The Digital Divide: Current Civil Rights Issue?

The Digital Divide concerns the growing gap between those who can use and comprehend technology (essentially, using a computer) and those who are not able to do so. This issue does not simply concern being able to  use the basic functions of a computer, but having the skills to navigate technology as a resource. Those who have not had opportunities for education surrounding technology are placed at a disadvantage in a society that values computers as a source of knowledge and communication. Currently, many employers use the internet to look for new employees and the majority of job applications are done online. This puts those who have never been provided education on how to navigate the internet at an advantage of missing job opportunities. Along with employment struggles, the use of a computer and the internet also provide a great source of information and social networking. In higher education, having a computer is vital as grades, assignments, and information concerning classes are typically posted online. Using a computer has the potential to be utilized in a productive manner and is increasingly required as a skill in employment and education. Due to the increased value placed on technology skills along with the vast amount of information on the internet, I do consider this a civil rights issue. To have such a gap regarding an important skill undoubtedly puts many at a disadvantage.

To address the issue of the digital divide, early education needs to provide comprehensive, age appropriate experience with computers. If this began at an early age and continued throughout elementary school, middle school, and high school these skills could be expanded on and applied to appropriate situations. Simply providing schools with computers does not fully address the complexity of the situation at hand. As discussed in class, this may allow students to develop web navigating skills but the majority of the time this results in these skills not being used in an educational manner. Students need the education to utilize computer resources in a scholarly and professional manner. If this were to be provided the growing "skill set" which includes technology experience and comprehension would not pose such a threat in regard to employment opportunities. The funding for this program and technology would be difficult for many schools and there is a need for an initiative to take action and raise funds. For adults, courses should be offered in community spaces that are flexible to work schedules. I realize that the manner in which I initially address this issue doesn't take into account those who are no longer enrolled in school. Community based courses may also encourage individuals struggling with technology to connect with others and share experiences. I imagine these courses to be focused on navigating the web for information, social networking, and increasing employment opportunities.

In my experience with technology I have been incredibly privileged. I remember having a home computer when I was in elementary school. I had some experience with computers in my early education but then the subject was dropped until high school where I was required to take a basic computer course. My middle school and high school did provide computers in the library for students to complete projects on and search for information online. While I wasn't provided the most comprehensive education surrounding computer programs, I learned by completing projects and on my home computer. I was provided an opportunity that many are not. In my college career my knowledge of computers has put me at an advantage and I cannot imagine not knowing how to do so. From the application process to course assignments, a great deal of my college experience has been on the internet. Also, my current job involves being able to perform basic functions on the computer. To not have received education or experience with this technology would have set me at a great disadvantage.

Paper Proposal & Annotated Bibliography

 Proposal:

In my final paper I will focus on identity work through the use of the internet. In particular I will focus on teenage trans men who are actively involved in video logging (vlogs). These vlogs not only serve to document personal transition but to create online community and support. I will explore formation of gender identity and expression for those involved (either by creating or commenting) in these vlogging communities. My thesis being that active engagement in online vlogs encourages exploration of identity surrounding gender. This particularly influences the trans community where transgender living is rarely (if ever) represented in the media. Without any representation, trans teenagers are left with few safe spaces to create a dialogue about gender that isn't oppressive and restrictive. Those who create vlogs often reach out to others who may feel isolated to contact them if they are in need of advice. Vloggers often provide resources for trans friendly doctors, therapists, and clinics as well as personal stories. I argue that the personal component to these videos is what truly strengthens online community because it provides the opportunity for others to connect a concept with a story and a face. This is not to say that an individuals documented experience online should be the face of the teenage trans community. To refute my argument I will also be skeptical of idealizing online connections due to the digital divide and who has the opportunity to participate in such communities.

Works Cited:

Shapiro, Eve. Gender Circuits: Bodies and Identities in a Technological Age. New York, NY: Routledge, 2010. Print.

Bakardjieva, M. "Virtual Togetherness: an Everyday-life Perspective." Media, Culture & Society 25.3 (2003): 291-313. Print.

"Information Overload" Alexis Gumbs Visits UNH

Recently, Alexis Gumbs was interviewed by Courtney Marshall at the University of New Hampshire as part of a dialogue surrounding technology. Alexis began by reading a poem and speaking to the concept of information overload, as we are constantly bombarded with information in this fast paced world. We are overloaded with messages from countless sides telling us what to wear, what to drive, what to believe, how to live. It is difficult to decipher the messages we see today not only through media depictions but in the vast space of the internet. Our lives are symbolically split between how our profiles on social networking sites depict us and how we feel we are in real life. However, our internet depictions are not so separate from our offline experience and the internet is not entirely an escape from the outside world. The two may be combined which is a concept which Gumbs article "We Are the One's We've Been Waiting For" speaks to.

Online activism through blogging and networking keeps important words alive. Gumbs and Bailey note that the words of Black feminists are not still thriving due to coincidence but because these feminists took action and invested themselves in activism. Blogging communities truly resemble a grassroots effort to organize but through the internet have the capability to expand the number of individuals participating. I admire the effort Gumbs has put forth to respect her elders work and utilize these techniques in a manner that speaks to the technological advances of the present. In my opinion, this work is crucial because within feminism we must not forget the contributions of our elders and how advances have been made. I've often heard that my generation does not work nearly as hard or isn't as involved in activist work. Hearing Alexis Gumbs speak inspired an entirely different train of thought for me. That current generations are not necessarily unmotivated or lazy but perhaps activism is shifting to occupy a different space. A great deal of activism is being conducted through internet communities through blogging and vlogging. This is not to say that these individuals don't take issues "to the street" but that organizing within groups looks different from past methods.

Final Paper Proposal

For my final paper I'm going to explore the influence of vlogs on identity formation among FTM teenagers (13-19). I will be mainly viewing these vlogs on youtube, where many trans men document their transition and share their experiences. From these individual "channels" many unique online communities have formed, including "collab channels" where a few individuals share space and each share their opinion on a particular topic or question. The question I will address is how vlogging has changed identity formation on FTM teenagers due to the virtual community which they are exposed. This technology is fairly new along with the concept of recording videos of oneself throughout transition to share them with the virtual world. I'm particularly interested in teenagers for this subject because many have not been able to go to therapy, have surgery, or start testosterone. Of course, not every FTM identified individual desires hormones or surgery which is an important factor to consider. Also, there are trans men exploring identity at later points in life past the teenage years. Rather, I'm interested in how the exposure to other transgender men through watching video documentation of their transition shapes identity formation. While the individual watching these videos may not desire hormones, surgery, therapy, etc the information is still being made available through videos. My thesis being that vlogging encourages identity exploration among transgender FTM teenagers.

In Shapiro's Gender Circuits she includes a case study of transgender individuals organizing online. In this case study it is stated that the internet was a crucial space of transgender organizing where personal questions and stories could be shared relatively free from the fear of violence. Shapiro comments that "this practice of sharing life histories is an opportunity for individuals to learn and deploy the discourses-in-practice required to construct authentic transgender identities." I will re-examine the work Shapiro has on identity work being done online with the lens of youtube vlogs as the direct focus. I will also incorporate other sources focusing on transgender youth and community forming and the impact of virtual community on identity.

Some questions I'm going to address and consider in relation to my paper are:
How has vlogging influenced community building in FTM teenagers?
How have virtual communities strengthened the narrative of identity formation among FTM teenagers? (Resources and real life experience surrounding hormones, surgery, documents, job experience, coming out process, passing, etc)
How does vlogging provide resources that are valuable for FTM teenagers? Are watching videos enough? Where does virtual communication end? I'm asking this because one of the vloggers I subscribe to also answers questions people have for him on an alternate website. He also answers e-mails for those who want to discuss topics discreetly. His mother also answers e-mails and made a youtube video with him for parents who have transgender teenagers.

Feministing!

I visit the website Feministing quite often to hear about current events through a feminist lens. The site posts responses to political and social happenings and users are generally more critical and analytic. The site is titled "Young Feminists: Blogging, Organizing, Kicking Ass" which sums up the feel of the website incredibly well. Jessica Valenti, one of the organizers and bloggers published a book to reach out to younger women who have never heard of feminism or have only heard negative comments. The work of this website keeps users updated on the current events while also encouraging critical thinking concerning major issues. Users can comment on posts to respond, debate, or get in touch with others. Users are also able to submit a post of their own on a specific topic or current event they feel is important.

The work of this website relates to the concept of "virtual togetherness" in that young feminists have a space to turn to which is critical yet fun to be involved in. In turn these young women are involved in the events that are happening and perhaps inspired to take action surrounding particular issues they become aware of. As I've mentioned, the site keeps discussion open and extremely relevant which encourages young women to participate. Users can also connect this website with Twitter and Facebook to share interesting articles with friends, family, and classmates. Not only does this blogging site encourage young women to explore feminism but also expands their ability to think critically and comprehend important issues.

We need to get our young feminists involved and critically thinking about the world around them!

Rough Week...

I am taking my blog holiday!

Racialized Depictions in Popular Media

To support Nakamura's point that in relation to technology in film people of color are represented as "primitive and sexual if black, and machinic and inherently technological if Asian"I have two examples: one from a popular hit television series and another from a prominent film. Both of these examples relay that media depicts racialized representations of characters and incorporating technology does not change these images. I will examine the manner in which Glee and Avatar both support racialized images of characters in relation to technology.
The hit series Glee has recently started its second season after winning many awards during the past year. A good portion of these awards are diversity based and are congratulating Glee for portraying a diverse set of characters meant to be high school students in a glee club.  However, while Glee does attempt to portray diversity amongst the characters it appears that this is done for the sole purpose of such awards and to make viewers feel as if they are progressive and inclusive. This can be seen in the way that only the white, straight students are prominent characters in the show. Glee typically uses non-white and the one gay male character as side stories running off those of the white students. During the premiere of the second season, Glee blatantly portrayed the stereotype of the "tech-savvy Asian student."Of course, this was merely a side story into one of the main white characters (Artie) life, but nonetheless Artie's once girlfriend Tina had dumped him after going to a camp as a counselor for Asian youth. This camp is depicted through Artie describing how "heartbroken" he is while relaying what has happened between him and Tina. In his depiction, his ex-girlfriend is in a room full of Asian children who are all using computers. Her and Mike (again, an Asian male) are flirting while Artie describes the situation as a "camp for tech-savvy Asians." He literally uses the phrase while discussing what has happened. This is from a show with diversity awards that hopes to make the white viewer feel inclusive and progressive for watching a series that includes people of color while the majority of the time these students are side stories who are blatantly stereotyped.
The other example that immediately came to my mind while reading Nakamura's quote was the movie Avatar. Like Glee, Avatar has received a tremendous amount of recognition and popularity. This film is thought to groundbreaking, and the graphics may be, but when it comes to racial interactions Avatar is overly simplistic. Avatar creates the story that embodies the white savior message as well as portraying native people as savage. Essentially the storyline follows military and scientists who have two separate agendas upon landing on the planet Pandora. The military wants to take over the land and force the Na'vi tribe to move out while the scientists are interested in learning about the Na'vi and Pandora. Both parties (military and scientists) use technology to accomplish these goals while the Na'vi people are thought to be too simplistic and barbaric to even compare. In the end it is the efforts of a white man who was once involved in the military operation which saves the Na'vi people on Pandora. Technology also plays a role in this characters actions to save Pandora because he uses an avatar to appear similar to members of the Na'vi and no longer considers himself a member of the military and a white man. This film is also meant to make the viewer feel progressive in the sense that most can tell that the actions of the military are wrong and inhumane. However, the idea of us vs. them and that only a white man with these skills in technology can ultimately save the land and people of Pandora only further depicts overly stereotyped and racialized images.