User:Birnbryer20/Call-out culture

@Birnbryer20 I've reviewed the article.

Bibliography

Jordan, J. L., & Munasib, A. B. A. (2006). Motives and Social Capital Consequence. Journal of Economic Issues, 40(4), 1093–1112. doi: 10.1080/00213624.2006.11506976

Zúñiga, H. G. D., Barnidge, M., & Scherman, A. (2016). Social Media Social Capital, Offline Social Capital, and Citizenship: Exploring Asymmetrical Social Capital Effects. Political Communication, 34(1), 44–68. doi: 10.1080/10584609.2016.1227000

Call-out culture article edit

In the lead, change "problematic" to "offensive."

edit

Lisa Nakamura, a professor at the University of Michigan, contemplates cancel culture as an opportunity to educate. She described cancel culture as a "cultural boycott", adding that "when you deprive someone of your attention, you're depriving them of a livelihood."

edit the line below to add the word "commercial"

Condemnations of "cancel culture" are often understood to be complaints to delegitimize criticism, especially when consequences result. The (add word) commercial consequences of criticism have also been exaggerated. (add) People who experience "canceling" report effects on their personal lives.

add

Ethan M. Huffman's thesis concludes that teens that experienced public shaming reduce their social media participation.

Still absorbing articles, but found some of my sources

In dialogue. (2019). Research in the Teaching of English, 54(1), 81-93. Retrieved from http://proxy.foley.gonzaga.edu/login?url=https://search-proquest-com.proxy.foley.gonzaga.edu/docview/2296123172?accountid=1557

Here, several literacy scholars who focus on the teaching of literature to contribute to an invited forum about the political dimensions of contemporary literary research and pedagogy in the US are presented. Deborah Appleman, E. Sybil Durand, Patricia Enciso, and Angel Daniel Matos provide rich intergenerational insight into current challenges in the field, from social media's "call out culture," to trigger warnings contesting the very content that enters K-16 classrooms, to spotlighting the activist work that young people are engaged in around narrative, to noting the identities and social subjectivities of K-12 literature teachers and faculty. According to Appleman nearly thirty years ago, Arthur Applebee (1993) presciently admonished teachers and scholars to reconsider both the philosophy and the praxis of the teaching of literature. Enciso added that transformative literature centers multidimensional nondominant characters' perspectives and explores unequal power relations and dehumanization in the context of such settings as school, workplaces, home, and the streets.Here, several literacy scholars who focus on the teaching of literature to contribute to an invited forum about the political dimensions of contemporary literary research and pedagogy in the US are presented. Deborah Appleman, E. Sybil Durand, Patricia Enciso, and Angel Daniel Matos provide rich intergenerational insight into current challenges in the field, from social media's "call out culture," to trigger warnings contesting the very content that enters K-16 classrooms, to spotlighting the activist work that young people are engaged in around narrative, to noting the identities and social subjectivities of K-12 literature teachers and faculty. According to Appleman nearly thirty years ago, Arthur Applebee (1993) presciently admonished teachers and scholars to reconsider both the philosophy and the praxis of the teaching of literature. Enciso added that transformative literature centers multidimensional nondominant characters' perspectives and explores unequal power relations and dehumanization in the context of such settings as school, workplaces, home, and the streets.

Christine "Xine" Yao. (2018). #staywoke: Digital engagement and literacies in antiracist pedagogy. American Quarterly, 70(3), 439-454. doi: http://dx.doi.org.proxy.foley.gonzaga.edu/10.1353/aq.2018.0030

In this essay I explore how the hashtag injunction #staywoke associated with Black Lives Matter challenges digital engagement and literacies in American studies antiracist pedagogy. This phrase calls for an awakening into a sustained awareness of intersectional social justice focused on antiblackness through social media: I discuss my pedagogical experiments in teaching a course on Black American and Asian American comparative racialization, where #staywoke was the guiding principle for fostering a democratizing antiracist critical consciousness for students and myself as an educator. Following Amy E. Earhart and Toniesha L. Taylor's dispersal model for digital humanities projects, I offer pedagogical strategies and models in the project of training critical thinking and unsettling the boundaries between the classroom and the world toward a potentially transformative politics despite the pressures of neoliberal higher education. Against the tendency for digital humanities pedagogy to revolve around centralized, major projects, my methodology focuses on the development of a holistic series of assignments building digital literacies and "minor" student-led and personalized digital humanities projects. In closing, I gesture toward the implications

(copied description, still processing thoughts about the article. The internal “impartial spectator,” as traced by Emily Chamlee-Wright through the work of Adam Smith, possesses an ability to resist external censors, if mature and self-regulating. Weakness in the “impartial spectator,” however, opens the way to incursions of authoritarianism from others. This essay discusses how Geoffrey Chaucer’s Manciple’s Tale explores this relationship, predicting that a lack of self-control, i.e., a weak “impartial spectator,” paradoxically leads to silence. The confusion between self-command and social punishment also explains the dynamics of “privilege” call-out culture today, which has mistaken a tool of self-examination for an instrument of public castigation. The divided, self-observing subject appears to be a transhistorical feature of human psychology, which requires continuing protection and cultivation.

(copied description), still processing thoughts about article. Social media platforms generate huge profits from free user data. Twitter and other social media sites benefit additionally from the labour of volunteer community managers whose efforts to moderate misogyny and sexism online are often unwanted, punished, and viewed as censorship, uncivil behaviour, or themselves forms of sexism. Hashtag movements like #ThisTweetCalledMyBack reveal a growing labour consciousness on the part of these volunteers and an awareness of their role as an emergent formation within this ‘new economy’.