I’ll be presenting “iLearn: Space, Time and Social (Re)Production in Young People’s Informational Environments” tomorrow at the Annual Meeting of the Association of American Geographers in Seattle. If you’re attending the AAG, stop on by!
Session:
Beyond School: Geographies of Informal and Alternative Learning Practices II
Location:
Grand Ballroom C – Sheraton Hotel, Second Floor
Date/Time:
Tuesday, 4/12/2011, from 2:40 PM – 4:20 PM
Presentation Title/Abstract:
iLearn: Space, Time and Social (Re)Production in Young People’s Informational Environments
This presentation will draw on MyDigitalFootprint.org, a participatory action research project with New York City youth ages 14-19, to unpack the reciprocity between informational development and contemporary geographies of education. The near ubiquitous presence of cyberspace in young people’s everyday life has both compressed and expanded the space of the ‘traditional’ school and the time in which ‘formal’ learning occurs. Amidst the current transition from industrial to informational capitalism within the U.S., this space-time compression and expansion provides both opportunities for youth empowerment as well as domination. How contemporary spatialities, materialities, and practices of informationalism become produced and reproduced in young people’s everyday learning will be discussed as will the role of securitization in formalizing the boundaries, relationships, and flows that operate between ‘formal’ and ‘informal’ spaces of education. This presentation will conclude with a discussion of the participatory action research methods developed to investigate such (re)production as well as strategies for reworking educational boundaries, relationships, and flows towards young people’s situated interests and concerns.
From Dewey’s The School and Society, p100:
It was forgotten that the maximum appeal, and the full meaning in the life of the child, could be secured only when the studies were presented, not as bare external studies, but from the standpoint of the relation they bear to the life of society. It was forgotten that to become integral parts of the child’s conduct and character they must be assimilated, not as mere items of information, but as organic parts of his present needs and aims – which in turn are social.
