There are a couple of things I've been doing in my curriculum development that might be applicable: 1) I run a unit that involves group work, and rather than taking it for granted that students can just do it, I build in a bunch of material/support that helps them to critically reflect on and develop their collaborative processes. This ranges from the pre-existing assessment that gets them to explore different tools that support online collaboration, through to work on the importance of inclusiveness, diversity, and emotional labour. I think this is really important because many of the skills we need for organising (including consensus decision-making, knowing how to listen, building diverse coalitions, etc) aren't taught within the education system, and are even actively discouraged in many ways. 2) As I'm sure many of you already do, I try to make sure that my curriculum includes diverse perspectives, and pay attention to whether readings lists are predominantly white men. I feel like it's incredibly important that students from all backgrounds see themselves reflected in the curriculum, and that people from privileged backgrounds both acknowledge their own privilege and learn to look at the world from other viewpoints. Our university also has a curriculum development officer specifically tasked with helping to put more Indigenous content into curriculum, and I'll be working with him on that. - sky. On Thu, 2016-11-10 at 19:09 +0100, David Stodolsky wrote:
On 10 Nov 2016, at 17.11, Joshua Braun <jabraun@journ.umass.edu> wrote:
Maybe this would also be a good time to bring discussions of pre-internet media and technology and their role in the years before WW2, or even earlier dangerous times, and to compare this to social media etc today?
I'd recommend J. Michael Sproul's article, "Propaganda Studies in American Social Science: The Rise and Fall of the Critical Paradigm," which gives a great overview of the changing nature of mediated political speech in the pre-WWII era, as well as how critical and academic treatments of it evolved over time.
This gives info on how much was invested in making sure the post-war world was not peaceful and safe:
http://www.bmartin.cc/pubs/94BRgl2.html
Science of Coercion: Communication Research and Psychological Warfare 1945-1960 by Christopher Simpson Oxford University Press, 1994. 204 pp.
For example, the US Air Force provided at least half of the budget of the Bureau of Social Science Research in the 1950s. Military contracts supported studies at this Bureau such as the vulnerabilities of Eastern European peoples for the purposes of psychological warfare and comparisons of the effectiveness of "drugs, electroshock, violence, and other coercive techniques during interrogation of prisoners."
https://archive.org/details/For_The_Record_78_Interview_with_Christopher_Sim...
https://archive.org/details/For_The_Record_93_The_Science_of_Coercion_II_Int...
dss
David Stodolsky, PhD Institute for Social Informatics Tornskadestien 2, st. th., DK-2400 Copenhagen NV, Denmark dss@socialinformatics.org Skype/Twitter: davidstodolsky
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