Archive for ‘Uncategorized’

Technology can increase happiness: pleasure, engagement, and meaning

By js, 11 October, 2008, No Comment

Children in Remote Places Learning Educ. Technology

By js, 11 October, 2008, No Comment

CCCC Proposal Abstract

By js, 30 September, 2008, 1 Comment

Chicana/o Rhetorical Strategies: Decolonizing Cultural, Pedagogical, and Technological Spaces

Our panelists will present four distinct Chicana/o rhetorical approaches for Making Waves. In the 60 years since the CCCC has existed, few scholars within our discipline have engaged the rhetorics of Chicanas/os. Furthering the legacy of those who have done work in this Rhetoric of Color, our approaches break new ground and unearth old soils by bringing theoretical, material, institutional, and pedagogical approaches which have long been employed within Chicana/o communities. While our panel will focus on practical, pedagogical matters involving the teaching of writing, especially rhetorical uses of digital technologies in rhetoric and composition classes, we cannot just begin there. We believe a historical and multi-methodological basis for understanding Chicana/o rhetorics is first necessary. Because Chicanas/os come from different kinds of lived experience (racial, gendered, sexual, class, geographic, linguistic) with distinct origins and historical contexts, scholars working within these territories must find protocols of interaction, means of engagement.

Our panel’s final speaker will present rhetorical strategies for intervening into how Chicana/o students “interface” with cyber-technologies. Bringing together Critical Race Theory (Delgado, Matsuda) with ideas taken from Chicana/o Rhetorics (Yosso), this speaker analyzes the ways digital interfaces are developed and put into place on the Web, often in ways which prevent and/or adversely define the presence of ethnic “others” (Kolko, Nakamura, Banks). This speaker will present original qualitative research showing how Chicana/o Rhetorics are used by Chicanas/os to create a counter-discourse and thereby resist digital design mechanisms which work to constrain and/or exclude them from participating in online interactions. She employs an alternative paradigm of “cultural capital” coupled with Critical Race Theory to demonstrate the different rhetorical strategies Chicanas/os utilize to circumvent the limitations of interface design and therefore negotiate an ethnic identity in online spaces.

Our panelists, together, will thus present Chicana/o rhetorical strategies for Making Waves in both theoretical and pedagogical terms which advance our discipline’s understanding of the discursive spaces Chicana/o students and teachers enter inside and outside of academia.

Hegemony

By js, 27 September, 2008, 1 Comment

I’ve been reading in Race, Rhetoric and the Postcolonial the interviews with Laclau and Mouffe; both talk about hegemony, and the universal and particular. Both of these seem very interesting to me right now.

First the concept of hegemony which they put forth seems very similar to Foucaults concept of power. Power can both be seen as negative and as positive; that is, power can be seen as repressive and productive. It is the results of the power which put it in one category or the other. So power is negative when it limits and puts controls on a certain type of people which we usually think of repressive; it is only one type of person which is receiving benefits from the way in which the power is exercised.

Hegemony works in much the same way. Hegemony is when a certain definition takes hold and which helps to order other things and include some things, definitions while excluding others; hegemony is always going to limit and control; according to Laclau and Mouffe we should strive to create a different hegemony which excludes less. So those who want to create a different hegemony than the one which is currently in control would then take advantage of the productive side of power to create an alternative to the current hegemony which if it takes hold will become hegemonic.

So like Foucault argues that one can never get away from the power struggle, then we can never not have a hegemonic structure. The issue according to these political philosophers is what is excluded and who benefits from a particular hegemony. We can see that the current hegemony is created by conservative and positivist perspectives which make it less democratic. According to Laclau and Mouffe academics have the responsibility to help to create an alternative vocabulary and structure which not only questions the current hegemony but which also makes possible a different hegemony with the use of the new vocabulary and structure.  According to both, this is currently NOT being done.

So the question is Why not? or is it that the way it is being done is not yet recognized? in order to have a new vocabulary, people need to be able to recognize what it means and it needs to have enough circulation so that people begin to talk and continue to talk and add to the vocabulary. So how do we give this new vocabulary a venue which would allow for momentum for it to spread.  I think the answer here has to be the internet, this new way of communication which is much faster than traditional forms of publishing and distributing ideas.

Moufee argues that academics should also be sharing ideas in other venues which are not so limited as the academic publication network; we need to be writing for newspapers, lecturing to more local audiences, etc. The problem with much of this is that these forms of sharing ideas are not valued by the academy so many academics just concentrate on what is going to propel them forward in the academy. So it seems that the academy itself has created a system which sabotages the difference which academics can make with the new “vocabulary” which they create. If they are only publishing in academic journals because that is the only place in which they will get credit, then the system itself creates a bubble in which ideas do NOT trickle down and thus make the difference-contribution-effect which is possible and productive to change.

I

Meeting

By js, 19 September, 2008, No Comment

Rich [to Janie]: what’s the question(s) to date?
Janie says, “” What rhetorical strategies do Chicana bloggers utilize in their blogs?”
Janie says, ” To what ends are these rhetorical strategies used? ”
Janie says, “that is the specific one I’m starting with”
Time says, “… subconsciously used, I suspect – ja?”
Rich says, “what if the strategies aren’t different than all bloggers?”
Janie says, “I’m not sure…that is part of what I want to find”
Janie says, “maybe there aren’t; but I’m counting that in asking the questions, I’ll find something ;-)
Rich says, “so do you have to study other blogs too then, to compare?”
Janie says, “that’s why it’s a pilot…”
Rich says, “or someone has already done that?”
Janie says, “no comparison done”
Janie says, “but compare what…”
Time says, “Foundational question that comes to mind… What is the rhetorical situation of the (Chicana) blog?”
Time says, “compare similarities in structure, style, topic/content”
Janie says, “I want to look at what they are doing and compare with literature that has been written about chicana identity,etc”
Rich says, “really interesting, actually”
Janie says, “so I guess the ‘research’ question I’m leading to is do the rhetorical needs/strategies discussed ‘offline’ translate to online spaces”
Janie says, “or are they different with different preoccupations”
Time says, “yes, that sounds quite interesting!”
Rich says, “So, possible to narrow that down to one question?”
Janie says, “but I really want to study and see what is happening first what I find before I start imposing categories”
Rich says, “thus the pilot”
Rich says, “so, what’s in the files you sent me just now?”
Rich says, “multiple pilots?”
Time says, “Yes, that makes sense, A sort of grounded theory approach (also what I’m looking at) will help form/code categores from what you find. The pilot would be good for this.”
Rich [to Janie]: are you thinking grounded theory?

So taking the questions above and turning them into one:

How do the rhetorical needs/strategies  of Chicana bloggers for identity construction translate to online spaces.
How do Chicana bloggers negotiate identity construction online.?
What rhetorical strategies do Chicana bloggers use to negotiate identity construction in online spaces?

What does this have to do with Tech Comm?  Hmmm..have to think about this.

Trying to Articulate a Theoretical Framework

By js, 15 September, 2008, 1 Comment

One thing that I have found as I work on the proposal is that I feel like I’m chasing my tail.

To articulate our questions, we must have some understanding of our theoretical framework; but to know what our theoretical framework is, we must have a sense of our questions.

I have to keep reminding myself that if I just keep going it will make sense eventually, but that isn’t much of a consolation when I’m in the thick of things.

So what I did was begin with the general topic; what is it that I am interested in? What does the research say about it? What do I believe to be true based on the research? What conclusions have I made based on the literature that I have read? Those conclusions really are not conclusions at all but what they do is lead you to a question that will guide the research. Once one has gone through that process it is much easier to articulate why our research is important; why we should care about it.

Once one has the question, then we have to start thinking about how we will phrase the qeustion and what the different phrasing implies about the research direction, the subjects and the methods we will be using. Because of the population that I will be focusing on and because of the argument that I am making that the population is understudied, then should I “test” out a theory that may ultimately prove to reify hegemony. Is it enough to argue that I will be using a particular methodology because of this danger. What if using that methodology ends up pointing back to the earlier theory?

My focus on a particular population not only fills a research gap but it also represents a political and ethical stance. How does one negotiate that in a proposal?

2009 CCCCs Panel Proposal

By js, 11 September, 2008, No Comment

Chicana/o Rhetorical Strategies: Decolonizing Cultural, Pedagogical, and Technological Spaces
Our panelists will present four distinct Chicana/o rhetorical approaches for Making Waves. In the 60 years since the CCCC has existed, few scholars within our discipline have engaged the rhetorics of Chicanas/os. Furthering the legacy of those who have done work in this Rhetoric of Color, our approaches break new ground and unearth old soils by bringing theoretical, material, institutional, and pedagogical approaches which have long been employed within Chicana/o communities. While our panel will focus on practical, pedagogical matters involving the teaching of writing, especially rhetorical uses of digital technologies in rhetoric and composition classes, we cannot just begin there. We believe a historical and multi-methodological basis for understanding Chicana/o rhetorics is first necessary. Because Chicanas/os come from different kinds of lived experience (racial, gendered, sexual, class, geographic, linguistic) with distinct origins and historical contexts, scholars working within these territories must find protocols of interaction, means of engagement.

Our first speaker presents a theo-historical grounding in queer, womanist, and Indigenous Chicana rhetorics. He will employ decolonial, queer people of color, and womanist poetic, rhetorical, and historiographical approaches (Adisa/Lorde, Bizzaro, Justice, Levins Morales, Morrison, Pérez, Powell, Smith, Trask, Tuhiwai Smith, Walker, Womack) to intervene against the unmarked heterhetorics of both “Indigenous literary nationalism” (Ortiz, Weaver, Warrior) and “rhetorical sovereignty” (Lyons). He’ll further show the ways sovereignty and Native nationhood are themselves gendered projects, in order to question what the role of queer men of color can be in womanist movements towards decolonization. This panelist invokes the work of Chicana lesbian Cherríe Moraga to advance a transformative decolonizing pedagogy which seeks to simultaneously disrupt settler rhetorics and heteropatriarchal, monoracial understandings of history, teaching, nation, and community. This speaker seeks to triangulate critical, pedagogical, and communal praxes which revivify and deepen student engagement in the daily waged wars of citizenship and composing-matrilineal re-memory and murder at the borders of misogy/miscege-Nation.

Our second panelist describes other rhetorical approaches Chicanas/os and other Mexican-origin folks often use when operating in different discursive spaces. Since rhetoric always involves a form of identification (Burke) in the evidence and arguments used and directed towards particular kinds of audiences, an analysis of the kinds of identity construction Chicanas/os hold is necessary. Using ethnographic studies (Cintron, Vila) which record narratives of people on both sides of the border, this speaker shows how complex identity construction is for Mexican-origin folks along the US-Mexico border as well as in the Midwest. This complexity in identity construction more realistically reveals the values and beliefs contemporary borderlands people hold and use as part of their appeals in the rhetorical strategies they use in non-academic spaces. An awareness of this complexity in the identity construction of Chicanas/os can only aide in developing an understanding of how to use Chicana/o Rhetorics in writing pedagogies.

Our third speaker will discuss in more practical terms how Chicana/o Rhetorics helps develop writing curriculum for a community college situated on the US-Mexico border. The majority of students in this school are Chicanas/os and often first-generation college students from immigrant families. These students are often more familiar with Chicana/o rhetorical approaches because of their ethnicity; however, their instructors are often use traditional “modes of writing” Connors long ago showed were used more to make teachers’ jobs easier when facing overcrowded classrooms. This speaker will therefore analyze the colonizing effects traditional modes of writing have on these students, and he will further propose Chicana/o rhetorical approaches as their replacement. This more localized pedagogy allows Chicana/o students to develop their critical writing skills by using rhetorical strategies they are more familiar with and which follow a Bakhtinian intertextual approach (Halasak) which further advances a strategy of inter-discursive linking (Popken). Thus, with a more “localized” pedagogy, Chicana/o students, this speaker will argue, can more fully develop their critical literacy skills.

Our panel’s final speaker will present rhetorical strategies for intervening into how Chicana/o students “interface” with cyber-technologies. Bringing together Critical Race Theory (Delgado, Matsuda) with ideas taken from Chicana/o Rhetorics (Yosso), this speaker analyzes the ways digital interfaces are developed and put into place on the Web, often in ways which prevent and/or adversely define the presence of ethnic “others” (Kolko, Nakamura, Banks). This speaker will present original qualitative research showing how Chicana/o Rhetorics are used by Chicanas/os to create a counter-discourse and thereby resist digital design mechanisms which work to constrain and/or exclude them from participating in online interactions. She employs an alternative paradigm of “cultural capital” coupled with Critical Race Theory to demonstrate the different rhetorical strategies Chicanas/os utilize to circumvent the limitations of interface design and therefore negotiate an ethnic identity online spaces.

Our panelists, together, will thus present Chicana/o rhetorical strategies for Making Waves in both theoretical and pedagogical terms which advance our discipline’s understanding of the discursive spaces Chicana/o students and teachers enter inside and outside of academia.
Single-Sentence Summary:

Integrating Chicana/o Rhetorics with composition practice, this panel presents strategies with localized and culturally relevant pedagogical approaches useful in achieving better success in writing among Chicanas/os.
Paper I. Ahimsa Timoteo Bodhrán, Michigan State University,

-Matrilineal Re-Memory and Murder at the Borders of Misogy/Miscege-Nation: Queer Chicana Interventions against Settler Heterhetorics Inside and Outside of the Academic Industrial Complex

Paper II. Jaime Armin Mejía, Texas State University, San Marcos

-Ethnographic Studies and Chicana/o Rhetorics in the US Borderlands

Paper III. Humberto Cardenas, Jr., Laredo Community College, South

-Teaching Writing on the U.S.-Mexico Border: Developing a Writing Curriculum for First Generation Mexican American Students

Paper IV. Janie Jaramillo Santoy, Texas Tech University/Texas State Technical College

-Chicanas/os Online: Enacting Resistance in Digital Spaces

Chair: Gina Guzman, Texas State University, San Marcos

NCTE Panel Proposal, 2008

By js, 11 September, 2008, No Comment

Panel Proposal Title:

—Shifting the Focus: Tutoring, Teaching, and Preparing College-Bound Latinos/as

Our panelists will provide theoretical and practical approaches high school teachers and college writing instructors can use to prepare college-bound Latinos/as for the shifts already happening in college and professional writing. All our panelists recognize the demographic shift which now places Latinos/as in greater numbers in our public schools and universities. With this recognition, our first speaker will present alternative tutoring strategies writing centers can use to promote confidence in the academic writing of an ever increasing number of Latinas/os in our high schools and universities. Our second speaker will present arguments for bringing Latino/a authors to Hispanic-Serving Institutions and Latino/a prominent high schools in order to further students’ understanding of the writing processes of skilled Latino/a writers who are increasingly entering the public sphere with culturally-based rhetorical skills. Our third speaker will show the importance of using digital technologies rhetorically rather than just functionally, by teaching Latino/a students to use culturally-based rhetorical appeals which cross cultural, national, and linguistic borders with ease. Our fourth speaker will show why Latino/a-based K-12 language arts curricular principles for college preparedness are better than the ones recently adopted by the Texas State Board of Education. The Board’s focus remains on mainstream literature and grammar, but the Board and certainly high school English teachers should instead prepare Latinos/as for college classes which are increasingly more writing intensive and not literature-based. In the 21st century, college English classes are instead focusing more on a diverse array of writing genres (WAC), digital technologies, and on topics other than those stemming from literature. Our panelists will therefore address these shifts in pedagogical approaches and technologies so that we can help more Latino/a college-bound students achieve academic success before and after reaching their college classes.

Chair: Yazmín Lazcano, Texas State University, San Marcos

Speaker I—Sarah Taylor, Texas A&M University-Corpus Christi

Writing Centers: A Gateway to Promoting Latino/a Students’ Academic Confidence at Hispanic-Serving Institutions

Speaker II—Cristina Kirklighter, Texas A&M University-Corpus Christi

Windows Into Latino/a Worlds: The Case for Bringing Latino/a Authors to Hispanic-Serving Institutions and Latino/a Predominant High Schools

Speaker III—Janie Jaramillo-Santoy, Texas Tech University/Texas State Technical College

Mi Retórica: Engaging Latina/o Students in the Rhetorical Use of Digital Technologies

Speaker IV—Jaime Armin Mejía, Texas State University, San Marcos

Arguments for Latino/a-based Language Arts Curricular Principles

Citizenship

By js, 10 September, 2008, No Comment

Will continue watching how the discourse around this issue develops. I wonder how I can join the suit

citizenship-doesnt-gurantee-a-damn-thing-not-even-a-passport.php

federal_officials_deny_passports_to_midw.html

ACLU Challenges State Department’s Refusal To Issue Passports To U.S. Citizens

Official Suit Document

Harsh Reality: Faulty midwife practices has the federal government questioning border residents’ citizenships

Delivered by Midwife

http://findarticles.com/p/articles/mi_m1295/is_n9_v60/ai_18610913

http://www.northcountytimes.com/articles/2008/04/01/news/sandiego/0b7e9fa84540c9708825741d006a4739.txt

Digital Divide –> Digital Consciousness

By js, 8 September, 2008, 1 Comment

DIGITAL DIVIDE 2.0 AFRICAN AMERICAN COMMUNITIES AND LIBRARY RESOURCES IN ILLINOIS
Authors: Ginger, Jeff

2008-Jul
Abstract / Summary: In the information era inequality is increasingly dictated by a myriad of issues related to both access and use of computer and internet technologies. Mere access to the web is an indisputably insufficient claim to equity; attention must also be paid to issues such as autonomy, skill, purposes, and perceptions related to technological access and participation in cyberspace. The final-and still yet emerging-barrier to equality is termed here as Digital Consciousness, a state of being which most digitally disadvantaged populations have little opportunity to develop. This is understandably so as the recipe for such an understanding includes socialization, digital literacy, and a realization of self and structure in the modern web. All of these factors are dependent upon both access and use. To develop a Digital Consciousness a person must have avenues and contexts available that provide these ingredients. The library is one potential space for this, but it is unclear to what extent contemporary libraries effectively facilitate this process. The inequalities that African American communities have endured historically have been harsh, and digital inequality is no exception. To truly remedy the digital inequality for the African American people and other disadvantaged populations we must call for extensive change; a social movement situated within the context of the information revolution. This movement must embody cyberdemocracy, collective intelligence, and information freedom, each of which is dependent upon Digital Consciousness. This report assesses the computing and internet resources present in numerous Illinois public libraries that serve African American populations. Library outlets are evaluated for their capacity to enable patrons to develop Digital Consciousness. The study finds that while libraries do a moderately good job providing basic resources for connectivity, creation, and the reception and production of knowledge, they do not live up to the potential that they could be. The paper concludes with discussion about how to best address challenges and start crafting sustainable and effective solutions.