Teaching and Transformation: Donna Haraway’s “A Manifesto for Cyborgs” and Its Influence in Computer-Supported Composition Classrooms

Smith, Erin; Selfe, Cynthia L.

doi:10.1007/978-1-4020-3803-7_5

Cited by 2 publications

(1 citation statement)

References 27 publications

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“…Feminism has a long history of collaborative writing as a form of activism, challenging the normative practices of academic authority (Belenky et al 1997;hooks 2014;Handforth and Taylor 2016) as well as offering solidarity in the challenges of producing text from marginalised situations (Karach and Roach 1992). More recently, feminists have seized on public, hyper-linked and multimodal forms of writing as opportunities for new collaborative practices (Knox and Bayne 2013;Smith and Selfe 2006). These teacher-writers continue to see collaborative writing, especially with students, as activism: writing to transgress, as much as teaching to transgress, has been at the heart of feminist interventions in the academy.…”

Section: Turn 3: Writing 'Side By Side'mentioning

confidence: 99%

Curation and collaboration as activism: emerging critical practices of #FemEdTech

Beetham

Drumm

Bell³

et al. 2022

Learning, Media and Technology

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The inequities rooted in our education systems and wider societies have been thrown into relief by responses to the COVID-19 pandemic. This paper presents four situational studies of the FemEdTech network, asking how we characterise activities of the network, what they tell us about the nature of diffuse, convivial networks, and what opportunities they provide for challenging inequities in the field of technology and/in education. The study draws on practices and materials produced through FemEdTech activities from 2017 to 2020. Data and its analysis are presented as a spiral of 'turns' which fold back on each other to create connections between lines of research, moving fluidly between the objective and subjective. The four studies present shared curation, collaborative writing and purposeful reflection as contested fields of action. On one hand they build solidarity and shared resources -'holding up' the flow of knowledge in networks, potentially redistributing the capital of attention and connectivity. At the same time, they underscore the costs of shared work which are different in open networks from those that operate in the reified, accelerated production cycles of academic roles -yet connected with them, not least because they always involve investments of care.

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