Final Project

https://itunes.apple.com/us/book/id1226210707

Education, Algorithmic Culture & Social Transformation: A CALL TO ACTION

Inquiry topic: The Relationship Between Engaging in Creative Agency (Media Production), Politics and Social Justice Transformations

Explored the relationship between what happens when students are asked to engage in creative agency and production pedagogies around politics and current world issues, and what effect that has on students’ learning and social transformation.

Questions:

  • What is the educator’s role in helping guide students’ curiosity towards current world issues? Who gets to decide what, in terms of world issues, is important enough to engage with and be brought into the classroom?
  • What types of multimodal tools and technologies would be best suited for students to engage their creative agency in the classroom? What type of reach can students have with engaging in media production, and what type of an impact would that have on social transformation and politics?
  • How can students who are allies best support these social justice initiatives? (i.e. BLM, Refugees, Trump, Muslim ban, Environmental Sustainability). How can we as educators promote algorithmic thinking in our schooling?

What I learned:

Like Bilkstein (2016), that if we looked at our education system, its content, and pedagogy from the understanding that children should be programming computers rather than being programmed by them, we would have individuals who would be much more likely to think about real-world problems (like Trump, wars, environmental sustainability, human rights violations to name a few ), as a puzzle to be programmed and solved, or at least, approached without the fear of being wrong. We would have individuals who are far more critical in their thinking, and therefore, actions, than in current society.

Teachers = co-constructors, facilitators.

What I designed/created:

  1. What’s been done.
  2. Engaging in Algorithmic Culture.
  3. Social Transformation.

How I learned:  process of becoming ethnographic/autoethnographic researcher, writer, filmmaker, author, game-maker, remix artist.  Researcher, developer, producer.

I was responsible to critical production and social justice, but was irresponsible to the traditional way of doing things.

iBook

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https://www.facebook.com/pg/nahkoandmedicineforthepeople/videos/?ref=page_internal

http://nahko.com/music/

http://www.earthguardians.org

file:///Users/urshiankhalid/Desktop/Issues%20in%20Digital%20Technology/tmpWQWRfk.html

Experience course themes, theories, and readings!

Connected Learning. “socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity”

Professor Thumlert’s article, “traditional curriculum has ‘driven a wedge between learning and pleasure’ – disengaging students from learning in the classroom and on their own, which takes away from the quality of our lives as global citizens.

Kellner and Luke examine critical media literacies in relation to ethics, democracy and curriculum, focusing on critical/ethical and political dimensions of creating learning interventions. Media forms have a powerful role to play in organizing, shaping, disseminating information, ideas and values, which ultimately create a collective public pedagogy. Kellner and Share suggest that education loses its “transformative potential when programs teach students the technical skills to merely reproduce hegemonic representations” without the awareness of ideological implications or any type of social critique. I agree. What’s the point of education if all we’re doing is creating clones of sheep on a conveyor belt heading essentially the same direction – being programmed rather than being the one who’s doing the programming. We can’t “program” the world and education for a better future if we’re constantly being “programmed” to sustain hegemonic ideologies.

Here are 2 of my remix videos from the iBook.

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