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Like its corollary clicktivism, slacktivism is a term that unites entrenched technosceptics and romantic revolutionaries from a pre-Internet or, more precisely, a pre-social media age as they admonish younger generations for their lack of commitment to “real” social change or willingness to do “what it takes” to make the world around them a better place.
This perception is based on drawing a corollary between the mounting evidence that people are spending more and more time online and the perception that political and social movements are no longer what they were. I would agree with both observations.
I would not agree, however, with this widely held assumption that online forms of sociopolitical mobilization, information-exchange, or community-building are either inferior or less genuine to offline varieties. There are good, bad, and indifferent forms of online political engagement just as there are in the offline world, e.g. going on a demonstration or signing a paper petition are not in themselves signs of above-average mobilization. In this sense then slacktivism, defined as actions in “support of a political or social cause but regarded as requiring little time or involvement,” existed long before the Internet came of age in the 1990s with the world wide web. And slacktivism, according to this part of the definition, will exist long after the social media platforms that dominate the internet of today have made way for the next generation of goods and services. Disapproval at the way any given generation makes use — or not — of the media and communications of their time will also continue long after the target of this pejorative term, so-called digital natives, have grown up and started to lament the way their children seem to have become disengaged from the social and political problems of their time in turn. Half-hearted or short-lived forms of political action, empty rhetoric, or fleeting movements for change are neither reducible to, nor are they synonymous with any particular technological artefact or system, even a transformative and complex one such as the Internet. This held true for the Internet’s socio-technological precursors such as television, the telephone, radio, and even the printing press.
My taking distance from this easy dismissal of the way people use the Internet to call to account power abuses at home and abroad, or to share information and get organized by going online, arises from a longstanding concern I have about the way that media pundits — and some parts of academe — look for easy ways to generate headlines or sell books by drawing such false dichotomies between our online and our offline lives. This preference for the simple either/or tends to overlook more pressing questions about the changing face and nature of sociopolitical engagement in a domain that is being squeezed from all sides by incumbent political and economic interests. It is tempting, and comforting to treat online mobilization as suspicious by default, but to do so, as astute observers (not) so long ago have already noted (Walter Benjamin and Donna Haraway for instance) does a disservice to critical analyses of how society and technological change collide and collude with one another, and in complex, over-determined ways. But I would go further here to argue that tarring all forms of online activism as slacktivism is a form of myopic thinking that would condemn the ways in which today’s generation’s communicate their concerns about the injustices of the world in which they live online. It also underestimates the politicizing effect that recent revelations about way in which the internet, the medium and means in which they find out about their world is being excessively if not illegally data-mined and surveilled by vested — governmental and commercial — interests.
Assuming that the Internet, admittedly a harbinger of major shifts in the way people access information, communicate with one another, and organize, is the main cause for the supposedly declining levels of civic engagement of the younger generation is to succumb to the triple perils of technological determinism, older-generational myopia, and sloppy thinking. It also overlooks, indeed ignores, the fact that organizing online is a time-consuming, energy-draining, and expensive undertaking. This holds true even if many of the tools and applications people can draw on are offered “free” or are, arguably, relatively easy to use. Sustaining a blog, a website, a social media account, getting people to sign an e-petition, or deploying email to good effect are activities that require know-how, want-to, and wherewithal. Moreover, mounting any sort of campaign or community project in order to address a social injustice at home let alone around the world, cannot be done these days without recourse to the internet.
What has changed, like it or not, is that in Internet-dependent contexts, any sort of serious political or social form of action now has to include an online dimension, and a sustained one at that. This means that additional energies need to be devoted to developing multi-sited and multi-skilled forms of strategic thinking, deployment of human resources, and ways to make those qualities that can inspire and mobilize people to get involved work for the online environment (e.g. how to use micro-blogging idioms well), on the ground (e.g. face-to-face meetings), and in non-digital formats (e.g. in written or physical forms). It is a sign of our age that sociopolitical action needs to know how to combine age-old, pre-digital age techniques to mobilize others with those that can speak in the 24/7, mobile, and user-generated idioms of online solidarity that can engage people close to home as well as those living far away. Huge sociocultural and political power differentials aside, given that people and communities access and use the Internet in many ways at any one time around the world, the effort and commitment required of pre-Internet forms of organizing pale in comparison to those called for in an Internet age.
Stories are powerful ways to bring the voice and ideas of marginalized people into endeavors to restore justice and enact change. Beginning in the early 1990s, I started using oral history to bring the stories and experiences of abused women into efforts to make policy changes in New York City. Trained and supported by colleagues at Columbia Center for Oral History and Hunter College’s Puerto Rican Studies Department, I was able to pioneer the use of oral history to leverage social change.
In 2007, I became an Ashoka Fellow and had the space to organize my ideas and experiences about oral history, story gathering, and participatory practices into a set of teachable methods and strategies. This resulted in the creation of Threshold Collaborative, an organization that uses stories as a catalyst for change. Our methods aim to deepen empathy and ignite action in order to build more just, caring, and healthy communities. Working with justice organizations around the country, we help design and implement ways to do that through engaged story work.
This is why when a colleague who runs a youth leadership organization in Pennsylvania wanted to share the ideas and voices of the area’s marginalized youth, we helped to create a school-based story-sharing initiative called A Picture is Worth…. This project came to fruition after the New York Times gave Reading, PA the “unwelcome distinction” of having the highest poverty rate of any American city. Reading also suffered from elevated high school dropout numbers and extraordinarily low college degree rates.
Threshold went to the I-LEAD Charter High School in Reading, which offers poor and immigrant youth another chance to succeed. After spending time at the school — meeting and talking with teachers, parents and learners — we brainstormed a project that would incorporate the personal stories of 22 learners into an initiative to help them learn about themselves, their peers, and their larger community. Audio story gathering and sharing were at the core of this work. The idea was to support them in identifying their vision and values, link them with their peers, and thereby align them with positive change going on in Reading.
With the support of I-LEAD, assistance from the administrators and teachers, the talent of a fabulous photographer Janice Levy, and of course, the participation of the students, Threshold was able to launch an in-school curricular literacy class, which revolved around story gathering and sharing. The project uses writing, audio stories and photography to create powerful interactive narratives of students, highlighting their unique yet unifying experiences. A Picture is Worth… also provides an associated curriculum in literacy for high school students. The project fosters acquisition of real-world knowledge and skills, and encourages young learners to become more engaged in personal and scholastic growth, by combining personal stories with academic standards.
We also gathered and edited the stories of all 22 learners and have linked them with the wonderful photos done by Levy. You can find these powerful voices and images on our Soundcloud page. Here is one of the photos and stories:
Now, we are growing this project to be able to share it with schools and other youth leadership programs around the country. Through our book, curriculum and training program, we hope to inspire youth justice programs to see how young people can contribute to positive change through the power of their stories.
Alisa Del Tufo has worked to support justice and to strengthen empathy throughout her life. Raising over 80 million dollars, she founded three game changing organizations: Sanctuary for Families, CONNECT, and Threshold Collaborative. In the early 1990s, Del Tufo pioneered the use of oral history and community engagement to build grassroots change around the issues of family, and intimate violence. Her innovations have been recognized through a Revson, Rockefeller, and Ashoka Fellowship.
The Oral History Review, published by the Oral History Association, is the U.S. journal of record for the theory and practice of oral history. Its primary mission is to explore the nature and significance of oral history and advance understanding of the field among scholars, educators, practitioners, and the general public. Follow them on Twitter at @oralhistreview, like them on Facebook, add them to your circles on Google Plus, follow them on Tumblr, listen to them on Soundcloud, or follow the latest Oral History Review posts on the OUPblog via email or RSS to preview, learn, connect, discover, and study oral history.
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This episode was recorded at Shirlington Library in Shirlington, VA.
Thank you so much to Sonia Nieto for giving me permission to record and air audio of her talk.
For more on Sonia go to http://people.umass.edu/snieto/
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0 Comments on Sonia Nieto on Paulo Freire_CLIP 67 as of 1/1/1900
Author: Amy Wachspress
Published: 2007 Woza Books
ISBN: 0978835026 Amazon.com
Colour, music, scents and sentiment spill out of this pictureless fantasy novel and sweep us into a story of suspense, self-discovery and nonviolent resistance. Our girls laughed, swooned, quaked and cheered — then happily chirped “Satyagraha!”.
Other books mentioned: The Meanest Doll in the World
Check out our interview with author Amy Wachspress here.
Tags:Amy Wachspress, childrens book, Podcast, Satyagraha, The Call to ShakabazAmy Wachspress, childrens book, Podcast, Satyagraha, The Call to Shakabaz
5 Comments on Soul Force and Spice Cake: The Call to Shakabaz, last added: 4/30/2007
This sounds like a very inspiring and engaging chapter book! I am delighted that the author depicts such colorful and diverse characters. My students will love and will gain much from being able to see people like themselves working together to navigate the world, cooperatively working towards a goal, and confidently making tough choices. Through our critical literacy focus we will explore thoroughly the issue of considering options and choosing a nonviolent approach. Children need to see examples of and learn how to weigh their options for how to react in challenging situations. Mention of Ghandi and MLK will also provide a valuable link for discussion about peaceful action.
Just One More Book!! said, on 4/15/2007 5:32:00 PM
Kristin,
Thanks for listening and for sharing your thoughts.
Do let us know what you think of the book, once you get your hands on a copy. We’d love to hear your perspective and the perspective of your students.
Andrea
John said, on 4/17/2007 7:38:00 PM
This book sounds very informative. It seems as if it may relate to some inner city children, and just how their lives may play out. For children to get into the characters of the book really helps the critical literacy aspect of how children view themselves in the characters eyes, this is great. Also,the history dealing with the great leaders in the past, helps children to understand that certain people struggled to make a statement about mankind. To also show children that it was not always this way, and you don’t have to accept it. But you must go about it in a certain manner. Working cooperatively together to produce one common goal.
Lisa Jones said, on 4/23/2007 6:32:00 PM
I found this review to be interesting and mysterious. It definitely makes me want to go out and immediately find out what all the chatter is about! The hosts seem quite taken with the book as they describe imagery, color, and magic. From their description, I believe this book is definitely one that the kids in my classroom will want to read and “get into.” Often, books that are touted to celebrate diversity are simply window dressing without developed characters. Many times these books feel stereotypical and void of real thought. It’s almost like the characters in these books have been painted brown, but the story has not. It is refreshing to hear that there are books that provide real imagery, depth, and insight with developed and complex characters. Children are definitely capable of handling the realness of this approach. My fourth grade class and I will definitely be checking this out!
Vicki Otten said, on 4/28/2007 1:25:00 PM
I was thrilled to find such an engaging review of a book for upper elementary students. As a fifth grade teacher and as the coordinator of our school’s Peer Mediator program I love finding books that address issues of peace and conflict resolution. Soul Force and Spice Cake appears to not only address these issues, using children around the age of my students, but to do it in a funny, sad, suspensful way - key elements of a book to draw in 10 and 11 year old readers. I really liked the comment about how the book uses humor and how silly some of the scenarios are. Silliness and the ability to laugh out loud are so important to older children; we sometimes forget how necessary it is for the “tweens” to be children. The characters sound dynamic, as does the process they all go through as they grow and experience and search for the answers. The review makes the characters and the story elements vibrant, descibing the book full of “color, texture, smell, magic and music.” What more do you need to create a wildly successful read for upper elementary students? I can’t wait to read this book myself and then read it to my students.
On Today’s Show:
A powerful text set focusing on acts of kindness and social action by Andrea Ross of Just One More Book
Thanks To:
Charles Cadenhead, Anna Sumida, Jim Clohessy, Yvonne Siu Runyan. Special thanks to Andrea Ross for providing audio for this week’s show.
Podcasts/ Podcasters Mentioned:
Just One More Book Just One More Book
Charles Cadenhead of [...]
0 Comments on Acts Of Kindness And Social Action_CLIP 23 as of 1/1/1900
On Today’s Show:
Tonight’s show is the final installation of a three part series, which was recorded on the beautiful island of Hawaii, at the International Reading Association’s Regional Conference which was held there a few weeks ago.
What is a Text Set?
A Social Action Text Set Expanded
Podcasting and Educational Settings
Please Support Kamehameha Schools
Click here [...]
0 Comments on Social Action Text Set & Podcasting_CLIP 22 as of 1/1/1900
On Today’s Show:
Tonight’s show is part two of a three part series, which was recorded on the beautiful island of Hawaii, at the International Reading Association’s Regional Conference which was held there two weeks ago.
Negotiating Spaces for Critical Literacy
Social Action in a JK Classroom
Upcoming Shows
NOTE: Some of the audio had to be re-recorded on [...]
0 Comments on Negotiating Social Action Projects_CLIP21 as of 1/1/1900
In This Show:
A listener inspired episode.
The Shakes Festival with Seven-Year-Old Lucy, Andrea and Mark
Podcasts Mentioned:
Just One More Book, Mostly News, Desperate Husbands
AndyCast, Canadian Podcast Buffet, Electric Sky
Special Thank You:
Andrea and Mark, of Just One More Book and their daughter Lucy for providing material for this show. Thanks also to Charles Cadenhead [...]
0 Comments on A Celebration of Life _ CLIP 18 as of 1/1/1900
On Today’s Show:
A multi-media text set of children’s books and audio that focus on acts of courage and acts of kindness.
Save Our School by the Children of Selsted Primary
Si Se Puede, Yes We Can
The Streets are Free
Selavi and Radyo Timoun.
IndyKids
BabagaNewz
Kids Can Make A Difference® (KIDS)
Sage Tyrtle on Deamonte Love and schools in Louisiana [...]
0 Comments on Acts of Courage and Acts of Kindness _ CLIP 16 as of 1/1/1900
On Today’s Show:
Save Our School : The Children of Selsted Primary
Thank You To:
Jeff Wood, Shannon Blaney, Wayne Serebrin, Yvonne Siu Runyan and Celia Oyler, for commenting on the show, contacting me regarding the show, or pinning my frappr map. And I also want to thank Allyn Kurin for the station ID.
Congratulations To:
Jeff Wood [...]
0 Comments on Save Our School _ CLIP 15 as of 1/1/1900
Teachers at work Behind the Scenes : A Ramadan Story
On Today’s Show:
A Ramadan Story by Celia Oyler: About a student teacher who took a chance and changed school for a number of children.
Thank You to:
Celia Oyler , for contributing to the show, as well as Mark, Andrea, Bayla, and Lucy for the station ID. [...]
0 Comments on Fairness and Equity: A Ramadan Story _ CLIP 14 as of 1/1/1900
You Can Be a Mountie When You Grow Up and Upcoming Shows
Thank You:
Charlotte , Judith Newman , Mark Blevis and Andrea hosts of the Just One More Book Podcast ,Debbie Reese ,Mark Blevis and Bob Goyetche, hosts of Canadian Podcast Buffet ,Denny Taylor ,Liana Honda , as well as Shelley Peterson .
Click here to [...]
0 Comments on Gender Issues,Social Action & Children _ CLIP 13 as of 1/1/1900
IndyKids: An Independent Children’s Newspaper
In this show: Contributions from Amanda Vender of Indykids.net, Jerome C. Harste, and Sarah VanderZanden
Special Thanks to : Adam for the station ID.
Podcasts Mentioned: Just One More Book
Websites Mentioned: IndyKids
Participate in the show.
Subscribe and listen in iTunes
XML Feed Location : feed://www.bazmakaz.com/clip/?feed=rss2
Let me know where you are by clicking on ‘Join the [...]
0 Comments on IndyKids:Independent Children’s Publication _ CLIP 10 as of 1/1/1900
Questioning and Researching from the Start
In this show: “Pluto, I Found Him!”, Taking Social Action in 2nd Grade.
Special Thanks to : Carol Felderman for contributing to the show.
Participate in the show.
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XML Feed Location : feed://www.bazmakaz.com/clip/?feed=rss2
Let me know where you are by clicking on ‘Join the CLIP Frappr Map’ in the menu [...]
0 Comments on Questioning and Researching from the Start _ CLIP 8 as of 1/1/1900
Welcome Back!
Did you notice the new url? CLIP is now at www.clippodcast.com
In this show; a cultural (or not) experience with Deirdre Flint and EPCOT USA, Canadian Beaver Tails, and Dear LibrarianDear Librarian.
Music: EPCOT USA by Deirdre Flint and Oh Canada by Danny Fong
Podcasts Mentioned: The Catfish Show, Zee and Zed, Quirky Nomads.
Special thank [...]
0 Comments on A Cultural Experience (or not) _ CLIP 2 as of 1/1/1900
Welcome to CLIP!
In this show; introducing the podcast and 3-5 year olds take social action.
Music : Little by Little by Justin Gordon and Quit My Day Job by Geoff Smith
Participate in the show.
Subscribe and listen in iTunes
XML Feed Location : feed://www.bazmakaz.com/clip/?feed=rss2
Let me know where you are by clicking on ‘Join the CLIP Frappr [...]
0 Comments on Three to Five-Year-Olds Take Social Action _ CLIP 1 as of 1/1/1900
This sounds like a very inspiring and engaging chapter book! I am delighted that the author depicts such colorful and diverse characters. My students will love and will gain much from being able to see people like themselves working together to navigate the world, cooperatively working towards a goal, and confidently making tough choices. Through our critical literacy focus we will explore thoroughly the issue of considering options and choosing a nonviolent approach. Children need to see examples of and learn how to weigh their options for how to react in challenging situations. Mention of Ghandi and MLK will also provide a valuable link for discussion about peaceful action.
Kristin,
Thanks for listening and for sharing your thoughts.
Do let us know what you think of the book, once you get your hands on a copy. We’d love to hear your perspective and the perspective of your students.
Andrea
This book sounds very informative. It seems as if it may relate to some inner city children, and just how their lives may play out. For children to get into the characters of the book really helps the critical literacy aspect of how children view themselves in the characters eyes, this is great. Also,the history dealing with the great leaders in the past, helps children to understand that certain people struggled to make a statement about mankind. To also show children that it was not always this way, and you don’t have to accept it. But you must go about it in a certain manner. Working cooperatively together to produce one common goal.
I found this review to be interesting and mysterious. It definitely makes me want to go out and immediately find out what all the chatter is about! The hosts seem quite taken with the book as they describe imagery, color, and magic. From their description, I believe this book is definitely one that the kids in my classroom will want to read and “get into.” Often, books that are touted to celebrate diversity are simply window dressing without developed characters. Many times these books feel stereotypical and void of real thought. It’s almost like the characters in these books have been painted brown, but the story has not. It is refreshing to hear that there are books that provide real imagery, depth, and insight with developed and complex characters. Children are definitely capable of handling the realness of this approach. My fourth grade class and I will definitely be checking this out!
I was thrilled to find such an engaging review of a book for upper elementary students. As a fifth grade teacher and as the coordinator of our school’s Peer Mediator program I love finding books that address issues of peace and conflict resolution. Soul Force and Spice Cake appears to not only address these issues, using children around the age of my students, but to do it in a funny, sad, suspensful way - key elements of a book to draw in 10 and 11 year old readers. I really liked the comment about how the book uses humor and how silly some of the scenarios are. Silliness and the ability to laugh out loud are so important to older children; we sometimes forget how necessary it is for the “tweens” to be children. The characters sound dynamic, as does the process they all go through as they grow and experience and search for the answers. The review makes the characters and the story elements vibrant, descibing the book full of “color, texture, smell, magic and music.” What more do you need to create a wildly successful read for upper elementary students? I can’t wait to read this book myself and then read it to my students.