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disruptive_entrepreneurship [2020/09/01 00:06] nathanairplane Corrected link for "academic sources" to "scholarly sources" |
disruptive_entrepreneurship [2021/12/06 00:46] ntnsndr [Phase three: Whitepaper] |
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| Nathan Schneider ("Nathan" or "Professor Schneider") | Nathan Schneider ("Nathan" or "Professor Schneider") | ||
| <nathan.schneider@colorado.edu> | <nathan.schneider@colorado.edu> | ||
| - | Office hours: Wednesday at 2-4 p.m., or by appointment ([[:email_etiquette|via email]]) | + | Armory Building, 1B24 |
| + | Office hours: Wednesday at 4-5 p.m., or by appointment ([[:email_etiquette|via email]]) | ||
| Website: [nathanschneider.info](https://nathanschneider.info) | Website: [nathanschneider.info](https://nathanschneider.info) | ||
| Line 19: | Line 20: | ||
| * Gain familiarity with discourses surrounding media entrepreneurship and disruptive innovation | * Gain familiarity with discourses surrounding media entrepreneurship and disruptive innovation | ||
| - | * Encounter the social impacts and enablers of economic disruptions | + | * Encounter the social impacts of economic disruptions |
| * Cultivate habits of ethical entrepreneurship in media economies | * Cultivate habits of ethical entrepreneurship in media economies | ||
| Line 25: | Line 26: | ||
| ## The business model | ## The business model | ||
| - | The course consists of six evaluated components; three are consecutive and three are ongoing. | + | The course consists of five evaluated components; three are consecutive "phases" and two are ongoing. |
| ### Phase one: Report | ### Phase one: Report | ||
| *20 percent* | *20 percent* | ||
| - | Early in the course, each student produces a brief, researched report on a past disruption. Write an internal memo by an employee of an incumbent organization as it comes to terms with the disruption taking place. Explain it clearly to colleagues and suggest possible responses that the incumbent organization might take. The report should be between 1,200 and 1,500 words, formatted and written appropriately (and creatively) in the guise of an official document from the organization. Evaluation criteria are as follows: | + | Early in the course, each student produces a brief, researched report on a past disruption. Write an internal memo by an employee of an incumbent organization as it comes to terms with a potentially threatening disruption taking place. Explain it clearly to colleagues and suggest possible responses that their organization might take. The report should be between 1,200 and 1,500 words, formatted and written appropriately (and creatively) in the guise of an official document from the organization. Here and in future projects, engage with assigned materials for the course in a way that demonstrates a sophisticated grasp and that integrates usefully with the argument. Evaluation criteria are as follows: |
| * Completion of the assignment with clarity, stylistic correctness, and creativity | * Completion of the assignment with clarity, stylistic correctness, and creativity | ||
| * Comprehension of the disruption and explanation of what qualifies it as disruptive | * Comprehension of the disruption and explanation of what qualifies it as disruptive | ||
| * Evidence of self-directed research beyond assigned materials, including at least two peer-reviewed [[scholarly sources]] and relevant market data, using [[citation standards|appropriate citation]] | * Evidence of self-directed research beyond assigned materials, including at least two peer-reviewed [[scholarly sources]] and relevant market data, using [[citation standards|appropriate citation]] | ||
| - | * Meaningful engagement with at least two assigned materials from the course | + | * Meaningful [[engagement with assigned sources|engagement with at least two assigned sources]] from the course |
| ### Phase two: Presentation | ### Phase two: Presentation | ||
| - | *20 percent* | + | *25 percent* |
| The second project for the course is a presentation to the class about the effects of a disruptive innovation. Students should interview at least two people (outside the CU community) with direct experience of having their way of life or livelihood challenged by the disruption. In the presentation, students will share interviewees' insights, alongside an explanation of the nature of the disruption and its broader context. This assignment is conducted in pairs, who will present 10-to-12 minute presentations with slides. Students may form groups of three as well; these will required to present three interviews and three peer-reviewed sources, rather than the otherwise required two. | The second project for the course is a presentation to the class about the effects of a disruptive innovation. Students should interview at least two people (outside the CU community) with direct experience of having their way of life or livelihood challenged by the disruption. In the presentation, students will share interviewees' insights, alongside an explanation of the nature of the disruption and its broader context. This assignment is conducted in pairs, who will present 10-to-12 minute presentations with slides. Students may form groups of three as well; these will required to present three interviews and three peer-reviewed sources, rather than the otherwise required two. | ||
| Line 46: | Line 47: | ||
| * Completion of the assignment with clarity, stylistic correctness, and creativity | * Completion of the assignment with clarity, stylistic correctness, and creativity | ||
| * Comprehension of the disruption and explanation of what qualifies it as disruptive | * Comprehension of the disruption and explanation of what qualifies it as disruptive | ||
| + | * Insightful interviews in disrupted communities, along with contextual data on social impacts | ||
| * Evidence of self-directed research beyond assigned materials, including at least two peer-reviewed [[scholarly sources]], and [[citation standards|appropriate citation]] | * Evidence of self-directed research beyond assigned materials, including at least two peer-reviewed [[scholarly sources]], and [[citation standards|appropriate citation]] | ||
| - | * Meaningful engagement with at least one assigned material from the course | + | * Meaningful [[engagement with assigned sources|engagement with at least one assigned source]] from the course |
| ### Phase three: Whitepaper | ### Phase three: Whitepaper | ||
| - | *20 percent* | + | *25 percent* |
| At the conclusion of the course, students produce a [[whitepaper]] outlining an original proposal for a disruption involving networked digital media. In between 1,500 and 1,800 words, describe the nature of the disruption, its economic and technological context, and the means of its financing and growth. Be sure to also consider its potential social effects. | At the conclusion of the course, students produce a [[whitepaper]] outlining an original proposal for a disruption involving networked digital media. In between 1,500 and 1,800 words, describe the nature of the disruption, its economic and technological context, and the means of its financing and growth. Be sure to also consider its potential social effects. | ||
| - | Students will twice present their ideas to the class---first as a one-minute practice run for feedback and, second, as a two-minute pitch with one parsimonious slide. | + | Students will twice present their ideas to the class---first as a one-minute practice run for feedback and, second, as a one-minute pitch with one parsimonious slide. |
| Evaluation criteria are as follows: | Evaluation criteria are as follows: | ||
| - | * Completion of the assignment with clarity, stylistic correctness, and creativity, including an in-class pitch during the final week | + | * Completion of the assignment with clarity, stylistic correctness, and creativity |
| * Comprehension of the disruption and explanation of what qualifies it as disruptive | * Comprehension of the disruption and explanation of what qualifies it as disruptive | ||
| * Evidence of self-directed research beyond assigned materials, including at least two peer-reviewed [[scholarly sources]] and relevant market data, using [[citation standards|appropriate citation]] | * Evidence of self-directed research beyond assigned materials, including at least two peer-reviewed [[scholarly sources]] and relevant market data, using [[citation standards|appropriate citation]] | ||
| - | * Meaningful engagement with at least two assigned materials from the course | + | * Meaningful [[engagement with assigned sources|engagement with at least two assigned sources]] |
| + | * Clear, compelling in-class pitch | ||
| ### Class participation | ### Class participation | ||
| - | *15 percent* | + | *20 percent* |
| All students should contribute to class discussions as active listeners, question-askers, commentators, and critics. Respectful disagreement with the instructor and fellow students is welcome and encouraged. Students will also pitch their own disruptive ideas to the class. Attendance will not be taken formally, but meaningful participation is not compatible with absence. Be prepared to discuss each week's assigned materials by the start of that week's first meeting. | All students should contribute to class discussions as active listeners, question-askers, commentators, and critics. Respectful disagreement with the instructor and fellow students is welcome and encouraged. Students will also pitch their own disruptive ideas to the class. Attendance will not be taken formally, but meaningful participation is not compatible with absence. Be prepared to discuss each week's assigned materials by the start of that week's first meeting. | ||
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| Evaluation takes place at the midterm and the end of the course, with each evaluation period weighted equally. Evaluation is based on the following: | Evaluation takes place at the midterm and the end of the course, with each evaluation period weighted equally. Evaluation is based on the following: | ||
| - | * Comments and questions that advance the conversation, with evidence of listening to others and engagement with assigned materials | + | * Comments and questions that advance the conversation, with evidence of listening to others and engagement with assigned materials (10 points) |
| - | * In-class pitch exercises | + | * Flash quizzes at random intervals (10 points) |
| - | * Flash quizzes at random intervals | + | |
| - | + | ||
| - | + | ||
| - | ### Annotation | + | |
| - | *15 percent* | + | |
| - | + | ||
| - | Each week, students should engage with the assigned materials by using the [[Hypothesis]] annotation platform, where technically possible. Both quality and quantity will be taken into account. Annotations for each week's assigned materials are due by the start of that week's first meeting. Evaluation takes place at the midterm and the end of the course, with each evaluation period weighted equally. | + | |
| - | + | ||
| - | It may not be necessary to read every assigned word with equal care. Expect to read effectively but strategically. Evaluation criteria are as follows: | + | |
| - | * Volume of annotations and distribution throughout assigned materials; annotate every (annotatable) reading at least once and go deep on at least one of the readings each week | ||
| - | * Evidence of reflection and insight | ||
| - | * Engagement with fellow students' annotations | ||
| ### Entrepreneurial events | ### Entrepreneurial events | ||
| *10 percent* | *10 percent* | ||
| - | Part of the course is participation in two synchronous events in CU's and Boulder's entrepreneurial community. Before the end of the day after each event, submit a discussion post in Canvas about your experience there. With this, include proof of participation (such as a photo of yourself there or of you and your screen). Evaluation criteria are as follows: | + | Part of the course is participation in two synchronous events in the Boulder entrepreneurial community. Before the end of the day after each event, submit a discussion post in Canvas about your experience there. With this, include proof of participation (such as a photo of yourself there or of you and your screen). Evaluation criteria are as follows: |
| * Compelling proof of attendance at: | * Compelling proof of attendance at: | ||
| - | - The [Innovation & Entrepreneurship Fall Kickoff](https://www.colorado.edu/innovate/events) on September 23 | + | - The [Innovation & Entrepreneurship Fall Kickoff](https://www.colorado.edu/innovate/events) |
| - A second event, on or off campus, of your choosing | - A second event, on or off campus, of your choosing | ||
| * Insightful, 300-500 word analysis of an aspect of each event | * Insightful, 300-500 word analysis of an aspect of each event | ||
| - | * Engagement with at least one of the assigned materials in each analysis | + | * [[engagement with assigned sources|Engagement]] with at least one of the assigned materials in each analysis |
| Entrepreneurship-related events can be found at the campus [Innovation & Entrepreneurship Initiative website](https://www.colorado.edu/innovate/events), [Silicon Flatirons](https://siliconflatirons.org/events/), [Startup Digest](https://www.startupdigest.com/digests/boulder-denver), and [Meetup](https://www.meetup.com/cities/us/co/boulder/events/). | Entrepreneurship-related events can be found at the campus [Innovation & Entrepreneurship Initiative website](https://www.colorado.edu/innovate/events), [Silicon Flatirons](https://siliconflatirons.org/events/), [Startup Digest](https://www.startupdigest.com/digests/boulder-denver), and [Meetup](https://www.meetup.com/cities/us/co/boulder/events/). | ||
| Line 108: | Line 99: | ||
| * Work together to foster a respectful, mature, convivial community based on mutual learning, diverse perspectives, and accommodation | * Work together to foster a respectful, mature, convivial community based on mutual learning, diverse perspectives, and accommodation | ||
| - | * Adhere to all [[university policies]] regarding academic integrity, accessibility, behavior, discrimination, misconduct, and religious observances; we take responsibility for understanding them and the relevant procedures | + | * Adhere to all [[university policies]] regarding academic integrity, accessibility, behavior, discrimination, misconduct, inclusivity, and religious observances; we take responsibility for understanding them and the relevant procedures |
| * Respect student privacy, keeping any materials or statements shared in class confidential unless permission is granted to do otherwise | * Respect student privacy, keeping any materials or statements shared in class confidential unless permission is granted to do otherwise | ||
| - | * Be present in our online interactions, keeping cameras on and attention on each other, with classroom-appropriate attire and backgrounds | + | * Be present in our interactions together, refraining from the use of [[screen devices]] unless for collective work or accessibility, upon agreement with the instructor |
| If you find yourself in a position where lack of access to food, housing, health care, or other basic necessities interferes with your studies, consider seeking support from the [Dean of Students](https://www.colorado.edu/studentaffairs/deanofstudents) and, if you feel comfortable doing so, your instructor. We will work to assist you however we can. | If you find yourself in a position where lack of access to food, housing, health care, or other basic necessities interferes with your studies, consider seeking support from the [Dean of Students](https://www.colorado.edu/studentaffairs/deanofstudents) and, if you feel comfortable doing so, your instructor. We will work to assist you however we can. | ||
| - | ### Fall 2020 calendar | ||
| - | Due dates are at 2 p.m.: | + | ## Topics |
| - | * Select Phase One report topic (Canvas discussion): 9/15 | + | The course topics, like the assignments, proceed in three phases. First, we acquaint ourselves with some processes and ideologies associated with Silicon Valley-style entrepreneurial culture and discourses of disruption. Second, we consider the human impacts of disruptive change. Third, we explore a variety of strategies and shortcomings of disruptive and entrepreneurial thinking. |
| - | * Phase One report (Canvas dropbox): 10/1 | + | |
| - | * Select Phase Two presentation topic and date (shared document): 9/22 | + | |
| - | * Innovation & Entrepreneurship Fall Kickoff (due at midnight): 9/23 | + | |
| - | * Midterm participation evaluations: 10/13 | + | |
| - | * Phase Two presentations (Canvas dropbox): Various dates | + | |
| - | * Phase Three pitch practice: 11/19 | + | |
| - | * Phase Three pitch presentation: 12/3 | + | |
| - | * Phase Three whitepaper (Canvas dropbox): 12/3 | + | |
| - | + | ||
| - | ## Topics | + | |
| - | The course topics, like the assignments, proceed in three phases. First, we acquaint ourselves with some processes and ideologies associated with Silicon Valley-style entrepreneurial culture and discourses of disruption. Second, we consider the human impacts of disruptive change. Third, we step back and explore some broader social, philosophical, and political consequences of disruptive thinking. | + | Except for the book we read in Phase Two, all readings should be available online. If you cannot access them, you should be able to do so using the campus network (either on campus or via VPN). |
| ### Phase one: Disruption | ### Phase one: Disruption | ||
| Line 138: | Line 118: | ||
| #### 1. A mindset | #### 1. A mindset | ||
| - | * In Michelle Ferrier and Elizabeth Mays (eds.), _[Media Innovation and Entrepreneurship](https://press.rebus.community/media-innovation-and-entrepreneurship/)_ (Rebus Community, 2017--2019): "Developing the Entrepreneurial Mindset," "Pitching Ideas" | + | * Mike Green, "[Developing the Entrepreneurial Mindset](https://press.rebus.community/media-innovation-and-entrepreneurship/chapter/developing-entrepreneurial-mindset/)" in Michelle Ferrier and Elizabeth Mays (eds.), _Media Innovation and Entrepreneurship_ (Rebus Community, 2017--2019) |
| * Brad Feld, {{:lib:feld-startup_communities-excerpt.pdf|chapters 1-3}} in _Startup Communities: Building an Entrepreneurial Ecosystem in Your City_ (Wiley, 2012) | * Brad Feld, {{:lib:feld-startup_communities-excerpt.pdf|chapters 1-3}} in _Startup Communities: Building an Entrepreneurial Ecosystem in Your City_ (Wiley, 2012) | ||
| - | * Conner Forrest, "[Startup Jargon: 10 Terms to Stop Using](https://www.techrepublic.com/article/startup-jargon-10-terms-to-stop-using/)," _TechRepublic_ (May 1, 2014) | ||
| #### 2. Theory and cliché | #### 2. Theory and cliché | ||
| - | * Joseph L. Bower and Clayton M. Christensen, "[Disruptive Technologies: Catching the Wave](https://www.academia.edu/download/59516552/disruptive_technologies20190604-89196-pd4gyy.pdf)," _Harvard Business Review_ (January-February 1995) | + | * Clayton M. Christensen, Michael E. Raynor, and Rory McDonald, “[What Is Disruptive Innovation?](https://hbr.org/2015/12/what-is-disruptive-innovation),” _Harvard Business Review_ (December 1, 2015) |
| - | * Clayton M. Christensen and Michael Overdorf, "[Meeting the Challenge of Disruptive Change](http://innovbfa.viabloga.com/files/HBR___Christensen___meeting_the_challenge_of_disruptive_change___2009.pdf)," _Harvard Business Review_ (March-April 2000) | + | |
| * Jill Lepore, "[The Disruption Machine](http://www.newyorker.com/magazine/2014/06/23/the-disruption-machine)," _New Yorker_ (June 23, 2014) | * Jill Lepore, "[The Disruption Machine](http://www.newyorker.com/magazine/2014/06/23/the-disruption-machine)," _New Yorker_ (June 23, 2014) | ||
| #### 3. Organizational vessels | #### 3. Organizational vessels | ||
| + | * Venkatesh Rao, "[A Brief History of the Corporation: 1600 to 2100](https://www.ribbonfarm.com/2011/06/08/a-brief-history-of-the-corporation-1600-to-2100/)," _Ribbonfarm_ (June 8, 2011) | ||
| * Jessica Livingston, "[Grow the Puzzle Around You](http://foundersatwork.posthaven.com/grow-the-puzzle-around-you)," _Posthaven_ (June 30, 2018) | * Jessica Livingston, "[Grow the Puzzle Around You](http://foundersatwork.posthaven.com/grow-the-puzzle-around-you)," _Posthaven_ (June 30, 2018) | ||
| - | * Steve Blank, "[Why the Lean Start-Up Changes Everything](https://hbr.org/2013/05/why-the-lean-start-up-changes-everything)," _Harvard Business Review_ (May 2013) | ||
| - | * In Michelle Ferrier and Elizabeth Mays (eds.), _[Media Innovation and Entrepreneurship](https://press.rebus.community/media-innovation-and-entrepreneurship/)_ (Rebus Community, 2017--2019): "Nonprofit Model Development" | ||
| #### 4. Raising rounds | #### 4. Raising rounds | ||
| Line 158: | Line 135: | ||
| * Kim-Mai Cutler, "[The Unicorn Hunters](https://logicmag.io/04-the-unicorn-hunters/)," _Logic_ no. 4 (2018) | * Kim-Mai Cutler, "[The Unicorn Hunters](https://logicmag.io/04-the-unicorn-hunters/)," _Logic_ no. 4 (2018) | ||
| * Paul Graham, "[Startup = Growth](http://www.paulgraham.com/growth.html)" (September 2012) | * Paul Graham, "[Startup = Growth](http://www.paulgraham.com/growth.html)" (September 2012) | ||
| - | * Jennifer Brandel, Mara Zepeda, Astrid Scholz, and Aniyia Williams, "[Zebras Fix What Unicorns Break](https://medium.com/@sexandstartups/zebrasfix-c467e55f9d96)" (March 8, 2017) | ||
| #### 5. Origin stories | #### 5. Origin stories | ||
| Line 164: | Line 140: | ||
| * Karl Marx and Friedrich Engels, [preamble and chapter 1](https://www.marxists.org/archive/marx/works/1848/communist-manifesto/ch01.htm), _Manifesto of the Communist Party_ (1848) | * Karl Marx and Friedrich Engels, [preamble and chapter 1](https://www.marxists.org/archive/marx/works/1848/communist-manifesto/ch01.htm), _Manifesto of the Communist Party_ (1848) | ||
| * Joseph A. Schumpeter, "[The Creative Response in Economic History](https://www.jstor.org/stable/pdf/2113338.pdf)," _Journal of Economic History_ 7, no. 2 (November 1947) | * Joseph A. Schumpeter, "[The Creative Response in Economic History](https://www.jstor.org/stable/pdf/2113338.pdf)," _Journal of Economic History_ 7, no. 2 (November 1947) | ||
| - | * John E. Elliott, "[Marx and Schumpeter on Capitalism's Creative Destruction: A Comparative Restatement](https://www.jstor.org/stable/1885348)," _The Quarterly Journal of Economics_ 95, no. 1 (August 1980) | ||
| + | #### 6. The mother of the modern | ||
| - | ### Phase two: Disrupted | + | * Silvia Federici, "[The Accumulation of Labor and the Degradation of Women](https://anarchivists.gitbooks.io/caliban/content/accumulation.html)," in _Caliban and the Witch: Women, the Body, and Primitive Accumulation_ (Autonomedia, 2014) |
| + | * Charles C. Mann, "[Why Billington Survived](https://search-ebscohost-com.colorado.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=719025&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-35)," in _1491: New Revelations of the Americas Before Columbus_ (Vintage, 2006) | ||
| - | This year, phase two will center around the context of disruption by plague | ||
| - | #### 6. The mother of the modern | + | ### Phase two: Disrupted |
| - | * Carrie Arnold, "[The Viruses That Made Us Human](https://www.pbs.org/wgbh/nova/article/endogenous-retroviruses/)," _NOVA_ (September 28, 2016) | + | This year, phase two will center around how Amazon has shaped US society. We will do so through the lens of one book, available in the bookstore: |
| - | * Silvia Federici, "[All the World Needs a Jolt](https://anarchivists.gitbooks.io/caliban/content/jolt.html)," in _Caliban and the Witch: Women, the Body, and Primitive Accumulation_ (Autonomedia, 2014) | + | |
| - | * Charles C. Mann, "[Why Billington Survived](https://search-ebscohost-com.colorado.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=719025&site=ehost-live&scope=site&ebv=EK&ppid=Page-__-35)," in _1491: New Revelations of the Americas Before Columbus_ (Vintage, 2006) | + | |
| - | #### 7. What time is it on the clock of the world? | + | * Alec MacGillis, _Fulfillment: Winning and Losing in One-Click America_ (Farrar, Straus and Giroux, 2021) |
| - | * Venkatesh Rao, "[Pandemic Time: A Distributed Doomsday Clock](https://www.noemamag.com/pandemic-time-a-distributed-doomsday-clock/)," _Noema_ (June 8, 2020) | + | #### 7. The basement to security |
| - | * Gene Demby, "[Why Now, White People](https://www.npr.org/2020/06/16/878963732/why-now-white-people)," _Code Switch_ podcast (June 16, 2020) | + | |
| - | * Helen Rosner, "[The Case for Letting the Restaurant Industry Die](https://www.newyorker.com/culture/annals-of-gastronomy/the-case-for-letting-the-restaurant-industry-die)," _New Yorker_ (May 22, 2020) | + | |
| - | #### 8. Crisis as opportunity | + | * MacGillis, _Fulfillment_, "Introduction" to ch. 3 |
| - | * Kevin Sneader and Bob Sternfels, "[From Surviving to Thriving: Reimagining the Post-COVID-19 Return](https://www.mckinsey.com/featured-insights/future-of-work/from-surviving-to-thriving-reimagining-the-post-covid-19-return), McKinsey & Company (May 1, 2020) | + | #### 8. Dignity to power |
| - | * Marc Andreessen, "[It's Time to Build](https://a16z.com/2020/04/18/its-time-to-build/)," Andreesen Horowitz blog (April 18, 2020) | + | |
| - | * Shanley Kane, "[People Are Dying, Marc. Stick Your Flying Cars Up Your Ass](https://modelviewculture.com/news/people-are-dying-marc-stick-your-flying-cars-up-your-ass)," _Model View Culture_ (April 21, 2020) | + | |
| - | #### 9. Disaster entrepreneurship | + | * MacGillis, _Fulfillment_, ch. 4 to ch. 6 |
| - | * From Rebecca Solnit, "[Prelude: Falling Together](http://lithub.com/rebecca-solnit-how-to-survive-a-disaster/)," _A Paradise Built in Hell: The Extraordinary Communities That Arise in Disaster_ (Viking, 2009) | + | #### 9. Shelter to overtime |
| - | * Naomi Klein, "[How Power Profits from Disaster](https://www.theguardian.com/us-news/2017/jul/06/naomi-klein-how-power-profits-from-disaster)," _Guardian_ (July 6, 2017) | + | |
| - | * Kaitlyn Tiffany, "[Pandemic Organizers Are Co-opting Productivity Software](https://www.theatlantic.com/technology/archive/2020/05/coronavirus-mutual-aid-groups-slack-airtable-google/612190/)," _Atlantic_ (May 28, 2020) | + | |
| + | * MacGillis, _Fulfillment_, ch. 7 to "Overtime" | ||
| ### Phase three: Disruptionism | ### Phase three: Disruptionism | ||
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| What, then, can we do? | What, then, can we do? | ||
| - | #### 10. Refusal | + | #### 10. Disaster |
| - | * _[The Salt of the Earth](https://www.youtube.com/watch?v=i9oY4rmDaWw)_, directed by Herbert J. Biberman (1954) | + | * From Rebecca Solnit, "[Prelude: Falling Together](http://lithub.com/rebecca-solnit-how-to-survive-a-disaster/)," _A Paradise Built in Hell: The Extraordinary Communities That Arise in Disaster_ (Viking, 2009) |
| - | * Noam Scheiber and Kate Conger, "[The Great Google Revolt](https://www.nytimes.com/interactive/2020/02/18/magazine/google-revolt.html), _New York Times Magazine_ (February 18, 2020) | + | * Naomi Klein, "[How Power Profits from Disaster](https://www.theguardian.com/us-news/2017/jul/06/naomi-klein-how-power-profits-from-disaster)," _Guardian_ (July 6, 2017) |
| - | * "[Tips on Unionizing Your Tech Workforce](https://modelviewculture.com/pieces/tips-on-unionizing-your-tech-workforce)," _Model View Culture_ (April 30, 2020) | + | |
| - | #### 11. Design thinking | + | #### 11. Disrupting for purpose |
| - | * "[Design, Meanings, and Radical Innovation: A Metamodel and a Research Agenda](https://onlinelibrary.wiley.com/doi/full/10.1111/j.1540-5885.2008.00313.x)," _Journal of Product Innovation Management_ 25, no. 5 (September 2008) | + | * Jennifer Brandel, Mara Zepeda, Astrid Scholz, and Aniyia Williams, "[Zebras Fix What Unicorns Break](https://medium.com/@sexandstartups/zebrasfix-c467e55f9d96)" (March 8, 2017) |
| - | * Tim Brown and Jocelyn Wyatt, "[Design Thinking for Social Innovation](https://elibrary.worldbank.org/doi/pdf/10.1596/1020-797X_12_1_29)," _Development Outreach_ (July 2010) | + | * Malene Alleyne, Camille Canon, Amelia Evans, Yichen Feng, Nathan Schneider, and Mara Zepeda, _[Exit to Community: A Community Primer](https://www.colorado.edu/lab/medlab/2020/08/31/exit-community-community-primer)_ (Media Enterprise Design Lab, 2020) |
| - | * Sasha Costanza-Chock (ed.), _[Design Justice for Action](https://designjustice.org/s/DJ_2017_Issue3.pdf)_, Design Justice Zines \#3 (n.d.) | + | |
| #### 12. Decentralize everything | #### 12. Decentralize everything | ||
| - | * Tim Berners-Lee, "[Information Management: A Proposal](https://www.w3.org/History/1989/proposal.html) (March 1989, May 1990) | + | * Lana Swartz, “[Blockchain Dreams: Imagining Techno-Economic Alternatives After Bitcoin](http://llaannaa.com/papers/Swartz_Blockchain_Dreams.pdf),” in _Another Economy Is Possible: Culture and Economy in a Time of Crisis_, ed. Manuel Castells (Polity, 2017), 82--105 |
| - | * Manoush Zomorodi and Jen Poyant, "[Blockchain. Block What?!](https://zigzagpod.com/2018/06/13/episode-2/)," _ZigZag_ (June 13, 2018) | + | * Jarrod Dicker, "[Cities of Ghosts Await Their DAO Revival](https://darkstar.mirror.xyz/eYRttcLec0IXODpzLFsHZTRdzuWosBwfyVKnSc93NdA)," _Dark Star_ (June 2, 2021) |
| - | * Malene Alleyne, Camille Canon, Amelia Evans, Yichen Feng, Nathan Schneider, and Mara Zepeda, _Exit to Community: A Community Primer_ (2020) | + | |
| #### 13. The new citizen | #### 13. The new citizen | ||
| - | * Zeynep Tufekci, "[How Social Media Took Us from Tahrir Square to Donald Trump](https://www.technologyreview.com/s/611806/how-social-media-took-us-from-tahrir-square-to-donald-trump/)," _MIT Technology Review_ (August 14, 2018) | + | * Maria Mazzucato, "[The Entrepreneurial State](https://www.proquest.com/docview/912870584/fulltextPDF/86FE0FED4208456EPQ/1?accountid=14503)," _Soundings_ 49 (Winter 2011) |
| - | * Andrew Leonard, "[How Taiwan’s Unlikely Digital Minister Hacked the Pandemic](https://www.wired.com/story/how-taiwans-unlikely-digital-minister-hacked-the-pandemic/)," _Wired_ (July 23, 2020) | + | |
| * Lilly Irani, "[Hackathons and the Making of Entrepreneurial Citizenship](https://escholarship.org/uc/item/33q5t84v)," _Science, Technology & Human Values_ 40, no. 5 (2015) | * Lilly Irani, "[Hackathons and the Making of Entrepreneurial Citizenship](https://escholarship.org/uc/item/33q5t84v)," _Science, Technology & Human Values_ 40, no. 5 (2015) | ||
| - | #### 14. Maintenance/subversion | + | #### 14. Fantasies |
| - | * David Edgerton, "Introduction," "Maintenance," and "Innovation" in _[The Shock of the Old: Technology and Global History Since 1900](http://www.wtf.tw/ref/edgerton.pdf)_ (Profile Books, 2008) | + | * David Edgerton, "Introduction" and "Maintenance" in _[The Shock of the Old: Technology and Global History Since 1900](http://www.wtf.tw/ref/edgerton.pdf)_ (Profile Books, 2008) |
| - | * Stefano Harney and Fred Moten, "Politics Surrounded" (pp. 14-20), _[The Undercommons: Fugitive Planning & Black Study](https://www.minorcompositions.info/wp-content/uploads/2013/04/undercommons-web.pdf)_ (Minor Compositions, 2013) | + | * Stefano Harney and Fred Moten, "Fantasy in the Hold" (pp. 84-99), _[The Undercommons: Fugitive Planning & Black Study](https://www.minorcompositions.info/wp-content/uploads/2013/04/undercommons-web.pdf)_ (Minor Compositions, 2013) |
| ### Further resources | ### Further resources | ||
| - | * _[How I Built This with Guy Raz](https://www.npr.org/podcasts/510313/how-i-built-this)_, NPR podcast | + | * _[How I Built This with Guy Raz](https://www.npr.org/podcasts/510313/how-i-built-this)_, NPR podcast |
| - | * [Tech Workers Coalition newsletter](https://news.techworkerscoalition.org/) | + | * [Tech Workers Coalition newsletter](https://news.techworkerscoalition.org/) |
| - | * Y Combinator, [Startup School library](https://www.startupschool.org/library) | + | * Y Combinator, [Startup School library](https://www.startupschool.org/library) |
| + | |||
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| + | ---- | ||
| - | --- | ||
| [ [[note:disruptive_entrepreneurship|Notes]] ] | [ [[note:disruptive_entrepreneurship|Notes]] ] | ||