Digital sociologies

Mayne, Alison

doi:10.2307/j.ctt1t89cfr

Cited by 16 publications

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“…In believing so, I was not only complicit in the subjugation of my own knowledge, but also in that of other Black British women(hooks 1989;Collins 1991;.Thus, this dissertation is my reminder to value my, and other Black women's knowledge as worthy, and to continue to explore and examine the epistemologies and experiences of Black women on the Internet, throughout my doctoral research. This study draws extensively from Black feminist theory scholar Patricia Hill Collins, and other Black feminist and digital media studies scholars(Gabriel 2016;Steele 2016;Cottom et al 2016;Emejulu and McGregor 2019; Sobande 2020c;Walcott 2021) who uplift and reveal how Black women engage with digital technologies. In doing The chapter will discuss the existing literature relevant to this study's themes and research questions.…”

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Digital Safe Spaces and Self-Definition: Black British Women’s Confessional Vlogs

lasade-anderson¹

2022

Preprint

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Confessional vlogs, where YouTubers reveal incredibly revealing personal details, embody the private-yet-public tension occurring on YouTube. Research has shown that confessional vlogs are dialogical media texts, where the YouTuber engages in self-disclosure and self-expression, building intimacy and community with their audience. This study aims to provide an empirical contribution to the study of YouTube genres, specifically vlogs, by outlining the constitutive elements of confessional vlogs and defining the phenomenon. Building on existing work on the confessional, it asks: how do Black British women articulate their personal and private experiences in confessional vlogs? This mixed-methods study employs critical technocultural discourse analysis to examine YouTube as a technological service, interface, and discourse, making use of a Black feminist theoretical framework. Autoethnography furthers the researcher’s positionality — drawing on her experience, background, and knowledge — weaving data and narrative. Findings indicate that Black British women’s confessional vlogs are monological self-reflexive texts, not dialogical community-building ones. Overall, the analysis found that confessional vlogs are digital ‘safe spaces’ where Black British women self-disclose their complex and dynamic feelings about personal and private experiences, becoming digitally remediated articulations of their self-definition.

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Digital Safe Spaces and Self-Definition: Black British Women’s Confessional Vlogs

lasade-anderson¹

2022

Preprint

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Introduction: Looking for a Social Soul to Transform

Padua

2021

Digital Cultural Transformation

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Chapter OverviewBy reading this chapter, the reader is guided to the aims, contents, and structure of the book. It is explained why the book was written and to whom it is thought. The conceptual and theoretical interdisciplinary framework required to tackle the following chapters is provided. A general illustration of the basic values of the Digital Transformation Social Mindset and of the Four Paradigms Model are introduced as a basis to tackle the following chapters.

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A Framework for the Analysis of Personal Learning Networks

Fair

2021

Research in Networked Learning

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This paper introduces Fast Food da Politica (FFDP) as a case study of a learning network designed to promote social action in a developing country. Our focus is on exploring FFDP design elements, such as those related to tools, tasks and social organization, and the connections between these elements and valued learning activity. FFDP cleverly (re)purposes popular (board) games as pedagogical tools, which are then customised for the teaching and learning of the mechanisms and functioning of Brazilian political structures. FFDP has taken their political games to game-playing sessions across the country in varied venues -including schools, government organisations, and open sessions at market-street events and public protests. Their games are shared as open learning resources through blueprints and manuals that explain the many ways a game can be played, and which are easily downloadable through their website. FFDP also encourages game users (educators and learners) to come up with and share their own game-playing ideas for reuse. As a result, FFDP has built a repository of games that is constantly evolving, as new ways of using their open resources are captured and packaged for sharing and reuse by others. As a not-for-profit organisation, FFDP has been successfully relying on social media and crowdsourced funding to survive. In this paper, we draw on the ACAD Wireframe to explore the alignment of this network's design elements at the micro and meso levels, focusing on the ways FFDP combines a strategic educational vision deeply grounded on action for social change, with a curriculum that emphasizes gaming elements and promotes the physicality of materials in learning. At the micro level, the case study examines how the quality of materials support the development of educational innovation, while at the meso level this organization, driven by young women, is buildingup a learning network for social action, empowering children, youth and adults to learn about the mechanisms of politics and their civil rights, within the Brazilian context. Overall, this paper offers an inspiring example of a productive learning network in action, where participation and co-creation are fostered through connections between a network of people, ideas, digital and material elements. KeywordsOpen education; design for learning; games in education help people learn and teach deeper critical thinking of political matters, and in so doing, to empower learners to take hold of their own future.

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Digital sociologies

Cited by 16 publications

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Digital Safe Spaces and Self-Definition: Black British Women’s Confessional Vlogs

Digital Safe Spaces and Self-Definition: Black British Women’s Confessional Vlogs

Introduction: Looking for a Social Soul to Transform

A Framework for the Analysis of Personal Learning Networks

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