning, gating, and CCTV. I will conclude with a discussion of how the MyDigitalFootprint.org project’s development of its own open-source social network site served as a methodology for understanding the various forms of geoeconomic cybersecurity that become objectified, internalized, reworked, and/or resisted through young people’s everyday engagements with and within proprietary digital environments.

Growing Up Policed Vimeo Channel

The official Growing Up Policed Vimeo Channel is now live! This channel includes video of presentations, panels, and discussions from the Growing Up Policed: Surveilling Racialized Sexualities Mini-Conference that took place at both the University of Oregon and the CUNY Graduate Center on 12/01/2011.

Incited by the case of the felony conviction of a young woman of color for sexting with her girlfriend in Oregon and participatory research on criminalization among 1,100 young people in New York City, the mini-conference focused on the nexus of youth, technology, law enforcement, and constructions of racialized sexuality. Using a broad definition of “policing” that extends across jails, schools, subways, and cyberspace, the conference examined the tools that parents, professionals, and others use to watch over, intervene with, and attempt to “correct” youth [more info: opencuny.org/growinguppoliced].

Conference Opening by Michelle Fine:

Presentations, Panels, and Discussions:

Growing Up Policed: Surveilling Racialized Sexualities Mini-Conference

12/1/11>>2:00-8:00PM>>CUNY Graduate Center>>MORE INFO
Growing Up Policed: Surveilling Racialized Sexualities Mini-Conference

The Internet in Society: Empowering or Censoring Citizens?

From the Royal Society for the Encouragement of Arts, Manufactures and Commerce (RSA):

From Turkle to Sesame: What’s a Computer?

From Sherry Turkle’s “The Second Self,” p21:

… the computer is a metaphysical machine. Children too are provoked. The computer creates new occasions for thinking through the fundamental questions to which childhood must give a response, among them the question “what is life?”

From Sesame Street (h/t jgieseking, Aga Skorupka):

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