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media_activism [2024/01/09 16:39] – Adjusted structure ntnsndrmedia_activism [2025/08/11 17:48] (current) – external edit 127.0.0.1
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 ## Expectations ## Expectations
  
-As a foundation, students are expected to complete the weekly reading assignments. This does not necessarily mean microscopic reading of every page, but it does mean engaging rigorously with portions of particular interest, as well as familiarizing oneself with the works as a whole and thinking critically about their interconnections. Come to class prepared with notes on specific quotations and ideas that you want to discuss.+As a foundation for all else, students are expected to complete the weekly reading assignments. This does not necessarily mean microscopic reading of every page, but it does mean engaging rigorously with portions of particular interest, as well as familiarizing oneself with the works as a whole and thinking critically about their interconnections. Come to class prepared with notes on specific quotations and ideas that you want to discuss.
  
 ### Interventions (30%) ### Interventions (30%)
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   * Practice adventuresome thinking in both concept and presentation, using compelling media techniques to communicate the proposal   * Practice adventuresome thinking in both concept and presentation, using compelling media techniques to communicate the proposal
  
-Students are invited to view and comment on each other's Interventions.+Students are invited to view and comment on each other's Interventions on Canvas. They will also help guide our class discussions each week.
  
 ### Class discussions (30%) ### Class discussions (30%)
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 Participation in all sessions is an expectation for the course. Full or partial absences from class, due to circumstances beyond the student's control, should be discussed with the instructor in advance. Participation in all sessions is an expectation for the course. Full or partial absences from class, due to circumstances beyond the student's control, should be discussed with the instructor in advance.
 +
 +Before the end of each evaluation period, you are welcome to propose the grade you think you have earned with a one-paragraph explanation, in the relevant assignment in Canvas. The instructor will determine final grade, taking your input into account. 
  
 ### Final project (40%) ### Final project (40%)
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     * Include strong evidence of background research, engaging relevant primary and [[:scholarly sources|scholarly sources]], along with at least two assigned texts from the course     * Include strong evidence of background research, engaging relevant primary and [[:scholarly sources|scholarly sources]], along with at least two assigned texts from the course
   * Complete draft: **(10%)**   * Complete draft: **(10%)**
-    * Draft of the project that fully represents the intended scope and quality +    * Circulate a draft of the project that fully represents the intended scope and quality 
-    * Updated project statement with the same specifications as the proposal+    * Include an updated project statement with the same specifications as the proposal
   * Peer review: **(10%)**   * Peer review: **(10%)**
     * Provide feedback for at least two fellow students' drafts, of at least two paragraphs each, with [[:peer review|these suggestions]] in mind     * Provide feedback for at least two fellow students' drafts, of at least two paragraphs each, with [[:peer review|these suggestions]] in mind
   * Final draft: **(40%)**   * Final draft: **(40%)**
     * Produce a media intervention that is polished, compelling, informed by peer review, and ready to deploy     * Produce a media intervention that is polished, compelling, informed by peer review, and ready to deploy
-    * Include a project statement that meets the same specifiations as the proposal 
     * Demonstrate collaborative engagement with community partner, such as through testimonies or other evidence of their participation     * Demonstrate collaborative engagement with community partner, such as through testimonies or other evidence of their participation
     * Present a promising strategy for circulation, audience, and social change     * Present a promising strategy for circulation, audience, and social change
 +    * Include a project statement that meets the same specifications as the proposal
  
 ### Evaluation ### Evaluation
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 Extensions under extenuating circumstances are possible by arrangement with the instructor prior to the due date; otherwise, late work is subject to a penalty of one letter grade per day. Extensions under extenuating circumstances are possible by arrangement with the instructor prior to the due date; otherwise, late work is subject to a penalty of one letter grade per day.
 +
 +Generative AI is permitted but should be credited as such and must not serve as a substitute for doing your own thinking and work.
  
 ## Agreements ## Agreements
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 ## Shared texts ## Shared texts
  
-Throughout the course we will be reading classics in social-change theory alongside two books by leading media scholars:+Throughout the course we will be reading classics in social-change theory alongside two free, open-access books by leading media scholars:
  
   * Zeynep Tufekci, _[Twitter and Tear Gas: The Power and Fragility of Networked Protest](https://www.twitterandteargas.org/downloads/twitter-and-tear-gas-by-zeynep-tufekci.pdf)_ (Yale University Press, 2017)   * Zeynep Tufekci, _[Twitter and Tear Gas: The Power and Fragility of Networked Protest](https://www.twitterandteargas.org/downloads/twitter-and-tear-gas-by-zeynep-tufekci.pdf)_ (Yale University Press, 2017)
   * Sasha Costanza-Chock, _[Design Justice: Community-Led Practices to Build the Worlds We Need](https://design-justice.pubpub.org/)_ (MIT Press, 2020)   * Sasha Costanza-Chock, _[Design Justice: Community-Led Practices to Build the Worlds We Need](https://design-justice.pubpub.org/)_ (MIT Press, 2020)
 +
 +In addition, we will read and discuss other shorter works as well.
  
 ### 1. Theories of change ### 1. Theories of change
  
   * Saul Alinsky, "[The Education of an Organizer](https://archive.org/details/RulesForRadicals/page/n77/mode/2up)," in _Rules for Radicals: A Pragmatic Primer for Realistic Radicals_ (Random House, 1971)   * Saul Alinsky, "[The Education of an Organizer](https://archive.org/details/RulesForRadicals/page/n77/mode/2up)," in _Rules for Radicals: A Pragmatic Primer for Realistic Radicals_ (Random House, 1971)
-  * Audre Lorde, "['The Master's Tools Will Never Dismantle the Master's House,'](https://monoskop.org/images/2/2b/Lorde_Audre_1983_2003_The_Masters_Tools_Will_Never_Dismantle_the_Masters_House.pdf)" in Cherrie Moraga and Gloria Anzaldua (eds.), _This Bridge Called My Back: Writings by Radical Women of Color_ (New York: Kitchen Table Press).+  * Audre Lorde, "[The Master's Tools Will Never Dismantle the Master's House](https://monoskop.org/images/2/2b/Lorde_Audre_1983_2003_The_Masters_Tools_Will_Never_Dismantle_the_Masters_House.pdf)," in Cherrie Moraga and Gloria Anzaldua (eds.), _This Bridge Called My Back: Writings by Radical Women of Color_ (New York: Kitchen Table Press).
   * Donella Meadows, "[Leverage Points: Places to Intervene in a System](http://www.donellameadows.org/archives/leverage-points-places-to-intervene-in-a-system/)," (Donella Meadows Institute, 1999)   * Donella Meadows, "[Leverage Points: Places to Intervene in a System](http://www.donellameadows.org/archives/leverage-points-places-to-intervene-in-a-system/)," (Donella Meadows Institute, 1999)
  
-### 2. "A networked public"+### 2. Twitter and Tear Gas: Part I
  
-  * Prologue, introduction, and chapters 1--2 in Tufekci, _Twitter and Tear Gas_+  * Prologue, introduction, and chapters 1--4 in Tufekci, _Twitter and Tear Gas_
  
-### 3. "Making a movement" +### 3. Twitter and Tear Gas: Part II
- +
-  * Chapters 3--4 in Tufekci, _Twitter and Tear Gas_ +
- +
-### 4. "A protester's tools"+
  
   * Part II in Tufekci, _Twitter and Tear Gas_   * Part II in Tufekci, _Twitter and Tear Gas_
  
-### 5. "After the protests"+### 4. Twitter and Tear Gas: Part III
  
   * Part III and Epilogue in Tufekci, _Twitter and Tear Gas_   * Part III and Epilogue in Tufekci, _Twitter and Tear Gas_
 +
 +### 5. Mobilizing publics
 +
 +  * Sarah J. Jackson and Brooke Foucault Welles, "[Hijacking #MYNYPD: Social Media Dissent and Networked Counterpublics](https://doi.org/10.1111/jcom.12185)," _Journal of Communication_ 65, no. 6 (2015)
 +  * Merlyna Lim, "[Freedom to Hate: Social Media, Algorithmic Enclaves, and the Rise of Tribal Nationalism in Indonesia](https://doi.org/10.1080/14672715.2017.1341188)," _Critical Asian Studies_ 49, no. 3 (2017)
 +  * Zizi Papacharissi, "[Affective Publics and Structures of Storytelling: Sentiment, Events and Mediality](https://doi.org/10.1080/1369118X.2015.1109697)," _Information, Communication, and Society_ 19, no. 3 (2016)
  
 *By this time, consult with instructor on final project topic.* *By this time, consult with instructor on final project topic.*
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   * Martin Luther King, Jr., "[Letter from Birmingham Jail](https://letterfromjail.com/)" (April 16, 1963)   * Martin Luther King, Jr., "[Letter from Birmingham Jail](https://letterfromjail.com/)" (April 16, 1963)
  
-### 8. "The Matrix of Domination"+### 8. "The matrix of domination"
  
   * Introduction and chapters 1--2 in Costanza-Chock, _Design Justice_   * Introduction and chapters 1--2 in Costanza-Chock, _Design Justice_
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 ### 12. Glimpses of change ### 12. Glimpses of change
  
-  * Walidah Imarisha, "[All Organizing Is Science Fiction](https://archive.org/details/podcast_umass-amherst-history-departme_walidah-imarisha-all-organiz_1000423858347)," History Department, University of Massachusetts Amherst (November 13, 2018)+  * Marisol de la Cadena, "[Indigenous Cosmopolitics in the Andes: Conceptual Reflections beyond 'Politics'](https://doi.org/10.1111/j.1548-1360.2010.01061.x)," _Cultural Anthropology_ 25, no. 2 (May 2010) 
 +  * Walidah Imarisha, "[All Organizing Is Science Fiction](https://www.walidah.com/blog/2018/11/24/listen-to-walidahs-umass-amherst-sci-fi-speech)," History Department, University of Massachusetts Amherst (November 13, 2018)
   * Ursula K. Le Guin, "[The Day Before the Revolution](http://www.d.umn.edu/cla/faculty/tbacig/hmcl3230/3230anth/day.html)" (1974)   * Ursula K. Le Guin, "[The Day Before the Revolution](http://www.d.umn.edu/cla/faculty/tbacig/hmcl3230/3230anth/day.html)" (1974)
  
-*Project drafts due, and peer review feedback due by Wednesday; no Intervention.* 
  
 ### 13. Final reflections ### 13. Final reflections
  
-Choose an historical example of a social movement closely related to your final project. Consider it in light of the last set of readings. Reflect on your final project in light of the case.+Be prepared to discuss lessons from your final project in class.
  
 *Final projects due; no Intervention.* *Final projects due; no Intervention.*
- 
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-[ [[note:media_activism|Notes]] ] 
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