Social Analytic Artifacts Made Concrete

Social Analytic Artifacts Made Concrete: A Study of Learning and Political Education Shirin Vossoughi

heteroglossic attunement and semantic sharpening

DP Idea: could I study the trajectories of CS students in terms of how they come to inhabit ‘affordance-laden environments’? (Talero, 2008, p. 453)

Matusov’s (1998) work, studying learning in the context of political education requires that we identify the forms of development valued within a particular setting.

How can I critique mainstream computational culture as being constructed as white and male, hegemonic? The mechanisms of semiotic ideologies? The user as Inoue’s listening subject

discourse as a site of struggle and change. To elaborate this point, Erickson’s (2004b) description of the practical and potentially subversive use of discourse is instructive: The agency manifested by local social actors in bricolage and improvisation can be employed either counter-hegemonically or hegemonically, regressively or progressively, despicably or admirably. One can swim downstream with the prevailing currents of social structuration and history, treating as limits the constraints one encounters, or one can swim upstream, treating the prestructured constraints as affordances for maneuvering toward ends other than those that are societally approved or expected. The latter course costs more in terms of effort and it risks punishment. But it is possible. (p. 174)

What might critical computation look like?