Watching Teen TV: An Interview with Stefania Marghitu (Part Two)

How have shifts in delivery channels from broadcast networks to cable channels to streaming platforms reshape the genre? You describe Euphoria as a premium cable network series so perhaps it would be a good example to spell out some of your assumptions here.

I think in terms of teaching, and as this book is geared towards teaching introductory students to television, media and cultural studies, it’s important to distinguish both how historical and contemporary platforms function. One thing that has been lost amidst streaming’s prevalence is confusion with streaming “originals.” And by distinguishing the production, distribution, and reception of platforms but also by historical eras at the interaction of social movements, we can also teach students about cyclical patterns and distinguish what is actually “new.”

The interviews and inclusion of race and media scholars within the book shows how different eras allowed for more inclusion, and how droughts occurred. Linking to market demands and assumptions about demographics, as well as socio-political shifts, are key. Students get very excited about representation and visibility, and I want to acknowledge that, but also encourage them to demand more and be discerning in the same way they are towards politics and policy. Kristen Warner, Racquel Gates, Brandy Monk-Payton and Alfred Martin are scholars doing amazing work on these dynamics. Warner’s work on plastic representation has been a tremendous resource for students to understand. 

You cite Hardy Boys, Nancy Drew, and Archie as key early influences on teen television for the baby boom generation.  How and where was this influence felt? It might be interesting to compare the early formulations of these characters with whats happened as all three franchises have been back in production in the past few years.

 The recombinant culture and nature of remakes, reboots and spin-offs is an opportunity both for repeated stagnant formulas as well as room for innovation and updates to beloved past examples. Literary adaptations are constant, and the serialized nature of television lends itself to how novels were first released as well. These series also both allow that prime time hybrid serial that Michal Z. Newman discusses in his work.

The core of these franchises have both a universal appeal and a malleability and flexibility to update and expand. Different eras come back in different futures- it’s most evident in fashion trends and perhaps most apparent in the aesthetics of a media text. Fashion like music and slang is integral to the teen lifestyle identities- Riverdale has this ‘50s look with the darker edge of crime series under Jughead’s narrative of a post-industrial American utopia gone dystopic. It also shows how audiences are split between fans of the genre in general and demographic targets. Fandom and nostalgia pushes audiences one way, and we can have tendencies to either be more lenient or more critical of a beloved media text being newly revamped and released. We tend to think of these as either the tent pole franchises or the cult fandoms, perhaps the “fanboy” at the heart of it too. 

As your book makes clear, the television and music industries are complexly intertwined where the teen market is concerned. Does music television represent an alternative genre to teen television in terms of attracting the youth market? You could have a successful music program which did not directly depict the lives of young people, for example?

Absolutely. Music programming or music related content is by no means limited to age. I do think a strong sense of a teen series identity is rooted in music, fashion, and language. 

It’s hard for me to imagine a successful teen series without a full sense of self- and part of that to me is the inclusion of fashion and costume design, music supervision and soundtrack , casting and acting, production design, in addition to all the traditional above the line markers. This also allows ways to look at how authorship and influence is being shown by those traditionally below the line folks in the industry, but also how you can’t really not include those integral aspects of teen media. There’s a special relationship between how identity and self expression are defined through fashion, slang, and music. The first piece I published on teen media pinpointed how Clueless is still revered by fans through these key elements, and how its influence is still seen. A strong sense of music, fashion, and vernacular sets the tone for so many of these teen series. You can’t think of My So Called Life without thinking of grunge, or The O.C. without indie rock

Your interviews with production personnel consistently point to the “mandates’ that shaped their production choices. What were some of the mandates these producers felt they needed to achieve if they were going to gain the respect and interest of a teen audience?

While my core was in US media, what is nice about including dominant or influential non-US distribution was a way to discuss the differences between public service and commercial models, then into different modes of production, distribution and reception. With Linda Schulyer and Degrassi, the decades long history of the series reveals how her and her colleagues model is essentially the answer to a lot of issues US television comes short in terms of diversity and inclusion both on and offscreen. First of all, that a middle school teacher like Schulyer could enter the media industry, and slowly develop her own series. As a teacher, she saw that educational media geared towards young people talked down to them, giving into moral panics. It’s like the abstinence only model of sex eduction. Those are the areas where teenage pregnancy is highest. Beyond the Canadian mandate, Schulyer gained freedom, and a franchise, once the show provided US audiences what it was missing. Schulyer also hired and enlisted writers, consultants, etc. to speak on topics relevant to teens who could offer expertise. 

Winnie Holzman was in broadcast television during this time that I think helps students understand periods of time where high ratings were crucial for a series, and critical acclaim and awards could not save My So Called Life from cancellation. Again it’s important to have that context when teaching television, and another reason why I find Teen TV the perfect lens for the complexities of the ecosystem.

Eric Damon was the costume designer for Gossip Girl, a show which really brought high fashion to the small screen after its initial success. The star status of Blake Lively after season one and appeal from adults, especially New Yorkers and a rising blog culture and TV recaps and reviews online, all helped boost the show’s fashion credo. And it was the same with his experience on Sex and the City, who made a multi million dollar franchise of its fashion tie ins and product placements. Comparing the relatively low budget of the original Gossip Girl to the new HBO Max iteration that has just premiered also shows how the fandom and legacy of its fashion influence is absolutely integral to the series’ identity. 

East Los High shows how early streaming models allowed this series originally funded by a non profit, with no links to the industry, to exist and thrive. It’s an anomaly to the nature of US television, but those are the interesting moments when the innovation can outweigh the convention. And the work given into the show, on par with the thoughtfulness of Degrassi, is really admirable. I think it’s what a lot of my students write about wishing they had when they were younger- we need more than PBS and Sesame Street and a few other examples. But we can’t seem to get this country to agree for universal health care, much less to further provide services to media when budgets are being slashed for what little there is. 

 Stefania Marghitu holds her PhD from the University of Southern California’s Division of Cinema and Media Studies, with a minor from The Annenberg School of Communication and Journalism. Her book, Teen Television (Routledge Genre Guidebook series), was released in May 2021. You can also find her work published in journals such as Feminist Media Studies, Communication, Culture, and Critique, and Spectator, as well as the edited collections White Supremacy and the American Media (Routledge, forthcoming, 2021) and ReFocus on Amy Heckerling (Edinburgh University Press). 

She is currently a Visiting Assistant Professor at Loyola University New Orleans, where she teaches courses on digital media, film, gender, race, and adaptation. She has previously taught introductory and upper level courses on film, television, and digital media history, aesthetics, industry, and theory at Pitzer College, Chapman University, California State University Northridge, and Columbia College Hollywood.

Watching Teen TV: An Interview with Stefania Marghitu (Part One)

i’ve spent an astonishing number of hours during the pandemic watching shows set in high school and middle school — Sex Education, Never Have I Ever, Atypical, The Baby Sitter’s Club, and so many others. These years were not very fun or comfortable ones in my own life, yet there is something very comforting about the emotional legibility of teen television.

Stefania Marghitu’s newly released Teen TV examines this terrain as a market demographic and genre category with a rich history, one which sheds light on how young people understand their lives across the second half of the 20th century. Each generation seems to discover this genre on its own as producers seek to update recurring themes and conventions with new iconography, new issues that reflect how young people see themselves and their lives. Marghitu combines nuanced analysis of shows, audiences, producers, marketing and programming trends, and shifting media ecologies with interviews with leading producers of teen television series. The resulting book is short but sweet — easy to read and teach but also rich in insight and deeply grounded in historical research.

Marghitu was recently included in a Vice documentary on Teen TV. Check it out!

Marghitu is a recent graduate from the PhD program in critical studies at the USC Cinema School, where I was lucky enough to advise her dissertation — in this case, an exploration of the impact of female writer-producers at different phases of television history. She’s an exceptional television historian embarking on the early phases of her career and it is my pleasure and honor to present her to my readers. Across this three part interview, we dig deep into the premises of her Teen TV book. Enjoy!

Let’s start where your book starts -- “What is Teen TV? Does Teen TV even exist anymore? Do teens even watch television?”

I’m not an essentialist by any means- I mention anecdotes in the introduction that ask these questions while Teen TV was on a new precipice, and the boom continues across television. This line of questioning on its existence and assumed “extinction” reminded me of television and media scholars like Amanda Lotz who took on the cyclical “television is dead” statement. Television has gone through phases that need to be distinguished. In a recent job interview I was asked where I draw the line on what television is, and it’s more about discerning what early broadcast, post-network, cable, streaming, etc is.

Teen TV is both aimed at a demographic (or multiple demographics, such as TV for Teens themselves or Teen TV for fans of the genre). And what I remain fascinated about television and this genre specifically is how we can trace the history just as much as we can apply cultural specificities to different eras, movements, trends, success, failures, and flops. It’s along with the generational cord cutter argument, but it’s also connected to, say, college students traditionally not having televisions. This is what else interested me in the generational aspect of the genre- the idea that teens didn’t want to watch TV in early broadcast because it was for their parents and they were going to drive ins, concerts etc. once they had freedom, or even listening to music or using the telephone instead of TV.. That argument has been made for every generation whether it’s  new music sensation and related venues, shopping, roller rinks, the Internet…

There is presumably no market for Teen TV until there is. That’s commercial art, and the fickle and unreliable nature of the industry. Formulas can only last for so long, what Todd Gitlin calls recombinant culture that makes television go on, and teens are discerning of what they will actually like. The supply and demand nature of the medium is based on certain “universal” aspects of coming of age as well as nuances of each generation.

You describe teens as a “desired, but elusive audience”? Can you explain both sides of that phrase?

Great segue! Teens are fickle. Pre WWII youth culture can be traced to flappers,.I made a joke about how VSCO girls are like this for the pandemic, because the trend was being likened to 1920s flappers. To be a desired audience means you have money to spend in the eyes of commercial television. To be an elusive audience is to be constantly changing demographic that is one of the most difficult to cater to when generational shifts and rebellion against past generations defines the current one. That’s part of teens evolving and gaining independence in US Post World War economies because of the rise in wealth and more expendable income of teens as a new market. The socioeconomic affordances of being a teenager and having that experience, especially an American Teenager, is intrinsically linked to marketing to the new demographic.

I remember taking a music history class as an undergrad and my professor at Indiana University indicating it was the first time in modern history teens tastes were radically different from their parents. Rock N Roll provided this, not just as a music genre, but as a fashion choice, a backdrop to subversion. Alternative Rock, grunge and hip-hop did this for the MTV generation and subsequent programming. The media industries are going to try to appeal to any demographic with money to spend. Again this is an argument of why progressive programming was accepted in the ‘70s- Mary Tyler Moore for second wave feminists with their own jobs and income; The Jeffersons for Black Americans quite literally “moving on up.”

When I was growing up the “tween” category was everywhere. The last year I taught as a graduate student a lot of students said teens shows didn’t speak to them at all, then Euphoria was able to tap in, gaining this fascination from my students more universally than any other series before.  As much as reboots and spin-offs try, they are not a guarantee. And many Teen TV reboots and spin-offs failed, as well as global adaptations. It’s a perfect case study of a genre that cannot be stagnant and must adapt to its demographic.

You describe teen television as a “gender factory,” a phrase which evokes for me Geraldine Bloustein’s phrase “girlmaking” to refer to the way femininity is produced, performed, and enforced in everyday life. So, how would you describe the role that television plays in the construction of teen’s gender identity as compared with socialization through social media or face to face encounters? Does television produce or consume or both gender norms?

I think it’s no surprise those interested in television genre such as soap opera, and all of the amazing early television scholars abroad and in the US discussing the discourse of gender and genre, are also attracted to Teen TV. Just as early teen media for middle class girls was targeted to future housewives, that still had to change. Television can both influence girl making and reflect it. And just as women in soap operas and melodramas, or audiences could queer media texts, interpreted texts beyond a one way understanding - it’s why I love citing Stuart Hall’s early writing on popular media serving as beyond propaganda, whether capitalist or nationalistic or any other intended messages, Teens are coming of age and learning along the way a new understanding of the world around them and their own identity. And teens and youth movements are traditionally associated with change and demanding more each generation.

I have a hard time telling students that writing on the “impact” of a media text is actually quite difficult- and of course it’s because media studies scholars are in direct opposition to the overly simplified “media effects” conclusions. If a generation of teens are more accepting of, and demand, equality for marginalized groups, then there is an initiative to appeal to that if it’s also market driven.

One of my favorite assignments is a media biography, and I have so many students who write about a turn or development towards understating who they are, who they want to be, and what they won’t let themselves be deterred by. Taste and material cultures and branding and lifestyle determines a lot of what give teens these feelings of identity. It’s a push pull between a commercial industry and capitalist system trying to package and promote and those trying to make sense of where they’ll fit into that world.

Aniko Imre gives this brilliant lecture on Neoliberalism in Introduction to TV, and it’s very complex and sprawling, but for some students it clicks in this really amazing way. This is why media that supports traditional expectations like gender norms can be totally rejected, and that’s when it has to change.

 We know surface level representation and tokenism is not the answer, and students who look at Teen TV see how the lens of media industries and other systems and hierarchies of power can provide an understanding of how ideology works. Because it’s their identity and their future at stake. And it’s what’s amazing about connecting to students through what they care about and connect to.

 If the teen in teen tv is a demographic group, a market construct, a genre category, a discursive formation, etc., then might we need a new genre distinction for Preteen TV to refer to shows like Never Have I Ever, The Babysitter’s Club, and Pen15 to distinguish it from teen shows that tend to skew much older and increasingly deal with sexual matters?

Absolutely.  Watching Pen15 was very cathartic for me, seeing a reflection of this awkward, confusing, strange time in your life back at you. Not just the age but the time period. It’s also why Freaks and Geeks is actually quite complex- the geeks are more like the preteens and the freaks are the teens. They’re distinguished not just by social category but also by age. We see this in Pen15 too- different levels of puberty and milestones reached at certain ages, entering these new spaces as not just the youngest and most naive, but most likely to be the lowest rung of middle school, or high school’s, hierarchy.

And we also see immigrants, children of immigrants, teens dealing with grief or loss, alongside understating gender and sexual identity, experiments with drugs and alcohol, mental health issues. And I think what makes the Preteen shows distinguishable is that parents and their children can watch together. Preteens may not quite be ready for the intense nature of the new HBO Max series, but also they’re not interested in the sexual milestones. It’s this stage where you want to be released from being a child- think about the shifts in development as well as clothes, bedroom decor.

All of these shows also present new independence but also feeling confined by parents, and that desire to bond with friends. Pen15 is about two best friends dealing with things together but also moments of tension and rupture, it taps into that same age range that Broad City did for post-college twenty somethings. Babysitters Club puts both likely and unlikely friends together, almost on the same fundamentals as a workplace sitcom, because they’re these future entrepreneurs essentially. 

Never Have I Ever is another one that so many Indian Americans and children of immigrants have identified with. Mindy Kaling has this background in both workplace sitcoms with The Office and rom-com hybrids with The Mindy Project and Love Actually. So Never Have I Ever captures something even more untapped than her previous projects.

And something like the thoughtful reconfiguring of the characters, cultural specificity and subsequent casting in the new Babysitters Club can appeal both to the nostalgia of past fans and new audiences of the preteen demographic. And it’s a balance between friendships, school, family, storylines also including parents and other family members like Claudia’s grandmother.

My students once had an argument about an indigenous coming of age series and its cancellation. One student very quickly looked up the reviews and said the show shouldn’t just keep going because of the “optics.” The student who originally mentioned it said she quite enjoyed it, although it was not perfect. And many first seasons, or first few seasons aren’t. It’s about which series are granted that time to develop, it became a conversation about privilege and what stories get to be told.

Stefania Marghitu holds her PhD from the University of Southern California’s Division of Cinema and Media Studies, with a minor from The Annenberg School of Communication and Journalism. Her book, Teen Television (Routledge Genre Guidebook series), was released in May 2021. You can also find her work published in journals such as Feminist Media Studies, Communication, Culture, and Critique, and Spectator, as well as the edited collections White Supremacy and the American Media (Routledge, forthcoming, 2021) and ReFocus on Amy Heckerling (Edinburgh University Press). 

She is currently a Visiting Assistant Professor at Loyola University New Orleans, where she teaches courses on digital media, film, gender, race, and adaptation. She has previously taught introductory and upper level courses on film, television, and digital media history, aesthetics, industry, and theory at Pitzer College, Chapman University, California State University Northridge, and Columbia College Hollywood.

An Invitation to Continue the Dialogue on Educomunicación: North-South and South-South collaborations. (Part 5)

An Invitation to Continue the Dialogue on Educomunicación: North-South and South-South collaborations. (Part 5)

by Julio-César Mateus, PhD and Andres Lombana-Bermudez, PhD

In the final post of our series, we would like to address some critical questions about the future and current state of educomunicación that were not fully discussed in the webinars, and share some ideas for promoting the South-South and North-South dialogues on media education and media literacies. 

Andres: 

As we have listened in the previous entries of the series, educomunicación, as a Latin American movement and tradition, offers situated knowledges and practices that can be useful for building a more plural ecology of media education and media literacies. However, given the diversity of educomunicación initiatives, systematizing the heterogeneity of practices can be a daunting task. Moreover, there is also the challenge of translating local and situated knowledge to other languages. One of the recent efforts that aimed to extend and amplify the Latin American dialogue on educomunicacion is the collective book  Media Education in Latin America (2019). What have we learned from this project? What are the key problems and thematics addressed in that book and how can they help us to promote the North-South and South-South dialogues?

Julio Cesar:

Indeed, we edited the book Media Education in Latin America to offer an updated state of the development of this topic in the region. Likewise, we also published it in English to promote dialogue with the Anglo-Saxon world, contributing to overcome language barriers that have historically impeded a more fluid and horizontal relationship between South and North. In Latin America, educomunicacion traces a parallel route to the media literacy traditions of the Anglosphere, most of which remain relatively unknown in English-speaking countries. As Michael Hoechmann says in the book, for the most part, the Anglosphere has not been good at South-North dialogue, besides two exceptions with considerable traction in English-speaking countries: the book “How to Read Donald Duck” by Ariel Dorfman and Armand Mattelart (1971), which is used to teach the concept of cultural imperialism, and the other, and perhaps most significant, common ground is the transformative work of Brazilian educator Paulo Freire. He did not work directly in media education, but his methods and ideas changed the teaching and learning dynamics in both Latin American educomunicación and the Anglosphere traditions of media literacy.

On the other hand, “one must remember that educomunicación was born from North-South and South-North dialogues. It is not a nativist tradition, but rather draws on multiple sources that include key authors. Jesus Martin-Babero cites Benjamin, Barthes, Williams and many others; Mario Kaplun (1998) references Bruner, Piaget, Vygotsky and Pierce; Freire himself quotes Lukacs, Lenin, Buber and Althusser. That is a recurrent factor in Latinamerican scholars”. (Hoechsmann, 2019, p. 265). 

While editing the book, we realized it was going to be useful to organize and preserve the memories from the long tradition of Educomunicación. One of the most prominent actors of this movement, Brazilian professor Ismar de Oliveira Soares (2019), explained that the first initiatives began in the middle of the 1960’s, focusing on film analysis. In fact, the first project of introducing movie analysis at schools, called “Plan de Educación Cinematográfica para Niños (DENI)”, rapidly spread to many countries. In the 1970’s, Media Education agenda aggregated printed media and, mainly, television production. At first, the predominant theoretical tendency at this period was the behaviorism theories of effects. In Latin America, moreover, many of the media education promoters working with popular groups in the communities added another perspective. As Oliveira recalled, they used “media analysis” to reinforce the critical awareness of audiences, in order to resist “cultural invasion”, as a result of the powerful media production coming from the North. Later, the strength of Latin American concepts in the field of communication for social development, with an emphasis on participatory planning, has had a profound impact on the construction of the concept of educommunicacion. Sadly, throughout this process, the school remained marginal. 

We concluded in the book that media education has had a varied presence in national policies in Latin America, and has not adequately responded to the citizen rights approach or the theoretical tradition of educomunicación. In the last 30 years, Latin American governments have made efforts to connect schools to audiovisual media, and later with digital technologies, but from the perspective of media as teaching assistants. Even when teacher education and training programmes on technology use have been undertaken, the balance is not positive because in most of these, technological action has taken priority over pedagogical action.

Andres: 

In terms of media education and literacy policies, there is a lot of work to do at the national levels in most of the countries from the region. As you mention, policy makers in Latin America have prioritized technological interventions over pedagogical ones. Digital transformation is part of several national policies but has tended to focus on promoting access to the Internet, computers and mobile phones and e-government rather than supporting access to knowledge and developing media literacies among the population. Although some governments have even included the terminology of “digital citizenship” in their policies and discourse, its conceptualization has been limited to enabling bureaucratic procedures online instead of supporting the participation of citizens across the multiple dimensions of digital societies.  Media education and educomunicacion can help to build that kind of active citizenship as our societies make the digital transformation. And it is precisely here where I see a space of opportunity for doing South-South and North-South collaborations, and for joining efforts across multiple stakeholders. The opportunity to support media education and media literacies, in all their plurality, across formal (e.g. schools, universities) and informal (e.g. home, museums, libraries) contexts is here. The pandemic and post-pandemic has even made it more urgent. And there are interesting examples of how those collaborative efforts are already taking place. The initiative of DW Akademy in Central America we heard about in one of our webinars is one of them. Other initiatives such as EducaMidia in Brazil and DigiMente in Argentina, Colombia and Mexico, reveal the potential of North-South and South-South collaborations for developing and promoting open media education resources and programs in and out of school, and for combining global and local knowledges and practices. However, the opportunities go beyond curricular and educational interventions. Which other efforts can we develop to promote a more plural ecology of media education and media literacies?

Julio Cesar: 

I think global scientific publishing gives us some opportunities. For instance, using journals to spread and discuss educomunicación approaches and practices. Spain and Brazil created two more than 20 years ago: Comunicar, born in the University of Huelva and founded in 1993, published in English among other languages, and a year later, Comunicação e Educação, published in the University of Sao Paulo. Both are committed to disseminating experiences and research related to Educomunicación. Likewise, other journals have published special issues regarding these topics, such as the one we edited in Contratexto in 2019. Also the Latin American Association of Communication Researchers (ALAIC), with UNESCO support, launched an English-written journal, which is an excellent example of the willingness to share beyond the Spanisk-speaking academic community.

Also, in 2010, Roberto Aparici gathered texts written by Ibero-American leaders in the field, editing in Spanish the book Educomunication: beyond the 2.0, an exhaustive map of what has been said and done about media in relation to education from the 1980s to date. 

May be the most promising initiative in the region regarding educomunicación is Alfamed, an Euro-American inter-university research network on media literacy which brings together more than 50 researchers from 13 European and Latin American countries, aiming to promote opportunities and to improve the academic research and dissemination on "media education". This network has promoted five congresses in many countries and the 6th will be held in Arequipa, Peru, in 2022. These events are excellent opportunities for making more visible educomunicacion. 

Andres: 

One of the questions that we couldn't fully explore in the two webinars given the limitations of time, was the one related to the possibilities of educomunicacion and media education in a context characterized by increasing datification and by the deployment of artificial intelligence systems and algorithms. This context is global, national and local, and varies according to different material, cultural and geographical conditions. However, it is pervasive across countries and is shaping our everyday lives. The pandemic and post-pandemic have revealed how it is transforming all dimensions of society and how it is also exacerbating structural inequalities. From the economy to education, politics, culture, and health, datification is reconfiguring the processes of participation, decision-making, and access to opportunities in our societies. Hence, this process is also transforming democratic processes of deliberation and governance, and changing how citizens exercise their agency and rights. In order to participate in data-driven societies, people need to understand these complex transformations and become aware of how our citizen rights and responsibilities, decision-making, and governance are changing. This is of course, a process that requires access to knowledge, critical thinking and dialogue among multiple sectors, and that needs to be supported in schools and out of schools. How can the educomunicacion approach help us to navigate and to solve the inequalities and other wicked problems that societies and communities confront in the midst of datification?

Julio Cesar: 

When it comes to inequality as well as other social and political problems, we should try to focus our efforts in empowering the individual, and society at large, so they can navigate a culture that is becoming more and more digital. The jump from a protectionist to a liberatory paradigm,  one that genuinely supports “emancipation” is a key factor in the educomunicación approach. Many initiatives are already working on that basis even if they do not use that terminology. The objective of achieving parity in education opportunities  and literacy skills may be an ideal, but it's still a goal nonetheless that can orient interventions and policies.

Andres: 

I think that educomunicacion efforts to promote emancipation, freedom, creativity, social justice and self-determination through critical thinking, dialogue, collaboration and participation can be very useful today. Particularly, I think that supporting the development of critical awareness of how data infraestructures work, how they are shaped by power dynamics, and how they are changing our social lives can foster active citizenship and strengthen democracies.  However, given the abstract qualities of datification, becoming aware of it can be a difficult task. Although there is an increasing visibility in the public discourse about how using digital platforms can affect our privacy, security, and emotions, there is still a lot of work to do in terms of helping people to understand how our rights, agency and self-determination are changing. The dialogic pedagogy that characterizes educomunicacion offers some useful strategies for concretizing datification and grounding that process in real life stories told by students and teachers. Through dialogue it is possible to learn about how others experience algorithms and data in their everyday lives when they use digital platforms, and develop critical awareness of how datification affects people differently according to their social positions. This is an issue that is directly related to structural inequalities and social injustice, and that has been addressed by several scholars and activists working on critical data studies, digital rights, data justice and design justice. It is also an issue that is currently being addressed by several media education initiatives in the Global North but that still has not been fully tackled by educomunicacion in Latin America.

And here I see an opportunity to further develop North-South collaborations and dialogues. The term data literacy, for instance,  is already being used across the Global North and has become part of educational and learning initiatives that offer tools and resources for teachers, students, and people in general. Recognizing data practices as literacies helps us to support critical awareness and reflexivity of datification, and contributes to a more complex understanding of how citizenship has changed, and continues to change in our digital and datified world. For instance, the Data Detox Toolkit offers online resources for helping people control and understand their digital privacy, security, and wellbeing. Another initiative, the Data Culture Project is a self-service learning program offering free activities and tools for improving people's capacity to work with data. Among the different learning experiences available on the Digital Citizenship + Resource Platform, there is a collection of open educational resources for teaching and learning about data, algorithms, and artificial intelligence. Like these, there are other data literacy projects that are currently being developed (the Critical Big Data and Algorithmic Literacy Network has mapped many of them) and that can be put in dialogue with Latin American educomunicacion initiatives. Such kind of collaboration could not only support teaching and learning about datification in the Global South but also help to better understand how diverse data practices, experiences and imaginaries vary across different contexts and subjects. Although the process of datification is global, it varies across national and local contexts according to specific social, cultural, economic and political configurations.

[image: social DATA justice]

Julio Cesar: 

I believe media education has the potential to help individuals in exercising their political rights in a number of issues, like the right to access information. An immediate challenge in the region is to honor the long tradition of educomunicacion and "de-technologize" the way we look at the media. Today, to speak about citizenship demands that we speak of the digital not only in relation to skill development, but also in relation to the generation of an ecosystem. Faced with scenarios with precariousness and gaps, as the practitioners said in one of the webinars, it is difficult to avoid focusing on technology because it is the greatest demand: that is why most of the educational solutions in the region have relied on the purchase of tablets and other digital devices for schools. Yet, the problem of educomunicacion is not just about the jump from a discipline to a political program. A recent paper by Narvaes (2021) reminds us that there is a risk in believing that technology alone can resolve the problems of political democratization and knowledge democratization, even without explaining how these technologies improved the cognitive and communicative processes in the first place. 

Andres: 

Addressing the political dimension of education and communication, as mixed and intertwined processes, is key for building citizenship and democracies today. That is how the educomunicación approach based on dialogical and critical pedagogies aimed to empower individuals and vulnerable populations so they could become aware of the world and transform it. However, as you mention, the risk of assuming an educational approach that focuses on functional skills and technology use is high given the rapid digital transformations that are taking place in culture, economy, politics and all social dimensions. There is a pressure to become digital, to connect, to use digital infraestructures for working, learning, socializing and entertaining. That pressure affects governments, industries and citizens, and has become stronger during the pandemic and post pandemic. While communities and societies cope with that it is important to keep in mind that fostering citizenship and democracy requires dialogue, tolerance, “listening to and encountering the other.” Supporting the development of dispositions such as dialogue and critical thinking and reflexivity needs to be balanced with the development of instrumental and functional skills. This can be quite a challenge because the business model and design of most digital platforms and technological innovations we use today tends to privilege efficiency, fast interactions, consumption, and data extractivism. However, transforming that business model and infrastructure design also opens a space of opportunity for imagining alternative futures, data decolonization,  and advancing media education.  What is in your opinion about the future of educomunicación?

Julio Cesar: 

Regarding future perspectives, I want to recall some of the opportunities we identified in our book. The first is to recognise the existence of media education in Latin America as an interdisciplinary field of study and action, and to recover the theoretical basis of educomunicación instead of focusing on purely digital and technological rhetoric. Updating it and continuing to develop educomunicacion knowledges and practices is crucial for designing public policy interventions in our countries. One of the most important points for Latin American public policies is to overcome the understanding that educational technology and media education are different issues.

Secondly, we have to project media education to other audiences and spaces beyond the school context. This is an opportunity to generate new dialogues among generations and groups about the impact of media in society. On that matter, we need to incorporate dynamics that are characteristic of social media and of digital literacies as part of a training centred around the person and democratic values. This can help to combat intolerant speech in social media, diminish the circulation of ‘fake news’ and other issues that may endanger peaceful and respectful coexistence.

And finally, to be consistent with the educomunicación approach, we have to encourage media education that is oriented toward confronting inequality in rural or marginalised areas, starting with their own interests and needs. Media education is not only about getting technology there but also about guaranteeing fundamental rights to citizens that are usually disregarded, favouring their voice and their culture.

Works cited:

• Aguirre Alvis, J. L. (2020). Development Communication in Latin America. En Servaes, J. (ed.), Handbook of Communication for Development and Social Change. Springer. https://doi.org/10.1007/978-981-15-2014-3_135 

• Aparici, R. (2011). Educomunicación: Más allá del 2.0 (Comunicación Educativa). Gedisa.

• DeSignis. (2015). Tres décadas de educomunicación en América Latina. Caminos desde el Plan Deni. https://issuu.com/oclacc/docs/tres_decadas_de_educomunicacion_en_/275  

• Dorfman, A., & Mattelart, A. (1975). How to Read Donald Duck. Pluto Press

• Freire Institute. (n. d.). Paulo Freire. https://www.freire.org/ 

• Lumen Learning. (n. d.). Media Effects Theories. https://courses.lumenlearning.com/suny-massmedia/chapter/2-2-media-effects-theories/ 

• Mateus, J. C., Andrada, P., & Quiroz, M. T. (Eds.). (2019). Media Education in Latin America (1st ed.). Routledge. https://doi.org/10.4324/9780429244469 

• Narvaez, A. (2021). Educomunicación y alfabetización mediática: ¿tecnología o cultura ? ¿adiestramiento o educación? Pedagogía y Saberes, (55), 155-174. https://doi.org/10.17227/pys.num55-12245  

Authors

Julio-César Mateus (@juliussinmundo) is Full Professor and researcher in the Faculty of Communication at the University of Lima, Peru. He coordinates the Education and Communication research group and is editor-in-chief of the academic journal Contratexto. His PhD thesis explores the media literacy approach in teachers' initial training in Peru. He has published Media Education in Latin America (coedited with M.Teresa Quiroz and Pablo Andrada for Routledge) and several articles in indexed journals.

Andres Lombana-Bermudez (@vVvA) is an assistant professor of communication at the Universidad Javeriana in Bogota, Colombia. He is also an associate researcher at the Centro ISUR at the Universidad del Rosario, and a faculty associate at the Berkman Klein Center for Internet and Society at Harvard University.  He is the co-author of  "The Digital Edge: How Black and Latino Youth Navigate Digital Inequality" (2018), “Youth and the Digital Economy: Exploring Youth Practices, Motivations, Skills, Pathways, and Value Creation” (2020), among other publications.

Mapping Educomunicacion Projects (Part 4)

Mapping Educomunicacion Projects (Part 4)

Edited by Julio-César Mateus, Ph.D. and Andres Lombana-Bermudez, Ph.D

Mapping the geography of educomunicación projects in Latin America is a pending task. Inspired by Martin-Barbero´s cartographic method we tracked four media education projects across the region that stand out for their contributions and diversity of approaches. These initiatives range from NGOs to community groups doing educomunicacion at schools, and through Internet and community radios. While some have been working for more than 20 years, others are just starting. Some have been born in the digital world and connected to the global media education debates, others come from local educomunicacion traditions and have recently transitioned to the digital. Such heterogeneity of projects reveals the evolution of educomunicacion in the region and the diversification and fragmentation of the field. On the 15th of june we reunited them at the second webinar “Post Pandemic Educomunicación. Learnings from Latin America 2”

“A mí no me la hacen” (AMNMLH) is a media education group born in Peru in the middle of the pandemic. Composed of an interdisciplinary team of communicators, philosophers, artists, geologists, internationalists and pedagogues, their objective is to provide a “bottom-up” response to the infodemic and public distrust in media. The group’s effort complements several Peruvian “fact-checking” initiatives which have had a limited impact fighting disinformation. Through workshops in schools, universities and institutes, as well as the creation of educational content on networks, AMNMLH seeks to “empower people so that they can judge the messages and media ecosystems where they are found”. For Manuel-Antonio Monteagudo, coordinator of the group, “many fake news thrive because one wants to question, but lacks the training to articulate their response. We want to explain to people how information creators work, how this information reaches us, how our biases process it, and how to evaluate the quality of the information we access ”. In a local context characterized by the proliferation of disinformation related to the pandemic and the 2021 Peruvian presidential elections, AMNMLH work has been on demand. Currently, AMNMLH is  organizing a Peruvian media education symposium, which will take place from October 26 to 29, 2021, during UNESCO's Global Media and Information Literacy (MIL) Week.

Poster of the school contest “Media education to decipher the world” sponsored by AMNMLH 

From Argentina, Ezequiel Passeron is the co-founder of an NGO called Faro Digital, whose purpose is to promote a reflective, critical and creative digital citizenship. “We consider the Internet as a public space, where it is crucial to have moments of critical thinking about our relationships with information, with others and with the world,” he says. Among other projects, the training program ‘I am digital’ (#SoyDigital) stands out, supporting creative and imaginative uses of social media among youth and adults.  The program promotes strategies for dealing with  issues such as grooming, gender violence, hate speech and disinformation. Another project is ‘Digital RAP, a contest promoted in conjunction with UNICEF. “RAP” is an acronym for respect, art and participation, values ​​that the members of Faro Digital seek to promote through the voices of young people.

[Image: Workshops Faro Digital]

Free on-line workshops “How to confront hate speech” and “Children and screens” sponsored by Faro Digital in Argentina 

Members of Faro Digital also participate in research projects and are aware of the need to disseminate scientific knowledge through the new formats and channels that are familiar to youth. Along these lines, together with the Esbrina Group of the University of Barcelona, ​​they created the “Educar con sentido” (“Teach with sense”) program, a cycle of conversations and interviews with voices from the educational, communication and media ecosystem.

For its part, Comunicarte, in Colombia, is a group led by Alma Montoya that has been working for more than 25 years in educommunicacion projects, specifically with school children in conflict zones across the country. “We work on human mobility issues, whether due to migration or displacement; climate change; and human rights, such as freedom of expression”. From the production of information sheets to workshops, they found a strategic ally in community and educational radio stations. As Alma says, “it is not about becoming a teleclass, but rather generating a real and tangible learning community; remember that today there are no longer senders and receivers, but prosumers, all of us. The media are in everyone's hands, and the real question is about the content”.

[Image: Comunicarte]

School radio project in Arauquita, Colombia (Photo: Comunicarte)

Along the same line of work with vulnerable groups, the DW Akademie, the center of the German channel Deutsche Welle for the development of media and financed with public funds, promotes several initiatives of media and information literacy (AMI) in various countries, including some in Central America. For Patricia Noboa, the DW AMI project coordinator, “the idea stems from the right to access information and freedom of expression, that's why we deal with things like populism, propaganda, misinformation, etc.” They help to build networks of individuals and organizations that work on digital rights issues and participate in the public debate. At the regional level, they have developed training kits for indigenous groups, as well as an e-learning course to teach informational skills in a pandemic context. At the local level, they support initiatives conceived by local partners (mainly community radio stations and youth groups) through participatory methodologies.

Challenges and opportunities on the field 

For Ezequiel Passeron, the social and digital gaps in the region are the main stumbling block, something that became even more visible with the pandemic. “Social and cultural inequalities, pre-existing and reproduced in digital spaces, should be the flags to raise from activism with a clear horizon: continue to expand the human rights of all”. Alma Montoya highlighted the challenge of access, explaining that in many of the rural areas of Colombia where she works, there are children and youth who must travel long distances to have internet access. These gaps transcend connectivity barriers and are mixed with structural socioeconomic inequalities. 

The four projects aim to promote dialogue and “the encounter of the other,” the basis of educomunicacion. “The school cannot be virtualized simply by copying what was done in class. We must promote spaces where teachers and student interventions are welcomed”, says Ezequiel. Along the same lines, Patricia Noboa explained the urgency of adapting interventions to different local contexts and people's needs. That is why DW Akademy works in collaboration with local communities for their projects. For instance, “our partner in Guatemala, Comunicares, worked with members from each language community in the country and with a group of teachers to teach AMI to indigenous youth. They speak their language as well as Spanish, and that ensures that they help their communities''. Such is the importance of conceiving projects that adapt to the local context: “A game, a course, a workshop can be adjusted to the reality of another country or region”, Patricia pointed out.

Workshop on media literacy and indigenous languages in Guatemala  (Photo: Comunicares)

In terms of sustainability each project is different. While some have robust public financing as in the case of DW Akademie, others have very limited funds as those provided by the Colombian Ministry of Education and local governments to Comunicarte. “Sometimes communities call us in an emergency and we have to pay the tickets, bring something to keep us warm, and find a place to sleep. We don´t say no to anything”, Alma explains. Other projects have self-financing mechanisms as in the case of AMNMLH, whose team is made up of part-time volunteers. “We do interventions in universities that allow us to have a common fund for future initiatives such as podcasts, digital materials or series on media education”, explains Manuel. In the case of Faro Digital, they fund their activities and work through multiple funders, “with international and private organizations, with the state, etc.”

Finally, the projects are very clear about the advantage of the interdisciplinary approach to create new pedagogies and imaginaries. Creating spaces for reflection and criticism goes beyond schools and educators: they can take place inside of people's homes, where media also reaches. “Digital gaps, of course, are not limited to connectivity problems: they include socioeconomic conditions, cultural capital, disposition of the homes, etc.”, affirms Ezequiel. In this sense, a major challenge is to form multidisciplinary teams that address complex issues, such as how artificial intelligence changes the production and consumption of content. “In order to be critical we must understand how digital platforms work.” It is from that critical, creative and dialogic perspective that Latin American projects meet and respond to the principles of educommunicacion. 

Webinar Panelists 

Manuel-Antonio Monteagudo (@ManuelMontea) is a French-Peruvian filmmaker and coordinator of “A Mi No Me La Hacen”, an association dedicated of providing Media and Information Literacy workshops and stimulating a national conversation on MIL as a way to answer to the Infodemic and reinforcing democracy. He has a Bachelor’s Degree in Political Sciences from Sciences Po Paris, and a Master’s Degree in Journalism from Sciences Po’s School of Journalism. He directs fiction and documentary projects in France and Peru.

Ezequiel Passeron, (@farodigitalok) Institutional director at Faro Digital. Ph.D candidate in “Education and Society” at the University of Barcelona. Coordinator of “Conectados al Sur” network. Associate professor at the University of Barcelona. Member of “ESBRINA — Subjetividades, visualidades y entornos educativos contemporáneos (2017SGR1248) research group. His research activity focuses on the intersections between communication, education and digital media.

Patricia Noboa Armendáriz (@PatyeNoboa), is the DW Akademie program director in Guatemala and Central America. She develops media projects for freedom of expression and access to information focused on Media and Information Literacy (MIL). She is Ecuadorian journalist with experience in radio, television and media production for youth. She has a degree in communication and journalism from the Pontificia Universidad Católica del Ecuador and a Master in “International Media Studies” from the University of Bonn and the Hochschule Bonn-Rhein-Sieg, in Germany.

Special thanks: 

We want to thank Alejandro Núñez Álberca for his committed help transcribing the two educomunicacion webinars, and editing and translating this post. Alejandro is a research assistant at the Institute of Scientific Research (IDIC) at the University of Lima and a lecturer in the Peruvian Institute of Arts and Design (IPAD).

“Welcome again to Chaos.” Educomunicación’s Challenges and Opportunities. (Part 3)

“Welcome again to Chaos.” Educomunicación’s Challenges and Opportunities. (Part 3)

Edited by Julio-César Mateus, Ph.D. and Andres Lombana-Bermudez, Ph.D.

Continuing with the dialogue about Educomunicación, the media education movement and tradition from Latin America, in this entry we share another excerpt from the webinar “Post Pandemic Educomunicación. Learnings from Latin America 1” (May 25, 2021) and listen to the voices of Maria Teresa Quiroz (Peru), Silvia Bacher (Argentina), Amparo Marroquín (El Salvador) and Eduardo Gutierrez (Colombia). We start listening to their answers to the following question: 

What are the most pressing challenges and opportunities that Educomunicacion confronts as countries, cities, and communities adapt to the new normality of the pandemic and post pandemic?

Silvia:

We face several challenges. To begin with, it is undeniable that connectivity is the new face of inequality. Latin America was already a continent of inequalities, but the pandemic has enhanced them even more. 

I cannot avoid mentioning that there is a gender bias: women support the household, their children, and sometimes they have also had to replicate the pedagogical content that schools used to supply in a traditional way. It is a time of crisis, but it is also urgent to account for these aspects. My fear is that we do not take the time to be critical and end up replicating pre-pandemic cultural patterns to the post-pandemic world. 

This crisis is an opportunity to transform culture, to look at technology and the links between people with different eyes. New ideas allow us to build different paths in education and communication, otherwise this will again be a wasted opportunity. We do not know what will happen and we are building it as we go along, but we have to start at some point.

Maria Teresa:

Economic and social gaps have widened as poverty, inequality and vulnerability have spread. The great challenge is to address our diversity. The history of education and communication is different depending on the country, but the only common thing is this urgency to assume social heterogeneity, to bring the voice of all to public policies.

A great Peruvian educator, Juan Cadillo, is optimistic and thinks that in this period has significantly increased the mastery of teachers on digital tools. They are developing very creative proposals to address their precarious situation. Of course, as far as the media industry and large technology corporations are concerned, as well as other public and private institutions, a lot of support is required for these initiatives to grow. 

It is true that several institutions have prepared learning strategies, as well as all kinds of materials, but their success depends on developing and designing them with teachers. It is not a process that can be done from above. A constant dialogue must be maintained with the teachers who are on the front line, who know the children, their interests and talents.

Eduardo Gutiérrez:

It is something that my work has taught me to notice. For years I have been in direct contact with teachers, I am close to them in many places and I gather their experiences. This seems important to me because, historically, the work of teachers has been made invisible. The school, as a space where knowledge is produced, is very little valued. This invisibility must be addressed from below: how do we teachers face this situation and build possibilities? These are some of the current challenges of educommunication.

A curious thing has happened with the pandemic. Many teachers have had time to meet, talk and compare experiences. The network in which I work, Chisua, has an international seminar on knowledge networks, school and discipline, and every week we have meetings and presentations of teachers from Chile, Argentina, El Salvador, Colombia, etc. “Chisua” is a Muisca word that means 'knapsack' (mochila in Spanish), it is a good metaphor for what we do: we weave knowledge, we carry and share our content with others, motivating them and recognizing the teacher as a mobilizer of citizenship. It is an emerging network of collective actions. 

This collective took advantage of the production of content for a series called Viajemos por Colombia desde casa (Let's travel through Colombia from home). There we have managed to include themes of interculturality, diversity, territory, rurality, etc. Several dimensions that are not traditionally addressed in pedagogy.

Amparo:

From Guatemala, El Salvador, Honduras and Nicaragua, in Central America in fact, educommunicacion has developed with several particularities. On the one hand, due to the war and social conflicts of the 1990s, liberation theology has had a considerable influence on how we think about education and its emancipatory role for children and youth. At the same time, another particularity has been the migratory phenomena in the region, which have reached international media long time ago, are accelerating the process of appropriation of technologies. This was happening even before the pandemic, and I see it as something very specific to the region in contrast to the rest of Latin America.

During the pandemic we did several exploratory works with different groups of teachers. In one of them we asked people what was their predominant feeling during this crisis. Almost all of them said they felt anguished, fragile in the face of everything that was happening around them. And it is doubly hard because, commonly, the networks and technology of the algorithmic culture give us a sense of control over the apparatus. From this secure position, suddenly, comes COVID-19. The main thing in this scenario is to know how to deal with so much uncertainty. The educommunicacion projects are much clearer about that. Communication and education, I believe, raise the question of how we want to live together and build a society that can cope with the levels of anxiety.

How can educomunicación, as a media education and media literacies approach, mediate the social, economic, and political crisis that are unfolding in several Latin American countries?

Silvia: 

I would rather say those are  the new challenges of educommunicacion. When Martín-Babero was in Buenos Aires he gave a presentation called "Welcome back to chaos". Note: he said 'again', and he saw chaos as an opportunity. He said that the school must face multiple dilemmas, and that if society does not invent new forms of integration for children, they will be left out of it as citizens and will only exist as consumers. Chaos produces fear, but it is also a notorious opportunity. The problem, I believe, is that our vision is of the 20th century, but the problems are of the 21st century. We continue to ignore the voices of the youngest, we forget that democracy must go hand in hand with informed control of the media. We must put technology at the service of human beings, defend freedom of participation and dialogue through the media. Without that the dream of democracy is diluted. This is not new: Freire said it back in 1993, and there is still much to be done. 

Eduardo: 

It is precisely in these cracks and fractures caused by chaos that there are many opportunities to think. In the Colombian case, schools are raising questions about water, memory and territory. From these school spaces we can understand the living pluralities that exist among us. When I see young people protesting I ask myself what happened in their school that led them to decide to march for a different country, how was their civic education. School is a very important place to think about these questions, as long as we do not talk about what the school is but about what it could be: new futures, new ideas.

Amparo: 

It is evident that we are societies with very absent states. Faced with this, the processes of educommunicacion are fundamental from a local dimension: what kind of schools build a citizenship without roots, where the main dream of young people is to go elsewhere? This is where we have challenges and questions. As Freire said, we are still very silenced cultures. Our teachers, I think, are still very afraid to create content in social networks, even if it is beneficial for their class. The fear of creating one's own things should gradually disappear.

Webinar Panelists 

Maria Teresa Quiroz holds a PhD in Sociology. She is director of the Scientific Research Institute of the University of Lima (IDIC) and vice-president of the National Institute of Radio and TV of Peru (IRTP). She is also past-president of the Latin American Federation of Social Communication Schools (FELAFACS) and former dean of the School of Communication at the University of Lima. She has studied the relationship between children and young people and the media. Among other books, she has published Todas las voces: comunicación y educación en el Perú, Jóvenes e internet: entre el pensar y el sentir and La edad de la pantalla.

Silvia Bacher holds a Master 's degree in Communication and Culture (Universidad de Buenos Aires). She is a journalist specialized in culture and education, awarded first prize by the University of Buenos Aires for education reporting. She is the founder and director of the NGO Las Otras Voces, Comunicación para la democracia. awarded by UNESCO Media and Information Literacy Alliance Award. Bacher has published Navigate among cultures. Education. Communication and Digital Citizenship (2016), and Tattooed by the Media: Dilemmas in Education in the Digital Era (2009). She is a member of the National Advisory Board at the Audiovisual Communications in Childhood (CONACAI). She coordinates in Argentina ALFAMED an Euro-American inter-university research network on media literacy for citizenship. https://silviabacher.com.ar/

Eduardo Gutierrez is a professor at the Communication Department of the Pontificia Universidad Javeriana of Bogotá, where is a member of the research groups Communication, Media and Culture, and Young Cultures and Powers. He is a participant of the Political Communication and Citizenship Group of CLACSO. He is also a doctoral student in Education at DIE-UD of the Pedagogical, Distrital and Valle Universities, and holds a Master’s Degree in Communication from the Pontificia Universidad Javeriana. Gutierrez is a member of the Editorial Committee of the journal Palabra Clave (Colombia), of the editorial team of Chasqui (Ecuador) and of the external editorial board of Comunicación Social (Bolivia).

Amparo Marroquín, Ph.D., is a professor and researcher at the University of Central America (UCA) of El Salvador since 1997. Her work has focussed on cultural studies, reception studies and communication in Central America. She is also Visiting Professor at UCA Nicaragua; the Faculty of Social Sciences (FLACSO) in Quito, Ecuador; the National Universities of La Plata, Córdoba, Jujuy and Salta in Argentina; and the University of La Frontera in Chile, among others. She is part of the coordinating team of the research group on Political Communication and Citizenship for CLACSO and researcher of the International Center for Studies on Epistemologies Borders and the Political Economy of Culture in Temuco, Chile.

Educomunicación Matters: Media Education in a Pandemic and Post Pandemic World (Part 2)

Educomunicación Matters: Media Education in a Pandemic and Post Pandemic World  (Part 2)

Edited by Julio-César Mateus, Ph.D. and Andres Lombana-Bermudez, Ph.D.

In the second post of the series on Educomunicación, we present an excerpt of the dialogue we had on May 25, during the webinar “Post Pandemic Educomunicación. Learnings from Latin America 1”  co-organized and co-hosted by Universidad de Lima (Peru) and Universidad Javeriana (Colombia). In this webinar we had the opportunity to listen and exchange ideas with four Latin American researchers that have worked on media education and media literacy projects in different countries of the region for several years: Maria Teresa Quiroz (Peru), Silvia Bacher (Argentina), Amparo Marroquín (El Salvador) and Eduardo Gutierrez (Colombia). Below we present, translated to the English language, their responses to the questions Why is educomunicación important today? Why does it matter?

María Teresa Quiroz: 

At this juncture, educommunicacion is at the center of new forms of learning. A recent report published by the Economic Commission for Latin America and the Caribbean (CEPAL) suggests that we should ask ourselves about the role of education and its relationship with information technologies. In this sense, covid-19 has brought educommunicacion to the very center of education and has eliminated the distance between the two. This approach invites us to conceive education not as a sum of courses, but as a set of different learning processes that must be carefully designed and prepared.

The educommunicative approach helps us to see that this cannot be reduced to a simple technical problem. There is a serious deficit in the ability to make proper educational use of the new platforms. For that we need children and teachers to develop practices that allow them to communicate and form the same social ties through other modalities: from face-to-face to blended and distance learning. From the educommunicacion perspective, we wonder what the effects of this situation will be on the competencies of citizens, especially those who are still in training.

This is especially critical in Latin America, where it is estimated that 120 million children have lost their classes. One of the biggest problems to be solved, according to the World Bank, lies in unequal access: we have children living in very dissimilar geographical, health and social conditions. 

Silvia Bacher:

Personally, I still prefer to think of 'education and communication' instead of educomunicacion, even if it sounds longer. I think it is easier to understand that we are dealing with fundamental rights for millions of people, the same rights that allow us to influence and transform social scenarios. This makes it easier to understand the urgency for post-pandemic life.

We cannot look at covid-19 and its effect without understanding the continuity of policies that have failed, even if they have had some successes. We have worked hard on education and communication, but it has not been enough. If we do not guarantee and demand that governments account for this disparity, the rights of thousands of young people and children will be at stake. 

We can imagine many possible futures, but if we don't listen to the voices of youth and children I don't think we can get very far. This is what we work for in Las Otras Voces, to promote the exercise of the right to communication from childhood and, from there, to strengthen participation in democratic life. What we need most is to reinforce critical thinking about the media and information, because we run the risk of deepening and expanding inequalities in Latin America. 

Eduardo Gutiérrez:

We have to think about the place of educommunicacion in our culture. From this point of view, we should not only talk about the school, but also about different emerging forms of work that dynamize social and educational processes. By inverting the game, by seeing it from the broad spectrum of the social fabric, the map expands and we can involve different elements.

Something that helps us a lot is the metaphor of “the anthill”: there is a real collective work, but it depends on a multiplicity of processes, actions and educommunicacion strategies that operate in isolation, and little by little show us results. We have a multiplicity of processes and actions in the field of educommunicacion, teachers and institutions work each in their own work, but they all advance the system even if they are not aware of it. The objective is to unify our actions, to be able to weave networks.

We do not have the possibility of seeing the complete map of everything that is being done, but we know that we have an 'anthill' of various actions that are already underway. We have to find the emerging configurations, see the dialogue between actors, the network of contents that is being produced. Educommunicacion must work with this proliferation of initiatives, but also encourage them and allow them to meet and work together.

[Image: Anthill]

Amparo Marroquín:

The processes of educommunicacion based on the Latin American heritage give us the tools to build new citizens who understand the importance of combating caudillismo, populism and authoritarianism, which is key in a region that is democratically very fragile. At the same time, we have a challenge: classrooms remain deeply oriented towards rote learning. The pandemic has only transferred a very precarious type of education to the virtual environment, while meaningful student interaction is very little. The student interacts with guides, takes exams, and nothing else. 

The way we think about education has to change if we want to take advantage of this opportunity. In Central America we still risk falling into technophilia, believing that giving a laptop to every child solves the whole problem. That kind of intervention does not mean that we are training the child to be a citizen, not from an educommunicative paradigm. That is why we must bet that education-communication has a place in the communities again. The problems of mental health, but also those of inclusion, coexistence, food sovereignty and respect for the environment, should be discussed at school. 

María Teresa Quiroz: 

Carlos Scolari says that the pandemic throws us into a world of uncertainty, affects the social fabric and the way children socialize. Faced with this, the educommunicative paradigm proposes a space for reinvention. We have to rethink school and education in conjunction with technological and economic changes. The compulsory public school, created three centuries ago, is outdated today and other forms of teaching, which strive to fight against the misunderstanding of the digital environment, are urgent.

Webinar Panelists 

Maria Teresa Quiroz holds a PhD in Sociology. She is director of the Scientific Research Institute of the University of Lima (IDIC) and vice-president of the National Institute of Radio and TV of Peru (IRTP). She is also past-president of the Latin American Federation of Social Communication Schools (FELAFACS) and former dean of the School of Communication at the University of Lima. She has studied the relationship between children and young people and the media. Among other books, she has published Todas las voces: comunicación y educación en el Perú, Jóvenes e internet: entre el pensar y el sentir and La edad de la pantalla.

Silvia Bacher holds a Master 's degree in Communication and Culture (Universidad de Buenos Aires). She is a journalist specialized in culture and education, awarded first prize by the University of Buenos Aires for education reporting. She is the founder and director of the NGO Las Otras Voces, Comunicación para la democracia. awarded by UNESCO Media and Information Literacy Alliance Award. Bacher has published Navigate among cultures. Education. Communication and Digital Citizenship (2016), and Tattooed by the Media: Dilemmas in Education in the Digital Era (2009). She is a member of the National Advisory Board at the Audiovisual Communications in Childhood (CONACAI). She coordinates in Argentina ALFAMED an Euro-American inter-university research network on media literacy for citizenship. https://silviabacher.com.ar/

Eduardo Gutierrez is a professor at the Communication Department of the Pontificia Universidad Javeriana of Bogotá, where is a member of the research groups Communication, Media and Culture, and Young Cultures and Powers. He is a participant of the Political Communication and Citizenship Group of CLACSO. He is also a doctoral student in Education at DIE-UD of the Pedagogical, Distrital and Valle Universities, and holds a Master’s Degree in Communication from the Pontificia Universidad Javeriana. Gutierrez is a member of the Editorial Committee of the journal Palabra Clave (Colombia), of the editorial team of Chasqui (Ecuador) and of the external editorial board of Comunicación Social (Bolivia)

Amparo Marroquín, Ph.D., is a professor and researcher at the University of Central America (UCA) of El Salvador since 1997. Her work has focussed on cultural studies, reception studies and communication in Central America. She is also Visiting Professor at UCA Nicaragua; the Faculty of Social Sciences (FLACSO) in Quito, Ecuador; the National Universities of La Plata, Córdoba, Jujuy and Salta in Argentina; and the University of La Frontera in Chile, among others. She is part of the coordinating team of the research group on Political Communication and Citizenship for CLACSO and researcher of the International Center for Studies on Epistemologies Borders and the Political Economy of Culture in Temuco, Chile.

Educomunicación: Dialogues on Latin American Media Education (Part One in a Series)

Earlier this year, I had a Zoom conversation with Andres Lombana-Bermudez, a former student from my years at the MIT Comparative Media Studies Program who worked with Craig Watkins at the University of Texas-Austin for his PhD and who has returned to his native Columbia to do work on media literacy. He shared with me some writing he had done on the Educomunicación movement. These theories have had an enormous impact across Latin America but are little known in the global North. I instantly knew that I wanted to share some of these conversations through this blog. Andres reached out to other colleagues, including his co-editor on this series, Julio-César Mateus, a leading voice in the media literacy movement, to bring more South American voices into this conversation. And the results, you see before you. I will let them take the story from here.

Educomunicación:  Dialogues on Latin American Media Education. (Introduction to the Series - Part 1)

By Julio-César Mateus, Ph.D. and Andres Lombana-Bermudez, Ph.D.

Media education and media literacies, as fields of knowledge and practice, continue to evolve in the 21st century through initiatives, programs and policies developed at global, national and local levels. In the past years, the context of the pandemic, characterized by the exacerbation of inequalities, proliferation of information disorders, and virtualization of many education and learning processes, has given these fields more relevance, as  multiple stakeholders have explored ways to cope with the crisis. However, as media education and media literacies gain more attention around the world there is an urgent need to recognize them as an ecology of diverse knowledges and practices developed across different contexts. Particularly, there is a need to make visible approaches to media education and media literacies from the Global South that have not been fully included in the international and Global North debates, policies, curricula, and research. Due to the existing power asymmetries and epistemic hierarchies, some of the situated knowledge and practices developed in the Global South remain to be rediscovered.

This entry is the first of a series about "educomunicación," a media education movement from Latin America that has been developed and applied since the 1960s by scholars, activists and practitioners working in this region. The series is based on two webinars co-organized by Universidad de Lima (Peru) and Universidad Javeriana (Colombia) in May and June 2021, in where educomunicación researchers and practitioners from different Latinamerican countries got together to exchange ideas and talk (in Spanish) about the current state of educomunicación,  and the opportunities and challenges confronted during the pandemic and post pandemic context. Our aim is to provide a space for amplifying and translating the ongoing educomunicacion dialogue that is taking place in Latina America, and to help to overcome some of the language barriers and epistemic asymmetries that have shaped the international discussion about media education and media literacies. In this way we hope to contribute to a more plural and diverse media education and literacy ecology. 

Before entering the educomunicación dialogue, we offer, as a prologue, a brief explanation of the political and pedagogical foundations of the Latin American media education and media literacy movement.

The Origins of Educomunicación

The term “educomunicación” is a portmanteau in Spanish language (in Portuguese the term is “educomunicação”) combining the words education and communication. This mix of words highlights a radical understanding of education and communication as interrelated fields that are transformational and liberatory. Its approach differs from others in its attention to the political and cultural dimensions of communication and educational processes, which is a hallmark of Latin American thought. Educomunicación emerged in the 1960s and 1970s as part of several efforts developed in the region to empower marginalized populations, transform structural inequalities, and gain economic, cultural and political autonomy. Like other theories born in Latin America during this period of time  (e.g. Dependency Theory, Participatory Action Research), Educomunicación unfolded as an alternative paradigm for reconfiguring power asymmetries, particularly those related to the processes of education and communication.  As Barranquero points out in our recent book Media Education in Latin America (2019): 

“Unlike functionalism or dissemination-focussed approaches that are dominant in other contexts, educomunicación emphasised the cultural and political dimension of the education process, as well as its inter-subjective and transformative nature. This emphasis was the result of a series of common conditions and ‘historical singularities’ in the region: military dictatorships, economic dependence, cultural imperialism, exclusion of the lower class, etc.” (Barranquero, 2011).

Debates on the role of the media became more political and institutional in the 1970s around the world. UNESCO began to take an interest in communication policies through its International Council for Film and Television (ICFT) in 1973, defining that:

“Education in communication (“educación en materia de comunicación”) can be understood as the study, teaching and learning of modern means of communication and expression which are considered an integral part of a specific and autonomous field of knowledge in pedagogical theory and practice, as opposed to their use as aids to teaching and learning in other fields of knowledge such as mathematics, science and geography.” (Morsy, 1984, p. 7, in Barbas, 2012, p. 139).

In 1977, the International Commission for the Study of Communication Problems was created, chaired by Sean McBride, Nobel Peace Prize winner, which produced the famous report Many Voices, One World: Towards a New, More Just, and More Efficient World Information and Communication Order, whose objective, markedly political, was to criticize the existing world order in the field of communication, characterized by media concentration and asymmetry in the quality of information between the so-called "first and third world" countries, generating a risk of cultural domination. Here, the emphasis was placed on the recognition of communication as a fundamental right, and on the responsibility of the mass media for culture "since they not only transmit it, but also select and originate its content" (MacBride, 1993, p. 55).

Report: Many Voices, One World

At the same time, an important movement promoting media education began to take shape in Latin America, which, with its own nuances, acquired the denomination of Educommunicacion. The pioneering work of Paulo Freire on the "pedagogy of the oppressed" and Mario Kaplún on popular communication, among other authors, allowed the development of a relevant critical production at the theoretical level and inspired the simultaneous development of many initiatives and interventions of critical media literacy and popular education, with greater or lesser scope, but always in small spheres that did not escalate to public policy levels. 

Dialogical, Critical, Participatory and Liberatory: The Principles of the Educomunicación Approach

Given the diversity of cultural and social contexts of the Latin American region it is not surprising that Educomunicacion interventions and projects have taken multiple forms when developed in specific communities and territories. The approach has also evolved conceptually and adopted different names such as “communication in education,” and “education for critical audiences” to emphasize particular objectives and contexts. However, at the core of all the diverse Latin American media education initiatives developed during the past five decades, we can identify certain principles that structure the media education practices and relationships of the educomunicacion approach. Promoting and fostering dialogue, critical reflection, participation and collaboration among educators and learners, and aiming to empower individuals and communities so they can become aware of the world and transform it, are at the core of the educomunicación. These principles have their roots in some of the alternative paradigms developed in Latin America such as dialogic pedagogy, community development, and popular education and communication (“educación y comunicación popular”) .

We can find the roots of these principles in the works of several intellectuals such as Paulo Freire, with his radical proposal of a critical pedagogy based on dialogue and horizontal, reciprocal and interactive relations, which highlights the political dimension of education aimed at social change and its liberating function. Also in the work of Jesús Martín-Barbero, who criticized the fact that the school has systematically refused to accept the cultural decentering of the book as an intellectual axis and as a privileged instrument of access to information. Similarly, the works of Guillermo Orozco from Mexico and the Chilean-Equadorian Valerio Fuenzalida, developed valuable pedagogical proposals for the critical formation of audiences, framed in the so-called "reception studies". 

Authors such as the Peruvian Rosa María Alfaro and the Uruguayan Mario Kaplún were decisive in promoting a communication more linked to community development, understanding the media more as "relationships'' than as a set of technologies (Trejo-Quintana, 2017, p. 233). For popular communication, educomunicacion meant an opportunity to reduce social inequalities and overcome the obstacles to access knowledge, ideas from which emerged several teleducation projects mainly with community radios. Several community radio projects developed in Argentina, Bolivia, Colombia, Ecuador, Nicaragua and Peru, for example, have empowered indigenous, rural, women and youth populations and fostered sociocultural change (Montoya 2010).

In short, educommunication proposes a model based on dialogue and conceives learning as a liberating process that assumes knowledge as a collective creation. It adopts the premise that society is intrinsically mediatized and the school cannot remain quiet in the face of this condition. The media, under this view, play a role of mediation or intermediation that does not necessarily facilitate the communicative process, but rather creates new problems and challenges, and demands another type of more complex view. As Jesús Martín-Barbero (1999) said, "What is at stake in the relationship between education and the communicative ecosystem is the relationship between the school and its society".

Works cited

• Barbas, Á. (2012). Educomunicación: desarrollo, enfoques y desafíos en un mundo interconectado. Foro de Educación(14), 157-175. https://forodeeducacion.com/ojs/index.php/fde/article/view/22 

• Barranquero, A. (2011). Rediscovering the Latin American Roots of Participatory Communication for Social Change. Westminster Papers in Communication and Culture, 1(8), 154-177. https://www.westminsterpapers.org/article/id/159/ 

• Freire. P. (2017) Pedagogy of the Oppressed. Penguin Classics

• Kaplún, M. (1992). A la educación por la comunicación: La práctica de la comunicación educativa. Santiago de Chile: UNESCO/ OREALC.Mateus, J.C.; Andrada, P.; & Quiroz, M.T. (2019) Media Education in Latin America. London: Routledge.

• Martín-Barbero, J. (1999). La educación en el ecosistema comunicativo. Comunicar, 13, 13-21. https://doi.org/10.3916/C13-1999-03 

• McBride, S. (1980). Many voices, one world: towards a new, more just, and more efficient world information and communication order. Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000040066 

• Montoya, A. (2010). Logros y desafíos de la educomunicación desde la razón y la radio popular en estas últimas tres décadas. Cedal. Comunicacion Educativa. Revista No.51.

• Trejo-Quintana, J. (2017). Apuntes sobre la incorporación del término alfabetización mediática y digital en América Latina. Píxel-Bit. Revista de Medios y Educación(51), 227-241. http://dx.doi.org/10.12795/pixelbit.2017.i51.015

Further Readings

• Lombana-Bermudez, A. (2020) Re-discovering Educomunicación: The Latin American Movement of Media Literacy Education. Flow Journal. Vol 27.03. December 2020.

• Mateus, J.C. & Quiroz, T. (2017). Educommunication: a theoretical approach of studying media in school environments. Revista Latinoamericana de Ciencias de la Comunicación, 26(14), 152-163. http://alaic.org/revistaalaic/index.php/alaic/issue/view/29

• Soares, I. (2009). Caminos de la educomunicación: utopías, confrontaciones, reconocimientos. Nómadas, (30), 194-207.

Authors

Julio-César Mateus, Ph.D. (@juliussinmundo) is Full Professor and researcher in the Faculty of Communication at the University of Lima, Peru. He coordinates the Education and Communication research group and is editor-in-chief of the academic journal Contratexto. His PhD thesis explores the media literacy approach in teachers' initial training in Peru. He has published Media Education in Latin America (coedited with M.Teresa Quiroz and Pablo Andrada for Routledge) and several articles in indexed journals.

Andres Lombana-Bermudez, Ph.D. (@vVvA) is an assistant professor of communication at the Universidad Javeriana in Bogota, Colombia. He is also an associate researcher at the Centro ISUR at the Universidad del Rosario, and a faculty associate at the Berkman Klein Center for Internet and Society at Harvard University.  He is the co-author of  "The Digital Edge: How Black and Latino Youth Navigate Digital Inequality" (2018), “Youth and the Digital Economy: Exploring Youth Practices, Motivations, Skills, Pathways, and Value Creation” (2020), among other publications.

Back to School Special: The American Film Comedy Tradition

At the very start of my career, more than three decades ago, I taught.a class on the comedian comedy tradition at the University of California-Santa Barbara, and I began the class with a screening and discussion of Laurel and Hardy’s The Music Box. This term, I am returning to this terrain with a class on the American Film Comedy, which again, out of nostalgia, I am beginning with The Music Box. So much has changed in my understanding of film comedy between the two that I thought have The Music Box as a constant might keep me somewhat grounded. It occurs to me as I am about to post this that my first two books, Textual Poachers: Television Fans and Participatory Culture and What Made Pistachio Nuts?: Early Sound Comedy and the Vaudeville Aesthetic are mirrored by the two classes I am teaching this term. Everything old is new again

What motivates me to get back into film comedy is the sheer range of film texts which are available now that were impossible to access three decades ago. These new discoveries are surfacing as a consequence of archival restorations, silent film festivals, small dvd publishers, and the writings of film buffs and collectors. As a consequence, I am trying to introduce students to canonical works (Chaplin, Keaton, Langdon, and Lloyd still structure the opening weeks of the class) but also to disrupt that canon by showing how those performers are connected, existed alongside, and drew upon many performers who are today much less well known. For example, generations and generations of women as comedians, as directors, have been written out of the classical accounts of film comedy, but we now can see many of their works if we care to focus our attention in their direction. Similarly, we can start to locate today’s minority comics in a larger historical context and thus to reappraise the range of radicalized representations within the film comedy tradition with a greater engagement with Black creative agency.

As a consequence, the class places much greater attention onto screening works of comedy from all periods and writing responses to what you see than it places on film scholarship per se. I plan to tell my students that given the necessary choice to either watch films or do the readings, they should watch the films. And I am including many films, accessible online, to watch outside the class time, even as I am cramming the class period with clips, shorts, and features which we will watch together, hopefully with some collective laughter, despite the fact that we will all be wearing masks.

My book, What Made Pistachio Nuts? explores the intersection between film comedy and comic performance in other media. I plan to extend this work by showing connections between film comedy and comic expression in circus and popular theater, radio, television, recorded sound, standup, printed comics. and other related media practices. I will similarly be putting American film comedy into conversation with other international traditions and I am going to look for points where I can connect historic film comedy with contemporary comic texts.

If there’s a weak point here, it is that I give disproportionate attention to comedian-centered comedy at the expense of the romance comedy tradition — this reflects my interest in performance and my own knowledge and investments as a film scholar. I need. to figure out how to integrate that romantic tradition more fully into the course the next time I teach it, but I opted to follow my passion this go around.

CTCS 688: Moving Image Histories: Methods and Approaches 

The American Film Comedy

Fall 2021 | 4.0 Units

COURSE DESCRIPTION AND LEARNING OBJECTIVES

Across the semester, we will explore the American film comedy tradition -- from the role of slapstick in early cinema to the role that contemporary screen comedies play in fostering debates around gender, race, and sexuality. My approach is decisively revisionist with canonical figures and text read alongside those that history has tended to forget -- for example, what happens when we re-center silent film comedy from Chaplin, Keaton, Lloyd, and Langdon, to incorporate a broader range of recently rediscovered silent performers, including a number of women who had their own followings at the time? Performance is a recurring focus here, in speaking not only about comedian-centered comedies but also romantic and social comedies. Performance is understood in relation to a broader range of media traditions -- particularly those associated with popular theater (the circus, Vaudeville, music hall, Commedia Dell'arte) but also radio, records, nightclubs, and television. Through this focus on performance, we gain core insights into bodies, pleasure, and emotions, but also disruption and transgression, as central attractions of the cinema. Along the way, we will be asking what it means to write the history of a film genre as pervasive as comedy.

Note: As we will discuss across the course, I do not guarantee that any given film will make you laugh. Comedy as a genre is only partially defined through laughter. Laughter, like comedy, has a history. Comedies may be especially interesting when they confront us with things that once made people laugh -- in specific cultural contexts -- but challenge us to understand why they were meaningful in the past. I also am pretty sure at some point in this class, you will find something you will find offensive. These films deal with stereotypes and show us more directly than many other genres do attitudes about race, ethnicity, sexuality, gender, class, etc., which are problematic. There is a power in confronting these moments directly and understanding how they fit into the larger history of American film comedy rather than avoiding them and simplifying our understanding of the past.  Performers of color often struggled to nuance or disrupt these stereotypes through their staging of them, and we do them a disservice if we ignore these important sites of struggle. 

REQUIRED BOOKS AND SUPPLEMENTARY MATERIALS

Henry Jenkins and Kristina B, Karnick, Classical Hollywood Comedy

Rob King, Slapstick Comedy

Additional readings will be accessed via Blackboard or online. In addition to viewings via the SCA Viewing Portal, many viewings will be accessed online. See the Media Resources List attached to this syllabus for a full listing of required viewing/listening for the semester.

GRADING BREAKDOWN

• Collaborative Writing Round 1 20%

• Collaborative Writing Round 2 30%

• Collaborative Writing Round 3 30%

• Final Paper 20%

DESCRIPTION AND ASSESSMENT OF EACH ASSIGNMENT 

Collaborative Writing: Students will be paired and asked to engage in a written conversation each week around the class materials. This is your space to frame questions, offer reflections on what you have read and seen, and help to set the class agenda. I will write feedback intended to further push your thinking. Each student should right at least 500 words per week. Ideally, each group will go back and forth twice each week so you want to allow time in your course preparation to do this.  This will be the primary means you demonstrate mastery over the course material. I will give grades three times across the term (Round 1 20 percent, Round 2 30 percent, Round 3 30 percent)

Final Paper -- Students will write a 10-page paper on a topic of their choosing related to the course content. They should consult with me as your plans are taking shape.

 WEEKLY SCHEDULE 

The following weekly schedule is subject to change. Please consult the Blackboard site for the most current information, assignments, and due dates. 

Each week, we will be watching (and listening to) a range of different media artifacts—short and long—which help us to explore diverse aspects of that week’s topic.  Many weeks, we will be watching films prior to class as part of the assigned homework. We will be providing information about the best way to access this material. If you have to make a choice between watching the films and reading assignments, focus on watching the films. But where possible, do both and incorporate reflections on each into your collaborative writing. I will be assuming familiarity with video/audio material assigned prior to class as we discuss each week’s material.  You should be asking questions as you watch and you should bring those questions to bear on our discussions, in class and on Blackboard.

Week 1 Rethinking the History of American Film Comedy (Thursday, August 26th)

Readings:

James Agee, “Comedy’s Greatest Era,” Life, 1949, https://scrapsfromtheloft.com/2019/11/17/comedys-greatest-era-james-agee/.

Henry Jenkins and Kristine Brunovska Karnack, “Introduction: Golden Eras and Blind Spots -- Genre, History, and Comedy,” Classical Hollywood Comedy.

Louise Peacock, “Clowns and Clown Play,” in Peta Tait and Katie Lavers (eds.), The Routledge Circus Studies Reader (London: Routledge, 2016).

Rob King, “Historiography and Humorlects,” Journal of Cinema and Media Studies 58(3), Spring 2019.

Maggie Hennefeld, “Looking for Leontine: My Obsession with a Forgotten Film Queen,” Los Angeles Review of Books, 24 September 2019, https://www.lareviewofbooks.org/article/looking-for-leontine-my-obsession-with-a-forgotten-screen-queen/.

Recommended Reading: 

John Rudlin, “Playing Commedia,” Commedia Dell’Arte: An Actor’s Handbook (London: Routledge, 1994).

Henry Jenkins, “How Is It Possible for a Civilized Man to Live Among a People Who are Constantly Joking,” What Made Pistachio Nuts?: Early Sound Comedy and the Vaudeville Aesthetic (New York: Columbia University Press, 1992).

In Class Screening:

The Music Box (James Parrot, 1932) (27:42) 

The Sprinkler Sprinkled (Louis Lumiere, 1895) (1:12)

Une Histoire Roulante (Alice Guy Blache, 1906) (2:35)

The ? Motorist (W. R. Booth, 1906) (2.26)

Lea and the Ball of Wool (Lea Giunchi, 1913) (3:36)

Polidor contro La Suocera (Ferdinand Guillaume, 1912) (8:18)

Onesime Clockmaker (Jean Durand, 1912) (8:04)

Be Reasonable (Roy Del Ruth, 1921) (15:34)

Mable’s Strange Predicament (Mabel Normand, 1914) (11:54)

Week 2 The Pie and the Chase (Thursday, September 2nd)

Readings:

Donald Crafton, “The Pie and the Chase: Gag, Spectacle and Narrative in Slapstick Comedy,” Classical Hollywood Comedy.

Tom Gunning, “Response to Pie and Chase,” Classical Hollywood Comedy.

Douglas Ribblet, “The Keystone Film Company and the Historiography of Early Slapstick Comedy,” Classical Hollywood Comedy.

Murial Andrin, “Back to the ‘Slap’: Slapstick’s Hyperbolic Gesture and The Rhetoric of Violence,” Slapstick Comedy.  

Recommended Reading: 

Peter Kramer, “Derailing the Honeymoon Express: Comicality and Narrative Closure in Buster Keaton’s The Blacksmith,” Velvet Light Trap 23, Spring 1989.

Noel Carroll, “Notes on the Sight Gag,” in Andrew Horton (ed.), Comedy/Cinema/Theory (Berkeley: University of California Press, 1991).

In Class Screening:

His Wooden Wedding (Leo McCarey, 1925) (19:35)

Pass the Gravy (Leo McCarey, 1928) (24:40)

What’s the World Coming To (Richard Wallace, 1926) (10:36)

The Playhouse (Buster Keaton, 1921) (22 mins.)

Week 3 Crazy Machines and Their Inventors (Thursday, September 9th)

Before Class Screening:

Buster Keaton: The Art of the Gag (2015) (8:35)

Backstage (Roscoe Arbuckle, 1919) (19:39)

The Electric House (Buster Keaton, 1922) (23:30)

One Week (Buster Keaton, 1920) (22.24)

Readings:

Tom Gunning, “Crazy Machines in The Garden if the Forking Paths: Mischief Gags and the Origins of American Film Comedy,” Classical Hollywood Comedy.

Henry Jenkins, “‘That Keaton Fellow Seems to be the Whole Show’: Buster Keaton, Interrupted Performance, and the Vaudeville Aesthetic,” in Andrew Horton (ed.), Buster Keaton’s Sherlock Jr. (Cambridge: Cambridge University Press, 1997).

Rob King, “The Art of Diddling: Slapstick, Science and Antimodernism in the Films of Charlie Bower,” in Daniel Ira Goldmark and Charles Keil (eds.), Funny Pictures: Animation and Comedy in Studio-era Hollywood (Berkeley: University of California Press, 2011).

Recommended Reading:

Tom Gunning, “Mechanisms of Laughter: The Devices of Slapstick,” Slapstick Comedy.

(cont.)

In Class Screening:

Sherlock Junior (Buster Keaton, 1924) (45 mins.)  

Now You Tell One (Charles Bowers, 1926) (22:19)

It’s A Gift (Hugh Fay, 1923) (10:12)

Plastered (Norman Taurog, 1930) (10 mins.)

Jackie Chan: Master of Silent Comedy (9:13)

This Too Shall Pass (O.K. Go, 2010) (3:53)

Week 4 Tramps, Immigrants, and Other Outsiders (Thursday, September 16th)

Before Class Screening:

Easy Street (Charles Chaplin, 1917) (23:27)

The Immigrant (Charles Chaplin, 1917) (24:31)

Modern Times (Charles Chaplin, 1936) (1:27:24)

Readings:

Jennifer M. Bean, “The Art of Imitation: On the Originality of Charlie Chaplin and Other Moving Images Myths,” Slapstick Comedy.

Tom Gunning, “Chaplin and the Body of Modernity,” Early Popular Visual Culture 8(3), 2010.

Elizabeth L. Sanderson, “Bert Williams: Minstrelsy and Silent Cinema,” Spike Lee’s Bamboozled and Black Face in American Culture (Jefferson, NC: McFarland, 2019).

Recommended Reading: 

Alan Bilton, “Accelerated Bodies and Jumping Jacks: Automata, Mannequins and Toys in The Films of Charlie Chaplin,” Silent Film Comedy and American Culture (New York: Palgrave-MacMillan, 2013).

In Class Screening:

Sidewalk Stories (Charles Lane, 1989) (1:40:45)

Cinderella Cinders (Alice Howell, 1920) (19:23)

Just Imagination (Harry Watson Jr., 1916) (13:59)

Week 5 Comedy and the Modern City (Thursday, September 23rd)

Before Class Screening:

It (Charles G. Badger, 1927) (1:16:25)

Readings:

Steven Jacobs, “Slapstick Skyscrapers: An Architecture of Attractions,” Slapstick Comedy.

Charles Musser, “California Slapstick Revisited,” Slapstick Comedy.

Recommended Reading: 

William Solomon, “Harold Lloyd’s ‘Thrill’ Films,” Slapstick Modernism: Chaplin to Kerouac to Iggy Pop (Urbana, IL: University of Illinois Press, 2015).

Alan Bilton, “Consumerism and Its Discontents: Harold Lloyd and the Anxieties of Capitalism,” Silent Film Comedy and American Culture (New York: Palgrave-MacMillan, 2013).

(cont.)

In Class Screenings:

Safety Last (Fred Newmeyer and Sam Wood, 1923) (1:13:33)

A Thrilling Romance (Jess Robbins, 1926) (16 mins.)

On the Loose (Hal Roach, 1931) (20 mins.)

Week 6 Comedy and Sound: Radio (Thursday, September 30th)

Before Class Screenings:

Jack Benny Show (radio)

Buck Benny Rides Again (Mark Sandrich, 1940) (82 mins.)

Readings:

Rob King, “Sound Went Along and Out Went the Pies,” in Andrew Horton and Joanna E. Rapf (eds.), A Companion to Film Comedy (Malden, MA: Wiley-Blackwell, 2012).

Kathryn Fuller-Seeley, “Eddie Anderson, Rochester, and Race in 1930s Radio and Film,” Jack Benny and The Golden Age of American Radio Comedy (Berkeley: University of California Press, 2017),

Recommended Reading: 

Scott Balzerack, “Queered Radio/Queered Cinema,” Buffoon Men: Classic Hollywood Comedians and Queered Masculinity (Detroit: Wayne State University, 2013).

In Class Screening:

Lambchops (Murray Roth, 1929) (8:01)

It’s A Gift (Norman Z. McLeod, 1934) (1:07.53)

Week 7 Vaudeville, Music Hall, and Comic Anarchy (Thursday, October 7th)

Before Class Screening:

Love and Hisses (Sam White, 1934) (17:47)

Dumb and Dumber (Farrelly Brothers, 1994) (117 mins.)

Readings:

Henry Jenkins, “A Regular Mine, a Reservoir, A Proving Ground,” What Made Pistachio Nuts?: Early Sound Comedy and the Vaudeville Aesthetic (New York: Columbia University Press, 1992).

Henry Jenkins and Kristine Brunoska Karnack, “Acting Funny,” Classical Hollywood Comedy.

Rob King, “The Cuckoo School,” Hokum!: The Early Sound Slapstick Short and Depression-Era Mass Culture (Berkeley: University of California Press, 2017).

Recommended Reading: 

William Paul, “Animal Comedy,” Laughing Screaming: Modern Hollywood Horror and Comedy (New York: Columbia University Press, 1994).

In Class Screening:

Hotel Anchovy (Al Christie, 1934) (17:52)

Duck Soup (Leo McCarey, 1934) (1:09:42)

Thursday, Oct 14th Fall Recess

Week 8 Comedy and Femininity (Thursday, October 21st)

Before class screening:  Booksmart (Olivia Wilde, 1929) (105 mins.)

Readings:

Kristin Anderson Wagner, “Pie Queens and Virtuous Vamps: The Funny Women of the Silent Screen,” in Andrew Horton and Joanna E. Rapf (eds.), A Companion to Film Comedy (Malden, MA: Wiley-Blackwell, 2012).

Henry Jenkins, “Don’t Become Too Intimate with That Terrible Woman?” What Made Pistachio Nuts?: Early Sound Comedy and the Vaudeville Aesthetic (New York: Columbia University Press, 1992).

Mary J. Russo, “Female Grotesques: Carnival and Theory,” The Female Grotesque: Risk, Excess and Modernity (London: Routledge, 1994).

Natalie Zemon Davis, “Woman on Top,” Society and Culture in Early Modern France (Stanford: Stanford University Press, 1975).

Recommended Reading: 

Henry Jenkins, “You Don’t Say That in English,” The Wow Climax (New York: New York University Press, 2006).

In Class Screening:

The Patsy (King Vidor, 1928) (78 mins.)

The Introduction of Mrs. Gibbs (1930) (10 mins.)

Week 9 Comedy and Masculinity (Thursday, October 28th)

Before Class Screening: 

The Chaser (Harry Langdon, 1928) (1:02:46)

Readings:

Scott Balzerack, “Someone Like Me for a Member,” Buffoon Men: Classic Hollywood Comedians and Queered Masculinity (Detroit: Wayne State University, 2013).

 Tamar Jeffers McDonald, “The View from the Man-Cave,” in Andrew Horton and Joanna E. Rapf (eds.), A Companion to Film Comedy (Malden, MA: Wiley-Blackwell, 2012).

Joanna E. Rapf, “Doing Nothing: Harry Langdon And the Performance of Absence,” Film Quarterly 59(1), Fall 2005.

Recommended Reading: 

Alan Bilton, “Shell-Shocked Silents: Langdon, Repetition-Compulsion and World War I,” Silent Film Comedy and American Culture (New York: Palgrave-MacMillan, 2013).

Scott Bukatman, “Paralysis in Motion: Jerry Lewis’s Life As A Man,” in Andrew Horton (ed.), Comedy/Cinema/Theory (Berkeley: University of California Press, 1991).

In Class Screening:

The 40-Year-Old Virgin (Judd Apatow, 2005) (116 mins.)

Week 10 From Screwball to Rom-Com (Thursday, November 4th)

Before Class Screening:
Bringing Up Baby (Howard Hawks, 1938) (102 mins.)

The Lady Eve (Preston Sturges, 1941) (94 mins.)

Readings:

Kristine Karnick, “Commitment and Reaffirmation in Hollywood Romantic Comedy,” Classical Hollywood Comedy.

In Class Screening:

Game Night (John Francis Daley/Jonathan Goldstein, 2018) (100 mins.)

Week 11 Comedy and Race (Thursday, November 11th)

Before Class Screening:

Dolemite Is My Name (Craig Brewer, 2019) (118 mins.)

You Must Remember This: “Hattie McDaniels” (podcast) (30 mins.)

Readings:

Mel Watkins, “Race Records and Black Films,” On the Real Side: A History of African American Comedy (New York: Lawrence Hill, 1994).

George Derk, “Inverting Hollywood from the Outside in: The Film’s within Cheryl Dunye’s The Watermelon Woman,” Screen 59(3),Autumn 2018.

Recommended Reading: 

Bambi Haggins, “The Post-Soul Comedy Goes to the Movies,” Laughing Mad: The Black Comic Persona in Post-Soul America (New Brunswick, NJ: Rutgers University Press, 2007).

Racquel Gates, “Subverting Hollywood From the Inside Out,” Film Quarterly 68(1), Fall 2014.

In Class Screening:

The Watermelon Woman (Cheryl Dunye, 1996) (90 mins.)

Week 12 Vulgar Modernism (Thursday, November 18th)

Before Class Screening:

Hellzapoppin (H.C. Potter, 1941) (84 mins.)

The Stan Freberg Show (1957)

Bob and Ray (1955)

Mel Brooks and Carl Reiner, “2000 Year Old Man” (1950s/1960s)

The Goon Show (1955)

Readings:

Frank Krutnik, “A Spanner in the Works?” Classical Hollywood Comedy.

Henry Jenkins, “I Like to Kick Myself in The Face,” in Daniel Ira Goldmark and Charles Keil (eds.), Funny Pictures: Animation and Comedy in Studio-Era Hollywood (Berkeley: University of California Press, 2011).

(cont.)

Henry Jenkins, “Mel Brooks, Vulgar Modernism, and Comic Remediation,” in Andrew Horton and Joanna E. Rapf (eds.), A Companion to Film Comedy (Malden, MA: Wiley-Blackwell, 2012).

Ethan De Seifie, “Tashlin, Comedy and the ‘Live-Action Cartoon’,” Tashhlinesque: The Hollywood Comedies of Frank Tashlin (Middletown, CT: Wesleyan University Press, 2012).

Recommended Reading:

Ethan Thompson, “What Me Subversive?” Parody and Taste in Postwar American Television Culture (New York: Routledge, 2010).

In Class Screening:

Blazing Saddles (Mel Brooks, 1974) (93 mins.) 

Thursday, November 25th Thanksgiving NO CLASS

Week 13: Comedy, Politics and War (Thursday, December 2nd)

Before class screening:

You Nazi Spy! (Jules White, 1940) (18 mins.)

To Be or Not to Be (Ernest Lubitsch, 1942) (99 mins.) 

Readings:

Maria DiBatista, “The Totalitarian Comedy of Lubitsch’s To Be or Not to Be” in Andrew Horton and Joanna E. Rapf (eds.), A Companion to Film Comedy (Malden, MA: Wiley-Blackwell, 2012).

Louis Kaplin, “It Will Get a Terrific Laugh,” in Henry Jenkins, Tara Mcpherson, and Jane Shattuc (eds.), Hop on Pop: The Politics and Pleasures of Popular Culture (Durham: Duke University Press, 2003).

In Class Screening:

The Death of Stalin ( Armando Iannucci, 2017) (107 mins.)

Back to School Special: Fandom, Participatory Culture, and Web 2.0 (2021 Version)

Each term, I share with my readers what I am teaching and a bit of the behind the scenes thinking. The last time I taught my fandom class, I made a concerted effort to be more aware of the global backgrounds of my students and to embrace a more racially diverse set of readings, responding to the intellectual intensity of debates regarding race and nationality that are defining both fandom and fandom studies at the moment. For too long, fandom studies bracketed race in order to focus on questions of gender, sexuality, and generation.

As my friend Gail DeKosnik has suggested, we need to move beyond broad generalizations in favor of greater particularity about which fans of which properties in which contexts in regard to which norms and practices. Assumptions that whiteness or Americanness is an unstated norm can no longer hold and the readings selected here reflect that. I have continued this process of struggling to develop a more antiracist syllabus this term, taking advantage of new work in the field, though the changes are less dramatic than the alterations I made last time. And clearly more work needs to be done.

I am also doing some work to catch up with our shifting understanding of gender and the importance of paying attention to Ace, Gender Nonbinary, Gender Fluid, and Trans fans as we continue to see fandom as an important space where conversations about gender and sexuality are taking place.

Another significant shift this go around has to do with the assignment structure. Last term, I experimented in the arts and culture journalism class I co-taught with incorporating more dialogic writing practices into my teaching. Building on what turned out to be a surprisingly big success, I figured that a fandom studies class seems like a place where a more dialogic practice would be valuable and you will see that I have shifted from individual responses via Blackboard to group-based conversations as a core basis for my assessment practices. And I am offering substantive responses to each post each week to open up my own direct line of dialogue that helps especially students who do not talk much in class. I have always been reluctant to call on students for fear that they may not adequately be prepared but asking students to share some of what they posted in their dialogic writing means they are prepared with something to say and they already have at least one other person who might want to build on their point more fully integrating them into the discussion. These practices worked very well in the social isolation of Zoom and I am eager to see what happens in a face to face but masked classroom context.

I should note that I am stripping out of this syllabus all of the boilerplate bureaucratic stuff which makes the contemporary syllabus so intimidating for students. We all operate in our own institutions and I am not sure how valuable this stuff is for shared consumption,

COMM 577: Special Topics: Fandom, Participatory Culture, and Web 2.0 

3 units

Fall 2021  

Course Description

Sites like YouTube, Flickr, Twitter, and Wikipedia have made visible a set of cultural practices and logics that had been taking root within fandom over the past hundred-plus years, expanding their cultural influence by broadening and diversifying participation. In many ways, these practices have been encoded into the business models shaping so-called Web 2.0 companies, which have in turn made them far more mainstream, have increased their visibility, and have incorporated them into commercial production and marketing practices. The result has been a blurring between the grassroots practices I call participatory culture and the commercial practices being called Web 2.0. 

Fans have become some of the sharpest critics of Web 2.0, asking a series of important questions about how these companies operate, how they generate value for their participants, and what expectations participants should have around the content they provide and the social networks they entrust to these companies. Given this trajectory, a familiarity with fandom may provide an important key for understanding many new forms of cultural production and participation and, more generally, the logic through which social networks operate. 

So, to define our three terms (at least provisionally): 

·       fandom refers to the social structures and cultural practices created by the most passionately engaged consumers of mass media properties

·       participatory culture refers more broadly to any kind of cultural production which starts at the grassroots level and which is open to broad participation

·       Web 2.0 is a business model that sustains many web-based projects that rely on principles such as user creation and moderation, social networking, and "crowdsourcing"

That said, the debates about Web 2.0 are only the most recent set of issues in cultural and media studies which have been shaped by the emergence of a field of research focused on fans and fandom. Fan studies:

·       emerged from the Birmingham School's investigations of subcultures and resistance

·       became quickly entwined with debates in Third Wave Feminism and queer studies

·       has been a key space for understanding how taste and cultural discrimination operate

·       has increasingly been a site of investigation for researchers trying to understand informal learning or emergent conceptions of the citizen/consumer

·       has shaped legal discussions around appropriation, transformative work, and remix culture

·       enters discussions of racial representation, diversity, and inclusion within the entertainment industry

·       offers a useful window for understanding how globalization is reshaping our everyday lives

·       contributes to important debates about the nature of media authorship

·       and so much more

This course will be structured around an investigation of the contribution of fan studies to cultural theory, framing each class session around a key debate and mixing writing explicitly about fans with other work asking questions about cultural change and the politics of everyday life. This term, I have chosen to revise my syllabus to reflect ongoing debates in the field – in particular, a new effort to “de-colonize fandom studies,” to re-center the field around questions of race and nationality, as well as its historic focus on gender and sexuality. Together, we will work through the ways that this new work requires us to question and revise earlier formulations of the field. 

Student Learning Outcomes 

·       Distinguish among fandom, participatory culture, and Web 2.0

·       Map the roots of fandom studies in earlier theories of audiences, readers, subcultures, and publics

·       Recognize and apply methods (ethnography, autoethnography, historiography, close textual analysis) associated with fandom studies

·       Explore the links between fandom studies and earlier forms of grassroots media practice

·       Engage with debates in fandom studies around gender, sexuality, generational differences, race, and nationality

·       Identify core fandom practices, such as fan fiction, vidding, and cosplay

·       Map the social dynamics (and tensions) that define fan communities

·       Discuss the relationship between fan activism and civic imagination

·       Define core concepts used to explain fan activity, such as resistance, participation, engagement, taste, and mastery

·       Question the conflicting assumptions about authorship and intellectual property that shape relations between fans and producers

·       Debate Moral Economy and Fan Labor as contrasting models for how value emerges from fan communities

·       Make an original contribution to the scholarship on fandom and participatory culture

Course Notes 

This class relies heavily on discussion of core concepts drawn from the readings and, thus, I expect students to come to class prepared with ideas and questions to be discussed. Students may be called to revisit issues that surfaced during the dialogic writing, which is intended to spark ideas and identify students’ interests. I may also invite students to share some of their own research and experience, informally, with the class, if it seems appropriate. And all students will make short presentations of final research projects.  Students are encouraged to bring to class examples of fan practices drawn from their own experiences. Most of the work we are reading draws on fan practices in the Anglo-American tradition. I recognize that what fandom looks like, how it operates, and what its history is will differ from country to country, and region to region. Students are encouraged to introduce other national traditions across the semester.

Required Readings and Supplementary Materials

Rukmini Pande (ed.) Fandom, Now in Color: A Collection of Voices (Iowa City: University of Iowa Press, 2020).

Anastasia Salter and Mel Stanfill, A Portrait of the Auteur as Fanboy: The Construction of Authorship in Transmedia Franchises (Jackson: University Press of Mississippi, 2020).

These can be purchased through the USC Bookstore, Amazon, or Bookshop.org. All of our other reading materials will be made available to you in PDF form or as links. These will be posted on Blackboard and incorporated in the weekly assignment sheets “handed out” in class via email. Most are in this syllabus under Course Schedule.

Description and Assessment of Assignments 

Dialogic Writing: This semester, I want students to experiment with collaborative or dialogic forms of writing. You will be assigned a partner at the start of the term (someone who will bring a significantly different background and perspective from your own). Across the term, you will write a weekly series of conversational pieces where the two of you dig into issues which have been raised by the course materials, conversations, and experiences, but which will also draw on your own observations about fandom and participatory culture. These are not crossfire posts; your goal is to explore your differences but also to search for common ground. Each installment should be roughly 1,500 words (i.e. 750-1k words per contributor) and should include more than one round of back and forth exchanges.  Assignments are due by 9 AM on the day the class meets. 

(20 percent each round) 

(I will provide two grades, one based on work prior to Oct. 12, one at the end of the class.)

Autoethnography:  You will write a short five-page auto-ethnography describing your own history as a fan of popular entertainment. You will explore whether or not you think of yourself as a fan, what kinds of fan practices you engage with, how you define yourself as a fan, how you became invested in the media franchises that have been part of your life, and how your feelings about being a fan might have adjusted over time. 

(10 percent) 

(Due by 5 PM on Sept. 9)

Annotated Bibliography: You will develop an annotated bibliography exploring one of the theoretical debates that have been central to the field of fan studies. These might include those which we've identified for the class, or they might include other topics more relevant to the student's own research. What are the key contributions of fan studies literature to this larger field of inquiry? What models from these theoretical traditions have informed work in fan studies? This bibliography is intended to get you started with the secondary reading for your final project and should include a brief abstract of what you hope to explore through that project. 

(10 Percent) 

(Due by 5 PM on Oct. 28)      

Final Paper: You will write a 15-20-page essay on a topic of your own choosing (in consultation with the instructor) which you feel grows out of the subjects and issues we've been exploring throughout the class. The paper will ideally build on the annotated bibliography created for the earlier assignment. 

(30 percent)

(Due on the scheduled exam date for the class, which is announced later in the term)

Students will also do a short 10-minute presentation of their findings during the final week of class. 

(10 percent) 

(Due in final class session) 

Breakdown of Grade 

Assignment

% of Grade 

Dialogic Writing, Round One

20%

Autoethnography

10%

Annotated Bibliography

10%

Dialogic Writing, Round Two

20%

Final Paper Presentation

10%

Final Paper

30%

TOTAL

100%

WEEK ONE: August 24

Defining Terms

·       Jonathan Gray, Cornel Sandvoss, and C. Lee Harrington, "Why Study Fans?" in Jonathan Gray, Cornel Sandvoss, and C. Lee Harrington (eds.), Fandom: Identities and Communities in a Mediated World (New York: New York University Press, 2007).  

If you have not previously read any of the following, take a look: 

·       Angela McRobbie, “Settling Accounts with Subcultures: A Feminist Account,” http://www.hu.mtu.edu/~jdslack/readings/CSReadings/McRobbie_Settling_Accounts_with_Subcultures.pdf.

·       Stuart Hall, “Encoding/Decoding” in Simon During (ed.), The Cultural Studies Reader (London: Routledge, 2007), https://faculty.georgetown.edu/irvinem/theory/SH-Encoding-Decoding.pdf.

·       Raymond Williams, “Culture Is Ordinary” (1958).

·       Janice Radway, “The Readers and Their Romances,” Reading the Romance: Women, Patriarchy and Popular Literature (Durham, NC: Duke University Press, 1984).

·       Richard Dyer, “Judy Garland and Gay Men,” Heavenly Bodies: Film Stars and Society (London: McMillian, 1986).

·       bell hooks, "The Oppositional Gaze: Black Female Spectators," in Black Looks: Race and Representation, (Boston: South End Press).

·       Stanley Fish, “Is There a Text in This Class?” Is There a Text in This Class? (Cambridge: Harvard University Press, 1980).

WEEK TWO: August 31st

Fan Studies and Cultural Resistance

·       John Fiske, "The Cultural Economy of Fandom," in Lisa A. Lewis (ed.), The Adoring Audience: Fan Culture and Popular Media (New York: Routledge, 1992).

·       Camille Bacon-Smith, "Identity and Risk," Enterprising Women: Television Fandom and the Creation of Popular Myth (Philadelphia: University of Pennsylvania Press, 1992). 

·       Constance Penley, "Feminism, Psychoanalysis, and the Study of Popular Culture," in Lawrence Grosberg, Cary Nelson, and Paula A. Treichler (eds.), Cultural Studies (Durham: Duke University Press, 1991).

·       Henry Jenkins, "Star Trek Rerun, Reread, Rewritten,” Fans, Bloggers and Gamers (New York: New York University Press, 2006).

·       Rebecca Wanzo, “African American Acafandom and Other Strangers: New Genealogies of Fan studies,” Transformative Works and Culture 20, 2015, http://journal.transformativeworks.org/index.php/twc/article/view/699.

·       (Rec.) Stephen Duncombe, “Resistance” in Laurie Ouellette and Jonathan Gray (eds.), Keywords For Media Studies(New York: New York University Press, 2017).

·       (Rec.)  Henry Jenkins, “Negotiating Fandom: The Politics of Race-Bending” in Melissa A. Click and Suzanne Scott (eds.), The Routledge Companion of Fandom Studies (London: Routledge, 2017).

WEEK THREE: September 7

From Engagement to Participation  

·       Mark Duffet, “How Do People Become Fans?” Understanding Fandom: An Introduction to the Study of Media Fan Cultures (London: Bloomsbury, 2013).

·       Rhiannon Bury, “Fans, Fan Studies and the Participatory Continuum,” in Melissa A. Click and Suzanne Scott (eds.), The Routledge Companion of Fandom Studies (London: Routledge, 2017).

·       Henry Jenkins, Sam Ford, and Joshua Green, “The Value of Media Engagement,” Spreadable Media: Creating Value and Meaning in a Networked Culture (New York: New York University Press, 2013), 113-150.

(cont.)

·       danah boyd, Henry Jenkins, and Mimi Ito, “Defining Participatory Culture,” Participatory Culture in a Networked Era (London: Polity, 2014), 1-31. 

Alfred L. Martin Jr., “Surplus Blackness,” Flow, April 27, 2021, https://www.flowjournal.org/2021/04/surplus-blackness/.

Auto-Ethnography Assignment Due by 5 PM on September 9

WEEK FOUR: September 14

Tracing the History of Participatory Culture

·       Robert Darnton, "Readers Respond to Rousseau: The Fabrication of Romantic Sensibility," The Great Cat Massacre and Other Episodes in French Cultural History (New York: Basic, 2009).

·       Daniel Cavicchi, “Foundational Discourses of Fandom” in Paul Booth (ed.), A Companion of Media Fandom and Fan Studies (New York: Wiley Blackwell, 2017).

·       Alexandra Edwards, “Literature Fandom and Literary Fans” in Paul Booth (ed.), A Companion of Media Fandom and Fan Studies (New York: Wiley Blackwell, 2017).

·       andré m. carrington, “Josh Brandon’s Blues: Inventing the Black Fan,” Speculative Blackness: The Future of Race in Science Fiction (Minneapolis: University of Minnesota Press, 2016). 

·       Helen Merrick, “FLAWOL: The Making of Fannish Feminisms,” The Secret Feminist Cabal: A Cultural History of Science Fiction Feminisms (New York: Aqueduct, 2019). 

WEEK FIVE: September 21

Fan Activism, Fan Education

·       Neta Kligler Vilenchik, “’Decreasing World Suck’: Harnessing Popular Culture for Fan Activism,” in Henry Jenkins et al., By Any Media Necessary: The New Youth Activism (New York: New York University Press, 2016).

·       Henry Jenkins, Sangita Shresthova, Liana Gamber-Thompson, and Neta Kligler Vilenchik, “Superpowers to the People: How Young Activists are Tapping the Civic Imagination,” in Eric Gordon and Paul Mihailidis (eds.), Civic Media: Technology, Design, Practice (Cambridge: MIT Press, 2016).

·       Ashley Hink, “The Nerdfighter’s YouTube Project for Awesome,” Politics for the Love of Fandom: Fan-Based Citizenship in the Digital World (New Orleans: Louisiana University Press, 2019).

·       Lori Kido Lopez, "Fan Activists and the Politics of Race in The Last Airbender."International Journal of Cultural Studies 15(5): 431–445. http://dx.doi.org/10.1177/1367877911422862. 

WEEK SIX: September 28

The Contested Social Dynamics of Fandom

·       McKenna James Boeckner, Monica Flegel and Judith Leggatt, “‘Not My Captain America’: Racebending, Reverse Discrimination, and White Panic in the Marvel Comics Fandom,” in Rukmini Pande (ed.), Fandom, Now in Color: A Collection of Voices (Iowa City: University of Iowa Press, 2020).

·       Matt Hills, “From Fan Doxa to Toxic Fan Practices,” Participations, May 2018.

·       Benjamin Woo, “The Invisible Bag of Holding: Whiteness and Media Fandom,” in Melissa A. Click and Suzanne Scott (eds.), The Routledge Companion of Fandom Studies (London: Routledge, 2017).

·       Mel Stanfill, 2011, "Doing Fandom, (Mis)doing Whiteness: Heteronormativity, Racialization, and the Discursive Construction of Fandom," in Robin Anne Reid and Sarah Gatson (eds.), "Race and Ethnicity in Fandom," Transformative Works and Cultures 8 (special issue), 2011, https://journal.transformativeworks.org/index.php/twc/article/view/256.

·       Suzanne Scott, “Interrogating the Fake Geek Fan Girl: The Spreadable Misogyny of Contemporary Fan Culture,” Fake Geek Girls: Fandom, Gender and the Contemporary Culture Industry  (New York: New York University Press, 2019).

WEEK SEVEN: October 5

Transcultural Fandom 

·       Bertha Chin and Lori Hitchcock Morimoto, “Towards a Theory of Transcultural Fandom,” Participations, May 2013, http://www.participations.org/Volume%2010/Issue%201/7%20Chin%20&%20Morimoto%2010.1.pdf.

·       Bertha Chin, Aswin Punathembekar, Sangita Shresthova, “Advancing Transcultural Fandom: A Conversation,” in Melissa A. Click and Suzanne Scott (eds.), The Routledge Companion of Fandom Studies (London: Routledge, 2017).

·       Rukmini Pande, “Can’t Stop the Signal: Online Media Fandom as Postcolonial Cyberspace,” Squee From the Margins: Fandom and Race (Iowa City: University of Iowa Press, 2019).

·       Mizuko Ito, “Contributors Versus Leechers: Fansubbing Ethics and a Hybrid Public Space,” in Mizuko Ito, Daisuke Okabe and Izumi Tsuji (eds.), Fandom Unbound: Otaku Culture in a Connected World (New Haven: Yale University Press, 2012).

·       Miranda Ruth Larsen, “‘But I’m a Foreigner Too’: Otherness, Racial Oversimplification and Historical Amnesia in K-Pop Fandom,” in Rukmini Pande (ed.), Fandom, Now in Color: A Collection of Voices (Iowa City: University of Iowa Press, 2020).

WEEK EIGHT: October 12

Performing Fan Identities

·       Ellen Kirkpatrick, "On [Dis]play: Outlier Resistance and the Matter of Racebending Superhero Cosplay," in Abigail De Kosnik and andré m. carrington (eds.), "Fans of Color, Fandoms of Color,” Transformative Works and Cultures 29 (special issue), 2019, https://journal.transformativeworks.org/index.php/twc/article/view/1483.

·       Samantha Close, “Fannish Masculinities in Transition in Anime Music Video Fandom,” Transformative Works and Cultures 22, 2016, http://journal.transformativeworks.org/index.php/twc/article/view/713.

·       Rebecca Williams, “Fan Tourism and Pilgrimage” in Melissa A. Click and Suzanne Scott (eds.), The Routledge Companion of Fandom Studies (London: Routledge, 2017).

·       Nicole Lamerichs,”Fan Fashion: Re-Enacting Hunger Games Through Clothing and Design,” in Paul Booth (ed.), A Companion of Media Fandom and Fan Studies (New York: Wiley Blackwell, 2017).

·       Joan Miller, “Race Play: Whiteness and Erasure in Cross-Racial Cosplay,” in Rukmini Pande (ed.), Fandom, Now in Color: A Collection of Voices (Iowa City: University of Iowa Press, 2020).

End of First Grading Period for Dialogic Writing

WEEK NINE: October 19

Fan Production: Fan Fiction

·       Ebony Elizabeth Thomas, Amy Stornaiuolo,“Race, Storying and Restorying: What We Can Learn From Black Fans?” in Abigail De Kosnik and andré m. carrington (eds.), "Fans of Color, Fandoms of Color,” Transformative Works and Cultures 29 (special issue), 2019, https://journal.transformativeworks.org/index.php/twc/article/view/1562.

·       Julie Levin Russo, “The Queer Politics of Femslash,” in Melissa A. Click and Suzanne Scott (eds.), The Routledge Companion of Fandom Studies (London: Routledge, 2017).

·       Francesca Coppa, “Five Things Fan Fiction Is and One Thing It Isn’t,” The Fan Fiction Reader: Folk Tales for the Digital Age (Ann Arbor: University of Michigan Press. 2017.)

·       Rukmini Pande and Swati Moitra, “‘Yes, the Evil Queen Is Latina!’: Racial Dynamics of Online Femslash Fandoms,” in Julie Levin Russo and Eve Ng (eds.), “Queer Female Fandom, Transformative Works and Cultures 24  (special issue), 2017, https://journal.transformativeworks.org/index.php/twc/article/view/908.

·       Francesca Coppa and Rebecca Tushnett, “Transformative,” in Keywords in Remix Studies (London: Routledge, 2018).

WEEK TEN: October 26

Fan Production: Vidding and Fan Art

·       Tisha Turk and Joshua Johnson, "Toward an Ecology of Vidding," in Francesca Coppa and Julie Levin Russo (eds.), "Fan/Remix Video," Transformative Works and Cultures 9 (special issue), 2012, https://journal.transformativeworks.org/index.php/twc/article/view/326/294.

·       Katherine Freund, “Becoming a Part of the Storytelling: Fan Vidding Practices and Histories,” in Paul Booth (ed.), A Companion of Media Fandom and Fan Studies (New York: Wiley Blackwell, 2017).

·       Francesca Coppa, Alex Lothian, Tisha Turk, “Vidding and Identity: A Conversation” in Melissa A. Click and Suzanne Scott (eds.), The Routledge Companion of Fandom Studies (London: Routledge, 2017).

·       Abigail De Kosnik, “Queer and Feminist Archival Cultures: The Politics of Preserving Fan Works,” Rogue Archives: Digital Cultural Memory and Media Fandom (Cambridge: MIT Press, 2016).

Annotated Bibliography Assignment Due by 5 PM on October 28

WEEK ELEVEN: November 2

Fandom and Authorship

·       Anastasia Salter and Mel Stanfill, A Portrait of the Auteur as Fanboy: The Construction of Authorship in Transmedia Franchises (Jackson: University Press of Mississippi, 2020).

 If you have not yet read it, please also read:

·       Michel Foucault, “What Is an Author?” http://artsites.ucsc.edu/faculty/Gustafson/FILM%20162.W10/readings/foucault.author.pdf.

WEEK TWELVE: November 9

Fan Labor, Moral Economy, and the Gift Economy

·       Henry Jenkins, Sam Ford, and Joshua Green, “What Went Wrong with Web 2.0,” Spreadable Media: Creating Value and Meaning in a Networked Culture (New York: New York University Press, 2013).

·       Mark Andrejevic, "Exploiting YouTube: Contradictions of User-Generated Labor," in Pelle Snickars and Patrick Vonderau (eds.), The YouTube Reader (Stockholm: National Library of Sweden, 2009).

·       Tisha Turk, “Fan Work: Labor, Worth, and Participation in Fandom’s Gift Economy,” Transformative Works and Cultures 15, 2014, https://journal.transformativeworks.org/index.php/twc/article/view/518.

·       John Campbell, “Whistle While You Work: Alienation, Exploitation, and the Immaterial Labor of Disney Fans,” (Work in Progress).

·       Nancy Baym, "Participatory Boundaries," Playing to the Crowd: Musicians, Audiences, and the Intimate Work of Connection (New York: New York University Press, 2018).

WEEK THIRTEEN: November 16

Taste, Mastery, and Material Practice

·       John Bloom, "Cardboard Patriarchy: Adult Baseball Card Collecting and the Nostalgia for a Presexual Past," in Henry Jenkins, Tara McPherson and Jane Shattuc (eds.), Hop on Pop: The Politics and Pleasures of Popular Culture (Durham, NC: Duke UP, 2002) .

·       Jonathan Gray, “How Do I Dislike Thee? Let Me Count the Ways,” in Melissa A. Click (ed.), Anti-fandom: Dislike and Hate in the Digital Age (New York: New York University Press, 2019).

·       Melissa A. Click, “Haters Gonna Hate,” in Melissa A. Click (ed.), Anti-fandom: Dislike and Hate in the Digital Age (New York: New York University Press, 2019).

·       Alan McKee, "Which is the Best Doctor Who Story? A Case Study in Value Judgment Outside the Academies," Intensities 1, 2001.

End of Second Grading Period for Dialogic Writing

WEEK FOURTEEN: November 23 Independent Student Research Session

WEEK FIFTEEN: November 30 Student Presentations

It's Summertime and the Streaming Is Easy: What to Watch

As many of us in the academic world go into summer mode, which opens up a bit more time for streaming and watching media content, I thought I would offer a midyear list of things I have viewed and enjoyed since the start of 2021. Since almost all of this was watched streaming, I am not going to separate out film and television content (it’s a hopeless blur). I also include things here that I watched since the first of the year but which may have dropped in 2020 or in a few cases, even earlier. We are all catching up all the time these days. I have only included those series where I watched every episode so if it’s on the list, it’s a given that I liked it enough to keep watching. So you can take this list as a series of recommendations of things you MIGHT enjoy watching. Your mileage may differ.

Sitcoms

How to, with John Wilson — quirky, observational, sometimes poignant, this series combines documentary and found footage with satirical commentary to explore everyday life on the eve of the pandemic.

Kim’s Convienence — I started this family sitcom about a Korean family running a coronership in Canada in 2020, but caught up with the two most recent seasons since the start of the new year. This is warm and pleasant, rarely descends into '‘cringe'“, and the characters like each other. If you want bittersweet chocolate, go elsewhere. This is milk chocolate and nougat all the way down.

Rutherford Falls — This series examines competing histories and the war over monuments in a small town. The writer’s room is heavily indigenous people and some of the most compelling characters are particular personalities from tribal communities. It is still a bit patchy by the end of the first season but several of the episodes are gems (especially one about a school history fair) and the characters develop nuance as they go along.

Young Rock — Do you like the Rock? Did you watch the WWE/WWF in the 1980s and 1990s? Then you will find this very specific sitcom to your taste. I loved seeing some of my favorite vintage wrestlers as recurring characters — Macho Man Randy Savage and Andre the Giant as you’ve never seen them before.

Run — This one falls on the cusp between comedy and suspense. THIS fast-paced romp combines Hitchcockian thrills with rom-com on a cross-country train trip. Above all, it allows Merritt Weaver to be playful, sexy, and smart and has crisp writing (and cameo role) by Phoebe Waller-Bridge.

The Flight Attendant — This is even less a comedy than Run. I almost gave up in the middle when it got boozy and downright depressive. But I am glad I stuck with it, because it kept me guessing and laughing throughout.

Drama

The Queen’s Gambit — I had trouble imagining how they could make a compelling series about chess, but I was wrong. I watched this series in a couple of long binge sessions. The core performances are compelling, the gender politics complex if still somewhat problematic.

Plot Against America — I could not bring myself to watch this series about the rise of an American fascist to political power until after the election got settled. This was the case of a series that was too timely. It’s still hard to watch but rewarding on many levels.

Bridgerton — Sudsy, Sexy, full of problems, but so much fun to watch.

Unorthodox — Another really specific series about a woman who tries to escape from the Orthodox Jewish community. It offered a window (a critical one) into a world I knew little about.

Self-Made: Inspired by the Life of Madame C. J. Walker — Octavia Spencer and Blair Underwood dramatize a progressive era chapter in the history of black entrepreneurship.

Normal People — A painful Irish romance which factors in issues of stigmatization and class. It has some of the most emotionally nuanced sex scenes ever shown on television. I was especially drawn to Daisy Edgar-Jones’s vulnerable and yet resilient performance.

Defending Jacob — Suspicion erupts within a family as they confront accusations that the high school aged son may have committed murder. Michelle Dochery and Chris Evans show us contrasting portraits of how loving parents and partners deal with enormous emotional pressure.

Genre Television

Paranormal — An Egyptian series in the tradition of The X-Files or more recently, Evil about a man who seeks to investigate paranormal experiences, mostly inspired by Islamic mythologies, which bring him to confront unresolved events in his own past.

Wanda vision — Marvel is really going to town with trans media extensions of the MCU into television. By now, you know how Wandavision uses sitcoms to explore the relationships amongst two of the least developed characters in the Avengers movies. You either loved it or hated it. I loved it.

Doom Patrol — I have only watched season 1 but this was a fresh take on superheroes with a cast that includes Brendon Frasier, Matt Bomer, Timothy Dalton, and Alan Tudyk. Here, the superhero team is seen through queerness and disability, sometimes super-dark, sometimes pretty raunchy, but these are its stronger qualities. And then there’s the matter of the sentient street…

Harley Quinn — Another series people seem to love or hate. I loved its anarchic energy, the depiction of the friendship between Harley and Poison Ivy, the snarky commentary on superhero cliches, and the bat shit crazy depiction of Jim Gordon, the kind-hearted representation of King Shark, and so much more.

The Falcon and the Winter Soldier — For me, this was more hit or miss than Wandavision, but there was more than enough to hold my interest, and the reclaiming of Isiah Bradley’s storyline was really rewarding for those who wanted to see critiques of the whiteness of the superhero brought into the Marvel media empire.

Invincible — I was initially a huge fan of the Invincible comics by Robert Kirkman (The Walking Dead) but felt it lost its way fairly early in. This series reworks the core plot line (while remaining attentive to the original spirit) much as The Walking Dead involved a thorough rethinking of choices made in the comic series. The cast alone — Steven Yeun, Sandra Oh, J.K. Simmons, among others — makes this one worth watching. But this has got to be the most bloodthirsty animated series I have seen in a long time so not for the faint of heart. Don’t ask me why I find it so hard to get into the brutal humor of The Boys but enjoy the violence here.

For All Mankind — I enjoyed the first season of this alternative history series where the Russians beat the Americans to the moon, but the second season was even stronger with a greater fleshing out of the female characters, more complex interactions with the Russians, more attention to the political context. I soaked countless tissues dabbing eyes during the season finale (word to the wise). Do not miss all of the trans media extras on Apple Plus besides the episodes themselves.

Reality and Documentary Series

The Bridge — A British reality series about an odd-ball mix of folks thrown together in a cabin and given the challenge to build a bridge together. Has some of the same qualities I love in Survivor, without the colonialist tribalism and without the obstacle races. The focus is purely on the social drama as they decide along the way who stays or leaves and who wins the final prize.

The Hustler — An interesting variant on the trivia quiz show with elements of The Mole thrown in. Not profound but a good way to escape the grimness of the world around us.

The Chase — Another fun trivia competition whether with the original British version (with the Beast) or the American version (with the three Jeopardy G.O.A.T.s).

The Great Pottery Throwdown — I will watch pretty much any reality competition series. This has the quirky charms of the Great British Bake-off but with clay. What do we care? You can’t taste the food prepared on Bake-Off in any case, and there’s a lot of sculpting and molding in that series to boot.

Atlanta’s Missing and Murdered — I lived in Atlanta during the time these events were unfolding and remembered them vividly. This series helps to put an historic frame around them. I found less that was new here than I had hoped, since the case has been reopen. They do not develop a fully considered alternative theory of the case — they just do what a good defense attorney would do, poke holds in the prosecution and hint at other possible suspects.

McMillions — This is a Coen Brothers movie waiting to happen full of small town eccentric characters — from minor league mobsters to a puppy dog-like FBI agent and lots of twists and surprises along the way. There is a dramatic film under development but not by the Coen Bros.

Q Into the Storm — I had mixed feelings while watching this, but it got under my skin and stayed there. It drags in the middle but they do get some place in the end and the implications for participatory politics are really disturbing.

The Zen Diaries of Gary Shandling — If you are a fellow comedy nerd, this is for you. I was a huge fan of the Gary Shadling Show (that’s where the title of my How Do You Like It So Far? podcast comes from) and this takes us deep inside his twisted mind.

Self-Contained Documentaries

The Sit-In — An amazing documentary that fills a significant gap in our understanding of television history. Harry Belafonte takes over the Tonight Show from Johnny Carson for a week in 1968, brings serious reflections on race, the counterculture, and political/cultural change with guests that included Robert Kennedy, Martin Luther King, Aretha Franklin, and so many others. I had no idea. The film does a great job reconstructing what happened, given much of the footage was lost, and why it mattered.

Crip Camp — This would have been my personal choice for the best documentary of the year. It’s a powerful depiction of an activist network that came together through a summer camp where they were allowed to find their voice and extends through three plus decades of disability activism.

The Mole Agent — Having seen My Octopus Teacher, I thought that this was going to be a film about a mole that takes a percentage and refuses to return your calls. Boy was I surprised by this quirky doc about an elderly man who goes undercover at an old folks’ home.

Time — This documentary about the impact of incarceration of the families who are left behind was emotionally intense and formally innovative, but it had gotten blown up too much for me and so it was less a revelation than it was to so many other people I know.

Becoming Mike Nichols — A really close look at the comedian, stage director, and filmmaker’s early career. I can wish that we got multiple episodes here which extended the time line, but Nichols died not long after the initial interview sessions so I will be thankful for what we have. I especially loved seeing the Nichols and May segments.

Behind the Mask — I am biased because I got some screen time here, but this is probably the most thoughtful documentary I have seen about the identity politics surrounding superheroes in contemporary culture.

Dramatic Features (Here I am only listing films that I liked)

The Assistant — This study of a toxic office culture is slow, contemplative, but packs a wallop. Julia Gardner is my favorite thing about Ozark and it was great to see what she could do with a film role.

Let Him Go — A net-western in the spirit of Hell and High Water.

News of the World — A more classical western, mostly of interest for its depiction of a forgotten chapter in the history of American journalism.

Personal History of David Copperfield — The comic aspects of Charles Dickens is pushed forward in this rapid-fire meta-fictional adaptation.

Nomadland — So much has already been said, most of it true (both the good and the bad)

The Life Ahead — I was glad that Sophia Loren got to make this. I enjoyed watching it. Now I barely remember it.

Radioactive — Gender politics in early 20th century physics (The Curies) based on a decent graphic novel. Not extraordinary but not bad if you like that sorta thing.

Soul — Personally I liked WolfWalkers much better — much much better. But any Pixar film is worth watching and the echoes of A Matter of Life and Death were warmly received by this Powell and Pressburger fan.

Promising Young Woman — I don’t know what to do with this one. There was so much I liked about it and so much I hated. The ending probably tipped the scales into the negative column for me.

Judas and the Black Messiah — It’s hard to make a mainstream film about radical politics, but this one went a long way towards getting people to take a fresh look at the Black Panther movement, helped along by some compelling performances.

Emma — A decent Jane Austin adaptation. Nuff Said.

The Father — Anthony Hopkins’ performance was spectacular, showing a degree of emotional vulnerability I had not seen from him before, and the ways that the film techniques help us to feel some of the shifting reality associated with his mental deterioration was innovative.

Wendy — Not as strong or original as Benh Zeitlin’s Beasts of the Southern Wild but in the same ballpark. A mythopoetic adaptation of Peter Pan, which is richly textured in its dealings with southern landscapes and cultures.

Cliff Dwellers — You never know what to expect from Zhang Yimou but this was a compelling vintage espionage story. I did not follow the plot for most of the movie but it’s formal treatment of the tropes of the genre were compelling to watch. The best use of snow in a movie since Doctor Zhivago. The most gunplay in a movie since John Woo left Hong Kong.

Genre films

Enola Holmes — This is probably objectively speaking not even a good film, but I loved so much about it, especially the relationship between Enola and her older brothers.

Justice League (The Snyder Cut) — OK, I still do not love it, but this was a better film than I expected. There is less comic banter than the Whedon cut (and I prefer that to Snyder’s trademarked doom and gloom) but more backstory especially for The Flash and Cyborg.

Godzilla vs. Kong — The big dumb giant monster movie I was waiting for and I got to see it on a large screen.

The Mitchells vs. the Machines — If you like Into the Spiderverse and The Lego Movie, have I got a film for you! It has the experimental mix of animation of the first and the snarky pop culture satire of the second.

Moxie — I spent much of 2020 giving myself over to my inner middle school girl with many teen-focused series. This film was a return to that mental state for me. A teenage comedy about zine culture, riot girl feminism, and mother-daughter relations. What can I say — I like stories of teenage resistance to authority. I also caught up with and liked Walkout about the walkout of the LA schools in the 1960s and its impact on the Chicano/a movement. Both are the kinds of stories I would have liked when I was high school wearing out my battered copy of the ACLU handbook on The Rights of Students.

Here are some things still on my summer watch list:

The Nevers

The Underground Railroad

The Irregulars

Jupiter’s Legacy

Raised by Wolves

Hacks

Devs

Gentrified

and so much more.

If you have not been listening to How Do You Like It So Far?...

You have been missing a lot. I am particularly satisfied with the journeys through popular culture and social change Colin Maclay and I have taken our listeners this past semester. If I was to sum up our key themes this season, it was the nature of being human and our relationship to the environment. Not every episode explored that theme and some are only loosely connected to it, but it was very much in my thinking all term and kept surfacing in our choice of guests, the topics we covered, and the conversations we had. I shared two transcripts of our episodes here and hope to share more in the future, since these were so popular. But today I want to provide an overview of the past season.

Episode 78 Exploring Queeristan with Parmesh Shahani

Parmesh and I have a long relationship — he was my student at MIT, he was my host and tour guide during a three week tour of India a few years ago, and he is a constant inspiration for me as he has emerged as a key corporate and cultural leader and queer activist. Here we talk about queer identity and politics in India in a conversation which ranges from business to religion to popular culture all as they relate to the changing attitudes towards sexuality in his home country. This was a great way to start our season.

Episode 79 New Hope for New Online Public Spaces With Talia Stroud and Eli Pariser

The Civic Signals project, headed by Stroud and Pariser, is doing some of the best work these days about the public sphere, social media, and participatory democracy. We saw this conversation as an extension of ongoing discussions on our show about virtual community life. Their inspirational approach centers on what kind of communities we want to have as opposed to further delimiting the problems we are facing.

Episode 80 What Is a Human With James Paul Gee

James Paul Gee is a longtime educational researcher whose important work on what educators could learn from video and computer games was central to the Digital Media and Learning movement. Now retired and living on a farm, he has published what he says is going to be his final book — a deep reflection on the intelligence of animals and the nature of being a human being. He says that today’s schools may be designed for some alien race but they do not reflect our current understanding of what human beings are.

Episode 81 Warren Hedges on the Fantasy Roots of the Capital Insurrection

Warren Hedges caught our attention with a Facebook post about how he spoke to his students in his seminar on multicultural fantasy about the capital insurrection and the role of the so-called Q-Anon Shaman. I wanted to unpack some of this on our show and walked him through a history of the links between the fantasy genre and white nationalism, the alternatives posed by newer fantasy writers, and the multiple forms of civic imagination that shaped this deeply disturbing chapter in American populism.

Episode 82 Bridgit Antonette Evans and Tracy Van Slyke on the Intersection of Art and Activism

As a show about popular culture in a changing world, a number of our previous guests had been funded by the Pop Culture Collaborative. So we wanted to provide a bigger context for this work by talking with two leaders from the Collaborative and better understanding the models of social change underlying their work. Why might popular culture be such an important site for shifting American’s understandings of the world? How might we best invest time and resources to foster a more equitable, inclusive and sustainable society?

Episode 83 Indigenous Voices for Environmental Justice with Candis Collision and Julian Brave Noisecat

Candis Callison — another of my former students from my MIT years — introduced us to Julian Brave Noisecat, another Indigenous journalist who writes about environmental politics. Together, they discussed what it means to write about these issues through an indigenous lens, how native peoples in the arctic and in Standing Rock, as well as elsewhere, have been leading fights to protect the environment, and why journalism may be ill-suited to covering issues like the environment.

Episode 84 Sarena Ulibarri and Ed Fein on Solarpunk

Solarpunk is an important example of how genre fiction can contribute to movements for social change — in this case, a new genre of science fiction which imagines the consequences of climate change and offer optimistic visions of more sustainable futures. We brought together Sarena, a leading writer and publisher in the Solarpunk movement, with Ed Fein from Arizona State’s Center for Science and the Imagination which bridges between scientists and fiction writers working in the genre. Together, they help us map Solarpunk as offering multiple visions of the future and the ways it sees itself as a political intervention.

Episode 85 Speculative Art and Fiction with SB Divya and Jonathon Keats

Artist Jonathon Keats describes his art which often deals with the relationship between humans and plants as “thought experiments,” intended to foster a spirit of speculation, experimentation, and conversation about environmental issues. We brought him into conversation with SB Divya who is a rising star in the science fiction world (as well as a scientist). Together, they talked about the nature of science as an epistemic project, the role of art and fiction in popular science education, different experiences of time, and why our human-centered vision of the universe blinds us to the larger stakes in climate change.

Episode 86 Ioana Mischie and Howard Blumenthal on the Future of Education

After more than a year of disruption to normative educational practice around the globe, it seemed like a good time to discuss the dead-ends of our current schooling practice and to imagine other ways we might help children to learn. Mischie is a Romanian based artist who is collaborating with children to imagine futures for her country; Blumenthal is a long-time producer of children’s television whose new project involves talking with children around the world about their lives. They bring a playful, imaginative, and critical perspective to bear on this important topic.

Episode 87 Te Rita Papesch and Sharon Mazer on the Living Tradition of Paka Haka

Since the 1970s, Te Rita Papesch has been a legend in the Maori performance tradition of Kapa Haka as a performer, as a scholar, as a commentator, as a community leader, and as the matriarch of a larger clan of performers. Sharon Mazer is a performance scholar who writes about these practices and a long-time friend and student of Papesch. Together, the two women explain what Paka Haka is, how it reflects the living presence of the Maori people in New Zealand culture, how it has changed over time, and what it can tell us about contemporary indigenous life.

Coming soon — the audio recordings from our mini-conference on audio fiction in contemporary podcasting.

Because we work with students to produce the podcast, we are shutting down for the summer but we will be back in the fall with more great conversations. How do you like it so far?

The Conspiracy of Culture

I don’t do personal posts very often, but this one is going to dig a bit into family history. If you are not interested in learning more about ME, you probably should skip it. I make no apologies. This is MY blog after all!

This semester, I co-taught an enormously rewarding class through the specialized arts and culture journalism program with my remarkable colleague, Sasha Anawalt. Sasha was retiring this term so we pulled out all of the stops: both of us tapped our networks to bring in some of the people whose work on contemporary culture and politics inspired us. We wanted to expand student’s thinking about what topics feel under “arts and culture,” shattering any preconceptions about the lines between high and low culture, and linking culture to contemporary struggles over racial justice. We encouraged students to think through these topics together via dialogic writing which worked better than I could have ever imagined and is going to be a staple of my own teaching for now on. As the course drew to a close, students worked in teams to express outward facing perspectives on what they had learned through staging contemporary preconceptions of the depression era Living Newspaper tradition. And inspired by the work of anthropologist Daniel Miller, my Comics and Stuff book, Sasha’s interest in still life, and a series of visits from assemblage artist Dominique Moody, they were to reflect on the “stuff” — material and emotional — that they have surrounded themselves with during the pandemic by creating their own Cornel Boxes (broadly defined). Sasha and I decided we would also do this last assignment alongside our students. Today I want to share my creative project — The Conspiracy of Culture — and what it taught me about cultural connection across four generations in my own family.

The central metaphor here is the conspiracy board (and its resemblance to more traditional mapping of the family tree). I am interested in conspiracy boards because they follow a logic of hidden connections — ultimately everything is connected in countless ways to everything else — and the never-ending search for meaning, constituting the perfect semiotic machine. In this case, I wanted to map not simply the connections of marriage and parenthood that shape most family trees but the process of enculturation as it plays out across four generations in my family. I should acknowledge that my approach here is pretty patriarchal — I did not try to map my mother’s side of the family or my wife’s, both of which would require another board or two. My choice was shaped by what the family calls “the four Henrys.”

My grandfather — Henry Guy Jenkins Sr., who went by H.G., my father — Henry Guy Jenkins Jr., who went by Guy, myself — Henry Guy Jenkins III, and my Son, Henry Guy Jenkins IV — who now goes by Charlie are connected to each other by our shared name. We were lucky to capture a range of photographs of the four of us before my grandfather passed away. And those images are some of the ones I treasure the most. I wrote about my grandfather in my contribution to Renee Hobbs’ book, Exploring the Roots of Digital and Media Literacy Through Personal Narrative. So, my project here centers on the four Henrys and our respective relationship to popular culture. I was inspired in part by the assemblage of artifacts we found in my grandfather’s desk drawer when he passed away — his union card as a sheet metal worker, a copy of the King James Bible which this man with a fourth grade education marked each time he read it cover to cover, FDR’s collected speeches, and a postcard of the populist 1930s comedian Will Rogers. This is a perfect snapshot of the life of a man who left the farm to be a quartermaster during World War I and went to live in Atlanta after his return: a southern “blue dog” Democrat, a working man, a religious man.[ Using these objects as a starting point, I made a list of core cultural interests for each member of my immediate family focusing particularly on shared links across generations. I was not able to fit everything i identified on the board for space constraints, but I was able to include a representative sample. I worked with my son to compare our respective memories since I knew we each would have distinctive relations with the core family members. Charlie and Cynthia also helped me track down materials, most of which could be found somewhere in my pack-rat apartment but I was on the other side of the country.

As we began making links, sometimes across multiple generations, we found it challenging to know how to express different kinds of relationships. For example, my grandmother was a huge wrestling fan, going back to the 1950s, and I have vivid memories of her pounding on the coffee table as she watched what was happening in the ring. This interest largely skipped several generations — my mother once dated Freddy Miller — who was a long-time ringside announcer in Atlanta and I have ended up writing several essays on wrestling though my interest faded pretty quickly — to get to my son, who has been a hardcore fan for decades. Here, for example, is a photograph of his well worn WWE ring, an artifact of his childhood. Somewhere — in storage — he has a large collection of related action figures.

• Should we see a causal relationship here, even though she only knew my son as a baby, or may we simply assume that the shared interest is largely coincidental?

  How might we understand shared tastes among several generation of women in the family, especially where the tastes were fully formed before they married into the Jenkins clan? It’s possible of course that these shared interests are part of the habitus that made the relationships possible or desirable, even if they were acquired under different circumstances. For example, Star Trek was one of the factors that brought my wife and I together though we were both Trek fans when we met. Both of our parents were regular viewers and we both were introduced to “classic” Trek as it was first airing. My wife introduced me to the world of Trek fanzines which inspired me to write Textual Poachers. Both of our brothers are also Trek enthusiasts, and it is one of the cultural connections between my brother and I in a relationship generally defined around our differences rather than our commonalities. My son also has enjoyed watching Trek though overall he is less a fan than his parents. How than can colored yarn capture the nuances of causality, historical context, and degrees of intensity suggested by this example?

Yet confronting the limits of these modes of representation forced me to think through these connections in the first place and I made a number of discoveries along the way.I had anticipated for example that the number of strings connecting to the Left side of the board, where my grandparents are, would be fewer than those on the Right side which represent the currently living generations. In part, this is because memories fade and because my son’s generation in the family barely knew my grandmother who died in their early childhood or even my grandfather who lived almost a decade after. And to a large degree, this proved to be the case, but the project led me to a reconciliation of sorts with my grandmother whose influence on my life had been partially forgotten. Let’s start with some artifacts from my own childhood — two stuffed toys, a clown and a hobo, which I have treasured and protected few the years.

To understand the significance of these figures, you need to know, first of all, that my mother performed as a clown for charity and church events, that I also performed as a clown with her when I was a toddler, and that my mother’s best friend painted a portrait of her in her clown costume, making the maternal connection to clowning pretty inevitable.

The stuffed toys, however, were hand-made (from a kit) by my grandmother, who loved to sew, to crochet, to make afghans and quilts, to design hats, and so forth. So, there is also a strong connection to trace there. (Dominique Moody noted that my use of yarn to make my project connects it back to my grandmother’s “afghans,” a link I had not considered). But as I was planning this project, I remembered that I first saw the films of Charlie Chaplin and other silent clowns on television at her house, suggesting that the choice of the “hobo” as I always called him or “the tramp” was not coincidental. These were films she loved from her own youth and wanted to make sure were passed down to me. And it was the tramp figure that I really cared for, sleeping with it later in life than my brother saw as appropriate, whispering my secrets into his ear well into middle school. I had anticipated more connections with my mother who would go to movies and dinner with me while my father and brother went deer hunting, and this is largely the case, but somehow I had forgotten how bound up my grandmother was in my love of cinema, and suddenly memories of going to movies with her also came pouring out.

Given this history, it seems over-determined that I would write my dissertation on screen comedy — in this case, the vaudeville influence on the early sound cinema. But then What Made Pistachio Nuts? was dedicated to my grandfather, whose cultural imaginary was defined by the depression era and thus set me on the path to being myself interested in media from that period (And thus the postcard of Will Rogers I sent him when I visited the comedian’s house in Oklahoma while I was in high school or why this visit was so important to me in the first place. Most people today do not know who Will Rogers was..)

Other determinants here did not come directly from my father’s family: a box of World War II era Life magazines found in a trunk at my mother’s homestead, a local children’s show that played vintage slapstick comedies rather than cartoons, a local radio station that played old-time radio comedies, the republication of Liberty magazine in the 1970s… All of these things brought me back again and again to early 20th century history and culture.

As I reflected back on my experience watching television at my grandparents’ house, I made another connection. When we visited them on Sunday afternoons, we often ended up watching Mutual of Omaha’s Wild Animal Kingdom. Could this be why my first real job was at the Atlanta zoo or why I have had a life long fascination with animals and zoos (which I visit around the world)? It now seems to me more likely than not, but the thought had never crossed my mind.

If the stuffed toys offered a clue into a whole range of cultural exchanges, leading ultimately to my dissertation and book, we can go outward from the books (which often emerge from strong personal connections to the material) to family history. We might understand Textual Poachers to my wife’s involvement with fandom or my hazy memories of falling asleep watching Trek with my father, but it would also be connected to an older cousin, George, who was actively involved with the Atlanta science fiction scene in his teens and twenties, though excluding my mother’s family line from the conspiracy board means I can’t indicate those connections here. My involvement with Science Fiction Audiences which studied fandoms and audiences around Star Trek and Doctor Who can not be isolated from the fact my son and wife were obsessed with the British science fiction series (still are) and that my father made my son his own Tardis playhouse or that he went out trick or treating one year dressed as Jon Pertwee.

In my recent book, Comics and Stuff, I mention my father’s Pogo books, which I still cherish, even though I have most of this material in better editions.

Pogo was meaningful to my father in part because it was one of the few national cultural productions which was set in Georgia and because it was popular when he was a student at Georgia Tech in the 1950s. In fact, my mother drew a portrait of Pogo ‘Possum which hung behind his desk when he was a student and now hangs on the wall of my USC office.

A still like this one from the recent documentary, Wolfman’s Got Nards, about the cult that grew up around Monster Squad may also be read as a nexus across generations. My participation reflects my involvement in the 1960s monster culture, an interest I passed along to my son, who was the right generation to see Monster Squad when it was first released. In front of me on the desk are Dracula and Wolfman, two of the Aurora monster models my father helped me to build and paint in the late 1960s, alongside the Creature of the Black Lagoon, which I had given to my son, who has been fascinated by the character ever since I took him to see the film at the Egyptian.

And we might extend the connections down to my son’s love of horror writer Steven King, which puts his own spin on the cross-generational fascination with monsters. But we would also have to point to my wife who introduced him to Dark Shadows, reopening an old wound in my heart, since I was disappointed when my interest in Universal Monsters were upstaged by the Dark Shadow craze among my late elementary school classmates.

I was fascinated to find this photograph of my father as a boy wearing cowboy clothes, having evaded, and then finally succumbed to westerns, when I was in graduate school. Westerns were not watched in my household growing up. But connections across generations are more common, as in my mother’s love of Walt Disney translates in different ways to my brother’s (and his offspring’s) constant pilgrimages to Disney World and my own fixation with Ludwig Von Drake (shown here on a bank my son gave me for Christmas) who was my first role model for a professor.

I claim to look more like him with each passing year.

The earlier generation of women in the family have a strong association with crafts — from my grandmother’s hats (shown here in this picture) to my mother’s Bob Ross dabling with a paint brush to produce pictures of birds and flowers. Her art was always copied from other’s originals, though she had the talent — but not the confidence — to be able to create original work herself

The men are associated with tools — from the crosses, stars, boxes, and balls my grandfather crafted from metal to my father’s constant puttering in his basement workroom to my brother’s pride in his trucks (which he passed down to his sons). So, where do we situate my wife’s glassblowing — as a craft or as work with tools?

And where do I situate myself, since I am neither crafty nor handy with tools? I recall a moment when my father took me to a church he had built twenty years before (through the family construction company) and asked me what I could make which would last twenty years. The result was more intimidation than inspiration — a sense that nothing I could do would be valued unless it had this level of monumentality. I can’t begin to capture the laughter of triumph when Textual Poachers was released in a 20th anniversary edition, though my father did not live long enough to see it. My son seems to have inherited my aversion to both crafts and tools and my expression through writing.

We could go around and around the board, tracing these connections, showing how families are forged through shared cultural memories (the debates my father and I used to have following the airing of each new All in the Family episodes), how familiar consumer products become parts of shared rituals. My grandmother kept a roll of rainbow colored lifesavers in her purse and would give me one midway each church service, as she kept me calm while my mother sang in the choir and my father counted the money as a Baptist deacon. I recall looking ahead to see which flavor I would get the following week. All of this is to say that, following Raymond Williams, “culture is ordinary” and that the products of mass media become meaningful as a result of our relationships with each other. This is what I meant to communicate to my students through “The Conspiracy of Culture.”

My grandmother introduced me to Chaplin, she smuggled candy into the church to comfort me, but she also was the source of much of the Lost Cause ideology that engulfed me growing up. She was raised by her grandfather who had fought with the confederacy (a fact I share with discomfort today) and even more uncomfortably, was said to have owned slaves. I represented her taste in music here through Tennessee Ernie Ford’s Songs of the Confederacy. She is also the person who introduced me to Song of the South (another Georgia related property) and on the same date, took me up to the nose bleed section of the Fox Theater to show me the wall which once segregated off Black patrons. She brought me to the Atlanta Cyclorama which depicts the Battle of Atlanta and she pointed to a particular figure which she said represented my grandfather. This could not be literally true given people did not stop and pose for a portrait of the battle. But I always assumed he had performed a similar ritual of grounding his own experience in the painting. This was a moment of intense cross-generational transfer forever anchored in my memories today, even though I could not now replicate the gesture and point my son to the right spot. She wanted me to know “who I was” and “where I had come from.” As a young man, I was intensely proud of that connection with the Confederacy even as I was also actively learning as much as I could about the Black civil rights movement as it was taking place around me. I struggled to overcome the racism in the culture around me but I held onto symbols of my “heritage” which the Lost Cause ideology allowed me to isolate from overt forms of white supremacy. Now, I struggle to shed the residual of the Lost Cause ideology that flairs up at odd moments — a nostalgia for markers of regional identity that became associated with the Civil War era. Intellectually, I understand they are problematic, but emotionally, they still feel a part of me.

As I sat there, staring at the conspiracy chart, I did not know how to mark those connections — as a frayed yarn that I was struggle to severe? As we pass culture from one generation to the next, there is much that we love and cherish and somethings we need to shed and shred. Often both are handed down to us by the same people. This is also the conspiracy of culture.

How Journalists Might Better Meet the Information Needs of Communities: An Interview with Andrea Wenzel

Andrea Wenzel, the author of the 2020 book, Community-Centered Journalism: Engaging People, Exploring Solutions, and Building Trust, graduated several years ago from the USC Annenberg School of Communication and Journalism. While there, she worked with the Metamorphosis research group which has developed a distinctive vocabulary for talking about the narrative resources and networks that inform community life. I was lucky enough to have her as a student in my PhD seminar on the Cultural Studies of Communication and to have introduced her to my former MIT student and sometimes writing partner, Sam Ford, with whom she has been doing some collaborations around understanding the special challenges of providing quality journalism in small towns and rural America. Community-Centered Journalism explores a range of alternative models for how journalists might more productively engage with the citizens in their local areas to insure that their information needs are adequately met, that they are empowered to participate meaningfully in the decisions that impact their lives, and that trust is built and maintained across the process. This book could not be more cutting edge in the ways it explores what’s happening to news today even as it addresses core challenges which I recognized from my time as a local reporter almost forty years ago. For those of us who are invested in alternative models of participation, the book provides frameworks for thinking about how journalism might fit within a more participatory culture. I hope this interview will serve to introduce Community-Centered Journalism to readers who would not have encountered this book otherwise.

You write in your introduction that “dominant journalism norms and practices...often act as barriers to strengthening ties with local storytelling networks.” What are some examples of these “local storytelling networks?” What value do these networks bring to civic life? 

Local storytelling networks basically refer to the idea that in every geographic community you have different kinds of actors involved in telling that community’s story. There hopefully is some sort of local media, but often community organizations and other networks of residents also play an important role in how people find out what is happening in their area. Researchers have found that when ties between different actors in local storytelling networks are strong, residents tend to have higher rates of civic participation and a shared understandings of community issues. But the health of these networks depends on their being trust between these different parties, and in communities that have historically been stigmatized by negative news coverage that is often not the case. 

What aspects of dominant journalism seem to be having harmful consequences on how they operate? What other factors contribute to the relative strength of such networks?

 Probably the most problematic journalism norm that still circulates in many newsroom is the idea of “objectivity.” While that norm can be interpreted in many ways, the dominant interpretation has had the effect of creating distance between journalists and communities, and reinforcing whiteness. Even when journalists don’t intend for this to be the case, traditional ideas about what makes an authoritative source lead to overrepresenting people in positions of power, who are often white men. At the same time, many journalists avoid collaborating with community organizations due to fears of been perceived to be biased. All of this can strain relationships between residents and community groups and local media. Those relationships can also be complicated by factors such as political polarization, or divisions along lines of race, ethnicity, class, and language.

Speak about the paradoxes of local journalism. In many places, there is little or no local news being produced, but where it is being produced, it often plays a central role in the life of the community and is often a site of innovation in terms of how reporters relate to their readers. 

 We know too well that local journalism has been in crisis for some time, with a failed business model, and countless news outlets closing or becoming ghost newspapers that do not serve local information needs. At the same time, places that may at a glance have very little in the way of traditional news outlets can still be rich with communication resources. And, unfortunately, places that have multiple news outlets may not be serving all the communities in their coverage footprint equitably—complicating some interpretations of the idea of news deserts.

In my book I look at several cases where local journalists work to build relationships with residents and existing communication assets to develop coverage with and for communities. This includes initiatives I was involved in that grew from a process of assessing information needs and assets, discussing findings with groups of researchers, journalists, and community stakeholders, then collaboratively designing interventions that that combined elements of solutions journalism and engaged journalism. 

This community-centered process led to a project in rural Western Kentucky where an outlet called the Ohio County Monitor reimagined the local tradition of having society columnists to start a new community contributors project to give residents a chance to share first-person perspectives on a range of issues. They also organized listening tours in the cafes of convenience stations around the county where groups of local regulars would gather for coffee and conversation at self-described “liars tables”—which despite their name were often the best way to find out what was happening in the area. 

A similar community-centered process alto led to the creation of the Germantown Info Hub in a majority Black neighborhood of Philadelphia where residents wanted an alternative to historically negative and crime-centric coverage of their community. That project has grown into a community journalism project where a community organizer and a community reporter conduct outreach, share neighborhood stories online and on a community radio show, and host community discussions. 

 How might we contrast solutions journalism with a more conventional notion of watchdog journalism?

Solutions journalism, using the definition espoused by the Solutions Journalism Network, is essentially a call for journalists to rigorously report not just on problems but on responses to social problems. It challenges the traditional theory of change associated with watchdog journalism—that just adding sunlight to reveal a problem will automatically lead to change. Proponents of solutions journalism argue that in order for people to take agency to improve a situation they need to understand what change is possible, how it works, and the limitations of such efforts. 

 What relationship might we posit between engaged journalism and so-called citizen journalism?  Can one be engaged and objective at the same time?

Engaged journalism is a term that can and has been interpreted in many ways. I think of it as a range of practices that aim to build relationships between journalists and the public, to assess and respond to their information needs and interests, and to involve the public to varying degrees in the journalistic process. That involvement could include citizen journalism, but it can also involve people in different ways—contributing to the creation of stories or discussion of them. There can be a real spectrum of participation depending on the interest and labor citizens are able to contribute, and the degree of comfort professional journalists have in sharing editorial power. As I alluded earlier I think the dominant interpretation of objectivity has been operationalized in journalism in a way that is problematic. At the same time, I think most practitioners of engaged journalism would say they are not advocates for any particular issue but rather advocates for a community and its information needs.  

In the early 1980s, I was hired to be a feature writer for the Smyrna Neighbor Newspaper in what was then still a semi-rural suburb of Atlanta. Having never lived in that community before, I had little sense of what the needs or interests of the community were and felt bunkered in the newspaper office not sure where to go in search of good stories. Previously, my work as a student journalist had been within communities -- my high school and my university -- where I knew the people well. What are some of the options that a young reporter today might have as they sought to develop a deeper understanding of the community and its needs?

This is a great question and one that I think many new (and not so new) journalists grapple with. One of the competencies that I wish were taught more universally in journalism schools (or in newsrooms) is how to adapt community organizing strategies for journalism. These strategies often center the idea of relationship building and understanding local power dynamics and being mindful of one’s own positionality with these dynamics. Organizations like Free Press News Voices do a lot of great work and have some helpful online resources. I’ve seen them work with journalists on strategies like having one-on-one meetings with community stakeholders, asset mapping to understand local communication resources and power dynamics, and convening community discussions.  Another strategy I’ve seen work well is to have accountability conversations where journalists who cover a community join residents to talk about their coverage, creating 2-way feedback loops and opportunities to build relationships. And even for new reporters who may have limited resources, a lot can be accomplished by simply showing up to be in the community when not working on a story—be it for a community meeting or to go to a coffee shop (in a non-pandemic reality). People appreciate reporters who show up to get to know a community and not simply to extract quotes. The Listening Post Collective has some great tips about how to get to know the information needs of a community and build relationships.

As you describe across the book, your own journalistic experience and research has included work in public radio in Chicago and Afghanistan, in Los Angeles, Philadelphia, and Kentucky. What similarities and differences have you found in the informational needs of these very different communities?

A lot of the argument I make in my book is that you can’t impose a one-size-fits-all approach to local journalism. The same things that make an intervention responsive to a community’s information needs is the same thing that prevents it from really being scalable. That said, I’ve definitely seen a lot of common themes pop up in all the places you note here. This probably has something to do with the fact that many of the people I have spoken with in my work have come from communities that have been marginalized or stigmatized in one way or another. There have been common frustrations with feeling like outsiders—coming from another country or another part of a city—have not represented their stories in a way that felt fair or respectful to them. People in all of these places also shared with me a hunger to see more stories that highlighted community-driven solutions—be they a farmer in Afghanistan or a community organizer in South Los Angeles. Finally, while the specific information needs varied, in each there were often gaps between the actionable information residents often prioritized and the ideas journalists might have of what would make a story compelling or newsworthy—some of these complaints connect with calls by some to rethink a hierarchy of information needs in journalism. Reflecting back on what I learned from all of these different contexts, my big take away was actually pretty simple—community-centered projects are not really scalable, but a community-centered process is portable. I think listening to and working with communities to respond to both information needs and assets is our best hope for strengthening the communication health of communities. 

Andrea Wenzel is an assistant professor of journalism and communication at Temple University. She is the author of Community-Centered Journalism: Engaging People, Exploring Solutions and Building Trust (University of Illinois Press, 2020). As a Knight News Innovation Fellow with Columbia University’s Tow Center for Digital Journalism, she has led projects on local news with a focus on marginalized groups in rural, small town, suburban and urban communities. Her projects have explored issues of equity and inclusion, engaged journalism, and solutions journalism. She is the co-founder of the community journalism project, the Germantown Info Hub.

How Do You Like It So Far?: Sarena Ulibarri and Ed Finn on Solarpunk (Part Two)

HJ: A lot of the worldbuilding is going on not simply in the stories, but in the art and people are designing solarpunk worlds whichever radically different aesthetic from much science fiction art previously, they definitely don't look like the Apple store that Serena was talking about. 

SU: Yeah, I think the aesthetic is really important to the movement. I think it's what gets people's attention, more than the messaging necessarily, at least in the beginning. And yeah, it's kind of, it's a nature-based, it's kind of maximalist. And it's inspired by Art Nouveau, oftentimes - not all solarpunk is but I think Art Nouveau is a really important aspect of the aesthetic. Not only because it's a beautiful way to work in like nature imagery, but also historically, the Art Nouveau movement was a reaction against industrialization and capitalism. So it kind of fits in that way too. Art Nouveau rejects the idea that beauty is something that's just reserved for the rich. This was an artistic movement that everybody is entitled to a beautiful world. And that beauty and practicality are not mutually exclusive. So that's very much in line with solarpunk ideals. I'd love to see more solarpunk works really fully embrace the Art Nouveau aspect.

EF: Yeah and art is this technology for feeling, right? It's helping you. And I think imagination, one of its fundamental jobs is empathy, and allowing us to imagine the lives of other people and to feel things that we haven't felt before. And I think that some of the most interesting solarpunk art that we've been involved with at CSI has done that.

We did this project a few years ago called Luna City, which was like an immersive, theatrical experience of living in a city and on the moon in 2175, you got to go on a tour of this neighborhood. And it had lots of bamboo and a river running through the middle of it, and all these green plants totally unlike, you know, the Star Trek future or the 2001 future, and really organic and everybody was wearing these like flowing, you know, robes that that don't feel like space futures at all. And that I think was really powerful as a way to - it was a solarpunk future on the moon, right? It was a way to experience this integration of technology and the natural and the human in a way where, where people could actually live there. You can actually say, like, "Oh, I can actually live here." Whereas if you pause, you will get a lot of this sort of classic science fiction, these really Stark, modernist lines and you're like, "Would I want to live there?" You know, like, where do you put your trash? You know, does nobody own anything? Or always the most challenging question, "How could you raise a child?"

 CM: Everything is sharp, it's all pointy!

HJ: Well, you're touching on the design aspect and the fashion aspect of, again, if you look up solarpunk online and add fashion, you will see these remarkable designs taking place there as well, which is how it starts to bleed over into a lifestyle or a way of living in the world that solarpunk might represent. So can either you say a little more about fashion or music or some of these other embodied aspects of solarpunk?

SU: I keep waiting to see like really good solarpunk cosplay. And maybe when we come back to being able to do you know, cons again, after the pandemic, maybe we will be able to see more of that. But I, it's I've seen it mostly conceptual, rather than really embodied. But I might just be running in the wrong circles to really be seeing it. I think there's ton of ton of potential. And there's some really interesting, like sustainable fabrics, you know, mushroom leather, for example. And, you know, things like that, using different types of sources to create fashion. That I yeah, that I think have a lot of potential and are right now just very niche and probably too expensive to really be considered like solarpunk. But I mean, what if you can not only grow your own food, but what if you can grow your own clothes, like that would be amazing. That would be a really interesting change to fashion.

EF: I think the other place you see it is in, you know, weird and amazing research projects. So I had a student who's graduated from ASU, he's at MIT now, who was really interested in different fashion futures, solar futures, solarpunk futures, he was working on growable robots at our, when he was with us. So the idea that you would have something that would sort of grow on its way to Mars, and then it could be a robot once it got there. But he also did some really cool stuff with fashion. And I think that fashion is always pushing the boundaries of material science in lots of ways, right? They turned to the underwear manufacturers, when they were designing the first spacesuits for the Apollo program, because those are the people who really knew how to, you know, create support and structure. And the fashion now I think in solarpunk is looking for these, like, you know, programmable fabrics, and all this stuff that you can, is like right on the cusp, and you can do in a prototype that might or might not light on fire, but you know, isn't... I'm really excited, I agree with you Sarena, that, I think in the next few years, we're going to start to see a lot more wild and interesting stuff. Because people, that's another way in which you also make the future really personal, you know, if you make the future, something that you can put on and wear. I think there's a great interest in that. And fashion is this space where it there's a lot of ecological consequences to fast fashion, you know, disposable clothing. And it's one of those areas where I think there's a big imaginative shift that is maybe coming in the next few years.

CM: Yeah, I mean, I think it's, as you say, it's both palpable, when you can wear it, it feels real. But it also makes it feel possible, right to me, and so it feels in that way, it's like embodying the kind of solarpunk future that we're talking about in a way that says it's not only in the future, it starts now. And then the last piece, which is really important is ideally, it's cool, right? Like because this is you know, we know this from the Black Panthers and elsewhere like you want the revolution to look cool, so you want to be part of it. Right? It doesn't want to be that bad Star Trek or whatever that other futuristic version, in which there is no fashion there is no style. It's we're wearing uniforms.

EF: Lycra, it's lycra.

CM: Exactly! No, I want the flowy gowns from the moon or whatever the thing is right, that were grown in your backyard and yet look fabulous and don't stain!

SU: Yeah, and well it helps personalize it as well. Right? Not the monochrome jumpsuit, but the, you know, the really personalized, handmade, artistic piece of fashion.

CM: I mean, that feels to me like it's a reminder of the provocation that, it's back to what you said earlier, that it is personalized, that is localized, that the future doesn't need to be mass produced, but that we can imagine a different way of having sustainable futures which are indeed tied to precisely not that mass approach to things, so that to me feels like a profitable literally and figuratively, a really interesting space to dig into as something that maybe another earlier you know, edge of where solarpunk meets our current world. I'm sure there are other spaces like that, that feel kind of ripe for, that you can see, kind of emergent?

SU: Well, have you seen the Chobani commercial?

CM: No.

SU: Okay, look up the most recent Chobani commercial, it is absolutely solarpunk. And it's designed in this very like, yeah, actually one of the artists was a winner of a solarpunk art contest. So, I mean, it doesn't just look that way. It is like intentionally drawing from solarpunk aesthetic. It's a very short little story about like, you know, the future of sustainable farming. And so I was really kind of skeptical of it at first, because big corporation using solarpunk aesthetic, like, I don't know how I feel about that. But I looked into Chobani as a company, I think that they're doing about the best they can do in terms of sustainable sourcing and recycling and things like that, and they have goals, they have, like measurable goals that they're working towards. And so, you know, it's not the same as if, say Coca Cola was doing this. You know, there's been a lot of greenwashing and stuff.

CM: There goes our Coca Cola sponsorship.

SU: Oh sorry, you can cut that out!

HJ: Nope, in our dreams...

CM: That's a great indication, right? When the private sector, when they pick up on a thing, they're like, "There's some value here," right? "This is a story we want to tell." And I hear the ambivalence, too.

SU: But you know, I thought about it for a while. And I debated, am I behind this or not? And I think I'm happy that the solarpunk aesthetic is reaching more people, even if it is through a yogurt commercial.

EF: I think there are a few areas where our technical reach is still way ahead of our, certainly our moral grasp, but also sometimes just our imagination grasp. And I think synthetic biology is one of those areas where we have no idea what we can do right now, we can do so many things. And the tools are terrifying and incredible. And we have some great science fiction about synthetic biology and you know, different futures we could work towards. But I feel like we haven't even scratched the surface. And this idea of you know, growing stuff, like growing tools, growing building materials, growing infrastructure, right is really interesting and exciting the intersection of biology and material science, because there's so much of our built environment that feels, it's so industrialized, that it's almost magical, you know, we have no idea where it comes from, how it's made, what it costs to do it. And we're going to need to learn a lot more about those things and sort of demystify some of these industrial processes and open up some of these black boxes, and then maybe create new kinds of magic, where it's like, "Oh, it's local," like the farmers market is magical, you know, you go to the farmers market and eat this, buy this food that was grown here, wherever you are. And there's something amazing about that, and it tastes really good. Now, so that kind of localization and starting to create a new, new imagination, feedback loops, if that makes sense, around different - and where you actually know who all the people are, right? And you know, where your stuff comes from. Is at once incredibly mundane and boring. And we're talking about like, you know, your plates, or I don't know, building a new building or something. But it also I think, could be really amazing. They're doing all this crazy stuff with, I think, as Sarena mentioned, mushrooms and fungi before, right. I don't even know what is going to happen. But I think that's going to be a major set of transformations as people - all of those people who aren't probably talking to one another right now, start to talk together more and say like, "Oh, we've got this thing. We could do it for this."

SU: Yeah, I think that's a big part of what's going on right now is just everyone's in their own little corners. And it's not, it's not the collaboration that it could be. Another thing that I was reminded of when you were talking, I'm not even sure what remind me of this, but I saw an article about, there's like a robotic squid or something like that, that's helping to clean up the coral reefs. And so it looks like a squid or a fish or something and so it can kind of sneak in without disturbing the natural sea life, but its job is to go in there and remove waste and repair damages to the reefs and things like that. So, you know, there's all kinds of little, not little, that's probably a major project, but all kinds of projects like that that are that are happening. They're just not, large scale, they're not being utilized quite as much as they could be yet.

CM: To come back to kind of solar from that, from those sorts of developments to solarpunk, it seems like one of the neat things is to be able to kind of place those in conversation with each other, right? As not isolated developments around how we're using fungi or, you know, kind of the intersection of biology and mechanical things, but rather to see them as on this journey towards the future that we want, or more of the future that we want, that embodies some certain set of values, even not really precisely defined ones, but sort of a general direction. And that to me, that's what you could call, I don't know if solarpunk is a philosophy, but as an orientation for the people who are creating or using those tools or practices or technologies, that to me feels really valuable, right, to say, not just that we're, yes, you're cleaning up the reef, but it's within this broader context of this direction that we're going, and that that would seem to offer opportunities to put those different practices to collide them with each other and to see what comes.

SU: Yeah, I absolutely agree with you. I have nothing to add to it. That's, yeah.

EF: Picking up on something Sarena said before, you have to give people permission. And a lot of people don't feel like they have permission to do this right now. And also, the stories are not, at least the stories we make at CSI, are not intended to be the final answer. They're really just prompts to get people to do to do their own storytelling, right? And I think that what you really want is to inspire this sense of agency and responsibility. So people start to say, "Well, what about our reef?" Right? What if we started, what if we became custodians of this and started to feel a sense of responsibility and agency around it to start to care for it? Then we're gonna figure out a way, like, we're going to start with that goal, and then we'll figure out how we pay for it, and what the, you know, how we do it, and how we account for everybody's time and make it sort of make sense in the rest of the world. But changing that fundamental orientation, and then getting people, not to say, well, we have to, like write the story for everybody, right? But to inspire people to say, "Well, here's the goal, now you figure it out. What does this mean for you and your community?" in a way that's exciting and inspiring. I think that becomes for me, I think of that as imagination is this shared practice. It's a thing we do together as humans. And so how do we set the ground for that? How do we foster, cultivate, support that kind of shared imagination?

HJ: So thought shared imagination is not just U.S. based, but global, I think I'm struck Sarena by how many translations your press has been involved with in this space. So where are some of the other hubs of this dialogue? Where else in the world are people taking up the call of solarpunk and trying to contribute to this conversation?

SU: So, we have to start this with a shout out to Brazil, because they were the ones that created the first solarpunk anthology. That's the one that you mentioned, my small press had translated into English so that it could be part of this conversation. And it's a really interesting collection. I think most of the stories don't quite fit what we would call solarpunk now, they're, a lot of them are pretty dark, and they highlight, just because a corporation is green, that doesn't mean they're not still an evil corporation. But they're really good stories. They're a really good glimpse into speculative fiction from a part of the world we don't see much in translation from. And I don't know if Brazil is really producing a lot of solarpunk now, they might be, but from what I understand, there's a lot of innovation going on within Brazilian science fiction, like they just they love the punks, they've got all kinds of new punks that are very like Brazil-centric. And hopefully, we'll see a lot more of that going global at some point. But in terms of the other countries, Italy is a large one. That's largely thanks to Francesco Verso sorry, Francesco Verso, I probably still mispronounce it, who is, he's translated a lot of solarpunk fiction into Italian and has really just been a big voice for the movement worldwide. But also in Italy, people like Commando Jugendstil, they're an Italian collective of artists and writers. I published two of their stories in my Glass and Gardens anthology, but they've been doing a lot of really cool stuff with both artwork and fiction, in Italy. And then, with the Multispecies Cities anthology, we tried to, we centered Asia Pacific region, partially because there hadn't been a whole lot of those voices involved in solarpunk conversation. So the Multispecies Cities anthology is not exclusively Asian and Asian American, but it is majority Asian and Asian American voices. And we made that decision about two years ago, but it seems like even more important now, in light of the rising hate crimes against Asian Americans that we're elevating these voices, and showcasing better futures, that are free of that type of violence. So it's just interesting how the world and fiction are interact that way. But yeah, Australia has also been pretty well represented in solarpunk. I think there's a lot of, a lot of Australians seem to be very, very aware of immediate climate change issues.

EF: Yeah, my sense is that there are a lot of parts of the world where solarpunk doesn't really have to be a reaction to an overbearing, existing, sort of Western superstructure, because, you know, that never got built in the first place, right? And there's much more openness to say, well, we don't have to work through 100 years of industrialization, and all of the problems that that came with that we just need to live in the world now and adapt to conditions. We still have to deal with all the problems that that industrialization is causing us, even though it happened in other places and benefited other people, but, I think there's an openness. And in some ways, I'm speculating a little bit here, but my sense is that it connects to more traditional values and approaches of like, "Well, what does it mean to be in a community? How are we responsible to one another? And, how do we make things and care for our things?" You know, that solarpunk is not necessary, necessarily revolutionary, it's just something that makes sense. And it's a way to, it's just a different lens to talk about practices that people might have been doing for 1000s of years.

HJ: Is AOC, a solarpunk writer that is, can we think of something like the Green New Deal, and particularly the way it's being promoted actively through speculative storytelling, as a political outgrowth of the solarpunk movement? Or is that going too far, in thinking about what solarpunk is?

SU: I would say, yes. I think she's very much a solarpunk storyteller. And the Green New Deal is a sort of solarpunk imagining, and, to quote, I believe it's Jay Springett, who is a solarpunk writer, that "solarpunks can only be in dialogue with each other. And occasionally in chorus," is something like what his quote is. Meaning, there are plenty of people within the solarpunk community who are not entirely on board with the Green New Deal and who, you know, rightfully, point out some of its limitations and all that. So it is not like the epitome of a solarpunk, you know, policy, but, is it moving the trajectory of the world in a more solarpunk direction? I think so.

EF: Yeah, I think that I agree, radical change is possible, big changes are possible. And it's okay to talk about big changes. I think those are, that's a shift in registers, that was unimaginable, I think, two years ago. I was really struck last year by these huge aid packages that everybody was on board with, you know, the republicans in Congress, being totally on board with these massive, federal investments and giving everybody a check to support people during this incredibly hard year. And even a couple years ago, that would have been pretty unthinkable. So I think that the idea of change is something that everybody is a lot more open to right now. And that we can collectively imagine better futures. And not just do that as an armchair exercise, but actually try stuff and make big bets. You know, try big experiments, that feels like a shift, you know, that feels like a radical break, caused by all sorts of things, political, environmental, you know, epidemiological, and we have to make the best of it, right? We have to we have to try to address these challenges while we have the chance.

CM: Well, you have given me at least a good deal of hope about our capacity to address these challenges and some of the practices and, and ways of engaging that will help us on that journey. So I appreciate you joining us today. It's really been a great conversation.

HJ: Yes, thank you so much!

SU: Thank you. This was great.

EF: Yeah, thanks for having us, this was awesome.

HJ: So a few weeks back, we had the folks from Pop Culture Collaborative on the show. And it strikes me that solarpunk is just a fabulous example of what they're describing as narrative change. That is, this genre that has emerged from a social political need to think about sustainable futures has spread outward in a variety of different directions. But it is designed to have us think about better futures, to dream bigger, to use narrative as a tool, as a way of getting people to think differently about the world they live in.

CM: I mean, I was talking to my kids last night, who were saying something about how the future was terrible, and the planet was going to end, and we were all going to die. And I immediately came to solarpunk. And I said, you know, actually, that's not - I felt obligated just, first of all, to acknowledge that that doesn't have to be the future, that we can think about the future and other ways. And I realized how from, you know, from Hollywood, and kind of big picture, narrative change, all the way down to how we interact with our communities, that sort of optimism and the freedom to think of futures that are appealing. And as we heard, beautiful, right? And this whole, the notion of solarpunk that it is this chance to change how we think about our futures and to imagine the futures that we want, and to imagine beauty in the futures and inclusivity. And many of the vestigial and ongoing challenges of our age. But to reimagine those, and to speculate then on how we get there.

HJ: And part of what I love about it, is that it's a global conversation. So we're bringing in Brazil and Australia and Japan and Korea...

CM: Italy

HJ: ...Africa, into this question about a sustainable future, you know, and it's emerging at this moment where Trump has pulled us out of the global Paris negotiations on the environment.

CM: And what I like about all those different perspectives is, one is, it sort of implicitly pushes back on this notion that efficiency is going to win, and bigger and better. And we need a global solution, but to acknowledge regional, national, local, very local solutions to our challenges, and also allows those many different cultures, both in those particular countries and within those countries, to imagine the futures that they want, right. So it doesn't have to be one big future that we all agree on, but rather that it can feed from many different traditions and cultural contexts and different ways of living. That which, on one hand is more inclusive, because people can see themselves in that future. But it's also really fun for the rest of us, in the same way that we'd like food from all over the world, to imagine these futures and these ways of creating them, that are based on different sets of practices and dynamics. So that to me just feels infinitely more generative in terms of the possibility set of what futures and elements of our futures could look like.

HJ: Well, I think there's a fascinating trajectory to be drawn from the punk rock movement, which comes out of Reagan's America and Thatcher's Britain.

CM: Right.

HJ: And is angry as hell, right? To cyberpunk, which has a certain ambivalence about technological change, and progressively became more and more rancid, in its vision of the future. And at once embraced the integration of human and machine, the cyborg identity, so forth, but then, at the same time, was horrified by it. And it's that push-me-pull-you around technology that it sought to express.

So then the steampunks say, "Wait, we've got to go back and reclaim the beauty of the machine and our relations with it," but go back to the steam snorting era of the past, which is precisely what the cyberpunk creators were trying to push back against. So they designed alternative paths. But solarpunk now is designing alternative futures and holding on to the beauty that the steampunk creators embraced. But doing so in a way that is high tech, low tech, but above all, integrating nature and machine together in a new way. And what's striking about all of those movements is that they are artistic movements, not just literary genres. Each of them in their own way became spread across all of the arts, painting, music, fashion...

CM: Furniture, everything!

HJ: ...by those different aesthetics, you can hear it in the music associated with each of those movements. There's an anger to cyberpunk music, there is a quirkiness about old, creating your own inventions for steampunk music, and there's a kind of new age, natural integration that goes into solarpunk music. So all of that comes together. But each of them are both DIY in one way or another. Maybe steampunk the most, in that it really was inspired by a few books, but was built ground up by the fans, through cosplay, and maker culture, and so forth. But solarpunk is not far behind in that, and each of them, because they have a distinct attitude toward the machine and society, have become activist movements as well with again, solarpunk, maybe, in the clearest trajectory toward narrative change that starts with speculation ends up in activism. 

CM: And I love how, I mean, that was an amazing description of those different movements, and really interesting to think about how they're responding kind of as you observed with the original punk, to different elements of their time, right, in different sort of what's happening then. And so what we heard in the conversation today was that what made it punk was taking back control of products, in some sense, right, regaining control, which also takes us back to Cory Doctorow's book way back when? A natural feature of our world today around technology, and the DIY-ness of it, right, so some of these things, DIY, have endured over these different movements, and others may be responding to the political leadership or what's happening. And now you have the, as you note, the environmental piece, right, which, even though the climate crisis has long been happening, we're maybe now reaching fever pitch. So you see that being baked in more deeply to the movement. So I love that, you know, maybe the shared DNA mixed with the new elements of the day that that really do respond. And I think that, it seems to me that both the that backbone, along with the adjustments and additions of today's concerns are what make it so relevant, right? What make it speak to us now, because it's speaking about the worlds that we're inhabiting, and the worlds that we could be inhabiting, in a way that's very, you know, that's palpable. And hopefully, that's actionable, right? Where we feel like we can make a difference. And to me, that's, that's tremendously exciting.

HJ: You know, and I think that we, if there's one strand running through the last eight or nine months of, you know, last two seasons, really of this podcast, it has been the power of speculation going back to the stuff we did, you know, at the beginning of the pandemic, were science fiction writers, like Bruce Sterling and talking about Japanese... But that was a darker speculation.

CM: Yeah. 

HJ: Now, as we're in the Biden era, and we're looking at maybe some end of the pandemic, it's now time to think about how do we build back better, as Biden would put it? Or how do we talk about what we want rather than what we don't want as our guests put today? Or how do we extend the horizon to tell the story of climate change, not in that news frame, that is so hyper, located in time, as the way we talked about it last week. So the theme of speculation, I think's become an important one. After all, how do we like it so far? What's coming next, as a phrase?

CM: Well, speaking of what's coming next and speculation I am, I could not be more excited about our next show when we're gonna have SB Divya and Jonathan Keats. So we have, Divya is a science fiction writer, solarpunk writer, scientist, and remarkable thinker about the future. And Jonathan, as an artist, I think he calls himself an experimental philosopher, among other things, and author, really has done remarkable thought experiments that change your idea about as with Divya's work about what, or challenge your ideas about what humans are, about time and how we think about time and the nature of time. So I'm really excited to continue this, our own speculation about speculation.

HJ: It's gonna be fun.

CM: So next week we're going to continue building on these themes with SB Divya and Jonathan Keats. Divya is a scientist and engineer, and author and editor, recently has a great book out called Machinehood, and other solarpunk things in the works and out there. And Jonathan Keats is an experimental philosopher, author and just troublemaker. 

CM: This show could not happen without our amazing production team, which includes Josh Chang, Sophie, Madej and Alexander Yeh. They are all amazing and the core of our enterprise.

HJ: We also thank University of Southern California Annenberg School and the MacArthur Foundation for their support for our activities, even though we're no longer recording out of the wonderful studios at Annenberg, but are recording wherever our laptop happens to be at any given moment in time.

CM: And most of the time, we are here in Los Angeles, like the USC campus, which rests on the historical lands of the Tongva and Gabrielino People and we appreciate their stewardship. In addition to finding us wherever you find your podcasts, we are on the web and howdoyoulikeitsofar.org, all one word as it were, and on social at H-D-Y-L-I-S-F, both on Twitter and Instagram. So check us out, say hello!

How Do You Like It So Far?: Sarena Ulibarri and Ed Finn on Solarpunk (Part One)

Last time, I shared a transcript for an episode of our How Do You Like It So Far? podcast featuring James Paul Gee. We are slowly adding transcripts for all of our episodes. Here’s another one from one of this season’s episodes, focusing on the science fiction genre/movement, Solarpunk. It’s also part of a season long consideration of science, the environment, the imagination, and sustainable futures. If you would prefer to listen to the episode, follow this link.

Sarena Ulibarri: So, there are two ways to get people to do what you want them to do: you make it uncomfortable for them to be where they are, so that they want to move to a different, you know, place, or you make it really enticing to be where you want them to be. And you know, so all the negative messaging all the disaster narratives, this is, you know, this is the first one this is, you know, "If we continue along this path, here's how bad it's going to get." And so but you know, solarpunk and the more positive messaging, it takes the second approach of like, "If we change directions, look how cool it can be." And, you know, there's a lot of science fiction that has done this over the years, we're just doing it specifically with environmental issues.

Colin Maclay: Hello, and welcome to How do you like it so far, a podcast about popular culture and our changing world. I'm Colin Maclay. 

Henry Jenkins: And I'm Henry Jenkins.

HJ: Solarpunk is a hot, emerging new sub-genre of science fiction in the tradition of cyberpunk and steampunk, which is exploring sustainable environmental futures. We're going to be exploring what it is, why it's emerging, what some of its implications are, How it contributes to a global conversation about sustainability, with two really solid guests, Serena Ulibarri, who is an author and editor of among other things, Glass and Gardens, which is now a multi-part solarpunk anthology series, also Biketopia, and Adventures in Zookeeping. And she is joined by Ed Finn, who is the director of the Center for Science and the Imagination at Arizona State University, a center that has a deep investment in solarpunk. So we'd like to start things off by having each of you tell us a little bit about what you're doing right now, in the area of science fiction, and how you got to this place, what your origin story was. Maybe Serena, you could start us off?

SU: Sure. So my name is Serena Ulibarri and I am a writer and an editor, I run a small press called World Weaver Press. And our most recent project is, it's an anthology of many different authors, most of whom are from the Asia Pacific area, or of Asian American ancestry. And it is called Multispecies Cities. The concept is science fiction stories about better futures, with a focus on more than human issues. So urban spaces that are centered around a balance of nature and humanity rather than just being human centric. So that's the that's the most recent project that we've been doing. It was co-funded by, let me see if I can get this right, the Research Institute for Humanity and Nature in Kyoto, Japan, and a couple of my coeditors are involved with interdisciplinary projects through that Institute. It was pretty cool to work with everybody from around the world on that. So my niche is solarpunk, which I suspect we'll talk more about in depth later, but it's essentially optimistic science fiction with an environmental focus. And I have published about 50 short stories, about half a dozen of which can be considered solarpunk. I have always been interested in environmental issues and trying to work them into my fiction

SU: But, it was when I went to the Clarion workshop in 2014. That was when I really sort of became more aware of climate fiction in general. One of my instructors was Jeff VanderMeer, who's definitely written some things that can be considered climate fiction, you know, Annihilation, and well, a lot of his stuff can be considered climate fiction. And one of my classmates was Marian Womack, who has since published a couple of climate fiction novels most recently called one called The Swimmers. And so they write climate fiction and both of them write climate fiction kind of from this like, Gothic, uncanny, weird angle. And that was different than what I'd been doing, which is sort of the more classic, just dystopian Mad Max wasteland sort of angle. So I was kind of considering if I could kind of go that direction, but then one of my other classmates was from Singapore. And one night he was telling us about these biodomes in Singapore and they have giant colorful solar collectors and I was just like, "What are you talking about? This is, I've never seen anything like this." And I pull up some images on my phone and show him to him like, "Is this what you're talking about?" He says, "Yeah, that's my hood, we live in the future." And it was just like this instant paradigm shift. For me, it was like, the future doesn't have to be, you know, a dystopian wasteland. And it also doesn't have to look like an Apple store. The future can look like, you know, plants and animals and colorful and you know, so I've definitely learned some things about Singapore since then to know that it is not, you know, solarpunk in the in the social aspect, for sure. But just the aesthetic of it was a sort of instant paradigm shift for me. And when I heard the term solarpunk about a year later, it was just like, that was it, though, that term and encapsulated everything that I was already trying to work toward.

HJ: OK, Ed?

Ed Finn: So I run the Center for Science and the Imagination at Arizona State University. And our mission is to inspire collective imagination for better futures. And that means that we have lots of different plates spinning all the time, and different really cool projects. So we, I feel like we are part of this solarpunk movement and engage with a lot of writers who do solarpunk stuff. And we do lots of other things, too. And I'm really delighted to be hanging out with you all and to meet you, Sarena. You know, it's great to find our fellow travelers out there in the world. So, you know, there are a few things that we're doing now that are new directions for us. And the big category that we're starting to fill up that I see as a sprawling, multi-year project with lots of different things is to really drill down on this word imagination. And that's something that I think you and I have in common Henry. Yeah, well, maybe we'll talk more about that. So we have a project right now, where we had originally wanted to do a big, like a big conference, you know, a big get together, invite lots of people to Phoenix to hang out and talk about imagination that that plan was quickly scrapped in the year of the pandemic. And instead, we're doing a series of virtual workshops, where we're trying to do some of the same thing and connect to people who think about imagination in different communities and different areas of practice, with a goal of not just hanging out with all the people we already know, but starting to meet new people who traffic in this idea, and play with imagination, and start to wrestle with the notion of what does applied imagination mean, we just launched a new fellowship, the call is open now until I think April 5, for people who want to propose projects around applied imagination. And the project description is incredibly short. Because it's really open, we're really open to all sorts of different ideas about what we want to see what people come up with, as we're in this exploratory phase of thinking about what imagination means. So if anyone listening to this is interested, if the I don't know what the timing of this will be, when that comes out, but you know, that's a chance to get $10,000 to do something really cool that you wanted to do. 

EF: I also am the Academic Director of Future Tense, which is this partnership, ASU has with Slate Magazine, and with the New America Foundation, and we publish an original piece of science fiction, every month, quite a few of those, I think, connect to - they all have that same fundamental optimism, many of them engage with environmental issues. And I think you could, you know, connect to solarpunk or tag as solarpunk. And we publish each of those stories with a nonfiction response essay by some kind of technical expert, and we have original artwork that goes with each of those stories. And I really love that part of the job and, you know, engaging with all of these different writers. And I think it's a nice microcosm of what CSI does in general, which is use science fiction as a kind of method, a tool, an invitation to talk to all sorts of people in the, you know, genre, and community who are big science fiction readers, but also people who don't really think about science fiction or don't think of themselves as science fiction fans, and use that as this invitation to think about the future. And to start to question well, what do I want, you know, what is the world that I want to work towards? A couple of other things. We've got cooking, we have this new anthology that's in its final edits right now called Cities of Light. This is a follow up to a collection we released maybe two years ago called the Weight of Light. And these are near future, technically-grounded stories about solar energy and it's very solarpunk, a set of explorations around what it's going to be like to live in a more, you know, ecologically thoughtful future, and really approaching that from a sort of systems engineering and urban culture point of view. Recognizing that it's the social problems that are going to be the big problems we have to solve, you know, we can wave our hands and imagine all of the, you know, all the solar panels you want, but then what is it? What is it gonna be like to live in that world, right? And what are the new problems you're gonna have, because waving your magic wand to solve the technical problem isn't going to actually fix all of the other things we have to talk about. So I love those collections. And those are partnerships, we work with policy researchers and technical experts at ASU and this second anthology was done in partnership with NREL, the National Renewable Energy Lab, in Colorado. And so it's really great to, again, bridge these different fields and modes of thinking about the future.

EF: And, you know, another piece of this for me, and another new direction that I'm working on right now is starting to think more about world building as a related practice, another kind of imagination. So I'm teaching a class that I'm making up, as I teach it, sometimes to the chagrin of my students, around worldbuilding. And that's been really fun. And, you know, thinking about how worldbuilding might be one of the toolkits or a set of methods for communities to start to imagine their own futures, and be more grounded, because imagination itself is, can be such a fluffy, abstract concept. Sometimes it's hard for people to really latch on to it. But you say, "Well, you know, look, we're going to make a world we're going to make this future," I think that can be a more grounded way to do it. So it's tremendous fun. There are so many awesome things going on that I rarely can remember even a third of them. And I'm very happy that way. I'm very happy to be part of this sort of collective of awesome people at CSI. And I think the origin story is a good one. And it sort of explains maybe why we're in this interesting place that we are. So in 10 years ago, 2011, Neil Stephenson, the science fiction writer wrote this essay called "Innovation Starvation," about how we seem to have lost our ambitions for the future. We're not thinking big anymore. We're not doing big stuff. We're doing little stuff. And our feelings about the future are no longer fundamentally optimistic. They're pretty dystopian, or disaffected. And it's a sort of a, you know, thought piece polemic. And he was at an event at the New America Foundation in Washington, DC, this is also at the very beginning of that whole Future Tense partnership. And Michael Crow, who's the president of ASU was there, too. And Neil, talked about this idea. And Crow in a very Michael Crow way said, Well, maybe this is actually your fault, Neil, you know, instead of blaming, like the scientists, the engineers, you know, all these other people for not thinking big about the future, maybe what we need are better stories, we need the stories that are optimistic visions of the future that inspire people to work towards those different visions. And so that conversation struck a spark. And here at ASU, we started thinking about, well, what if we, what if we actually took that seriously? What would it look like to try to move the needle on that, try to change our collective relationship with the future, and I really liked the way you put it Sarena, before, you know, we can't just expect some people in lab coats or some people in Silicon Valley to, you know, make the future better for us. And if you do, if you do let those people do it, it's probably not going to turn out very well. You know, we have to all be involved. And I think the biggest problem we face right now, is that not enough people are empowered and invited to talk about the future, and to feel like they are participating in that. And that is what we need to change. And science fiction is a fundamental piece of that toolkit. 

EF: So we started to, we came up with this idea for the Center for Science and the Imagination. And imagined bringing together people in academia but also out in the science fiction community, other kinds of storytellers and creators and artists, and different communities of practice, right, whether that's a neighborhood or a group of people doing policy around AI, and trying to reach them and connect them to these broader publics so that everybody can talk together. And that's one of the great things about a science fiction story is that it can put everybody on the same page. And you can have an interesting and compelling debate about a set, a bundle of technical and social and political issues in the safe space because it's fiction, you know, it's not real. So you don't have to like put on all of your battle armor. You can take some risks and speculate. And everybody can do it the technical expert, who might say, "Oh, well, I know all about, you know, this technical problem, but I'm not an ethicist. You know, I can't talk about that." And the member of the general public says, "Well, I don't know about the technical issues, but this doesn't feel right to me." And the ethicist who might say, "I can't talk about any of the technical stuff." So you know, getting everybody into the room together to have that conversation is really, really powerful. And thinking about those stories, not as prophecies or predictions, but just as invitations to possible futures, to start to have that debate about, well, what - there are lots of possibilities we've been focusing on, only a few of them but are missing these other ones - and then what do we actually want, instead of just spending all of our time worrying about the stuff that we don't want. That's what science fiction is really good for. So it's tremendous fun, and I can't wait to see what the next 10 years of this crazy ride are going to be like.

SU: I love the way that you describe is like a convergence of thought experiments, from different angles. That's really cool.

CM: I mean, I really appreciate both what you offered. And I and there's also like an interesting place between them, right, and thinking about your current work Sarena, and just sort of how the cultural context - so whether it's Asian or Asian American sort of different communities, whether by ethnicity, origin, or other ways we might define it, or engineering, are going to have different views on these things, right, and bring a different kind of valence and different qualities of imagination, to the futures that they envision. So that feels like visiting these different lenses on futures does free us up and offer us things that we didn't think about? Right, like whole new ways to see the world?

SU: Absolutely. When I think especially when you're dealing with climate change, like there's no one solution, you know, it's like hyper localization is really important for dealing with climate change solutions. And so yeah, what works for one group of people or one location, or one, you know, climate, or whatever, is not going to work for everything. So you have to look at it from various angles.

EF: Yeah, and it's not even really... there's going to be lots of things that don't work, right, they're just going to keep changing and evolving. And stories can be helpful with that your one little epiphany I had a few years ago is that I think stories are a really useful and important way to talk about climate change. Because climate change is so big, it's slow, relatively, you know, it's slow, except for the times when it's happening way too fast. And it's kind of abstract. And so, we're not good at that kind of storytelling, we're not good at that kind of risk assessment, you know, this thing that might happen probably will happen 30 years from now, you know, that's tough. Humans are not well set up for that kind of foresight as individuals. But stories are really good at encapsulating complex systems and having a foreground and a background and representing ambiguity and complexity. And so you can create a narrative about climate change with characters and you can control you know, you can leap around the time and space, and so you can make it more meaningful. And that I think, is the thing we struggle with right now is to make meaning out of the abstract crisis of climate change. And a lot of that is about dealing with change, right? Margaret Atwood called it everything change when she came to visit us several years ago, 2014 maybe. And I thought that was a really good way of talking about it, right? That it's not that we're going to solve a lot of these problems. But it's also not that we have to just give up or feel like the problem, you know, that things are hopeless. It's just that we have to recognize that there's a lot of change coming, and we have to figure out how to navigate that change and try to steer the things that we can.

CM: I mean, it seems like it sort of normalizes both change and response. Not, and part of me feels like there's a there's a parallel to science generally. And this idea that science is a straight line in which we you know, we get it right that we get more right more, right, as opposed to like, a very meandering path in which we got we thought it was this and then we realized it was that, and in the way that you're describing it, to me is similar, it's to recognize change is the constant in some sense, although the rate of change is not a constant. And we continue to respond to it. And it sort of gives license to making mistakes and to the trials and tribulations that are part of what it is to be human. But it doesn't mean you give up hope. And I feel like this is - I can't quite put my finger on it. And maybe you both have thoughts - but this to me feels like a fundamental divergence from like, how journalism treats it, right? And journalism feels really challenged to me in figuring out how to convey the change that Margaret Atwood spoke about, whether it's just climate change or everything change, is like it's trying to give graphs or it's trying to do "he said, she said," but it seems like it's fundamentally, traditional journalism feels fundamentally overmatched by this challenge. And I feel like where it does a little bit better is where it does some kind of storytelling and humanizes. But it feels to me like, the work that y'all are doing is way more, has a lot more potential. And maybe there's stuff that journalists can learn from it?

EF: Well, I think that there are some, I think journalism getting is getting better at that. And I think it's, you see people doing more data and analytics and making them more interesting, you know, looking like maps and graphs and connecting the local to the global. But I also think there's interesting things happening around speculative journalism. And that's an area where I want to sort of see if we can incubate some more cool things where you can combine that storytelling and the grounded, you know, the grounded reality of today. But I think some of it is that that one of the challenges is that journalists feel like a primary job is to be the voice of critique, right? And that sort of the truth-bringer and to, and to say, well, we have to talk about all the things that are wrong now. And that's a really important job. And, you know, that's a role that the Fourth Estate has to play. But we also need those narratives of hope. And, you know, I think that maybe I would love to hear what you think about this Sarena, you know, is it that hope doesn't sell, right? And people like news of fresh disasters, that's what people want out of their newspapers, and I can think of certain TV networks that have made a big business out of fear, fear and despair. You know, but I don't know, I think that, at least in our experience, there are a lot of people who were like, it's like they found water in the desert, you know, when they see "Oh, optimistic science fiction, optimistic futures, it's so great that you're doing that." What do you think?

SU: Well, it's just so much easier to imagine what goes wrong than what goes right. You know, it's just, it's easier. And it, you know, and you're right, it is sensationalized by the, by the news, certainly. And there's a sort of catharsis to it, I think, from the audience's point of view. And I think that can happen with the hopeful narratives, too. You know, sometimes people talk about the danger of optimism being like, "Well, everything's fixed rate. So now I can just go on with my life."

CM: Do you think do you think humans are sort of, are we hardwired, in some sense to respond more to fear and, you know, kind of gloom and the negative as a survival strategy? Is the argument that, and then, you look at Hollywood, or the news, or any of these other sources, where we hear stories, and there's way more of, you know, there's way more Mad Max, than there is, you know, whatever the alternatives are, which none, of course, come to mind at the moment. And I think it seems like also we sort of, optimism or hope can be belittled as like a fairy tales, right? Like, what you're talking about here is, is to say being optimistic doesn't mean that all things, all problems go away, it just means that we have the capacity to take on these challenges, and will continue to grapple with them, but it is possible, right? That there's some hope. But I feel like in that sense, for climate, which feels so overwhelming to most of us, it feels especially important that y'all are engaging the space to say, you know, you have licensed to imagine, and that's healthy. And that's part of perhaps what's going to feed our solutions and feed the way that we either, you know, make it through the day when the change happens. Or that gives us the tools to imagine the changes that we want to, we need to make to be able to make it through the day.

SU: Yeah, so like, there are two ways to get people to do what you want them to do. You make it uncomfortable for them to be where they are, so that they want to move to a different, you know, place, or you make it really enticing to be where you want them to be. And you know, so all the negative messaging all the disaster narratives, this is, you know, this is the first one this is you know, "If we continue along this path, here's how bad it's going to get." And so but you know, solarpunk, and the more positive messaging, it takes this the second approach of like, "If we change directions, look how cool it can be." And, there's a lot of science fiction that has done this over the years, we're just doing it specifically with environmental issues. And so, you know, you make it look pretty, and you make it look cool, and you know, show that there's a different trajectory, you just got to change a little bit, you know, maybe a lot but, but oftentimes, you know, like a lot of the technology that exists in solarpunk narratives, it already exists, it's just an issue of accessibility mostly. So, you know, to make it more attractive, you take away, you know this... reframe it. You know, are wind turbines ugly or are they beautiful, they're just wind turbines. It's just the messaging around it that makes people decide that they're beautiful or ugly. So, yeah.

HJ: So I think one of the limits that journalists face is a temporal one, right. And we talked to two indigenous journalists about climate change a couple of weeks back on the show. And what we discovered is they feel felt a need for historical context, that is completely removed from news. And that the ability to project forward consequences may be outside of the realm of speculative journalism, which is a hard concept for most journalists to get, in my experience, but speculative journalism might free people to think longer views. But climate change really requires going backwards and forwards in time, which is the forte of science fiction, as a genre.

EF: And I think any, any, any serious conversation about the future needs to deal with the past, right, and recognize that the past is how you can think about the future in a more grounded way. And I think one of our big challenges as a society, especially those sort of Western European industrial, you know, capitalist society that we have right now, is that we're narrowing down more and more into this tiny sliver of the present, you know, forgetting about the past and forgetting about the future. And it's a kind of practice, it's a mental practice, you have to engage in to try to break out of that and think more broadly. And so I think that, you know, indigenous knowledge and indigenous peoples different cultures that in various ways say, "Well, no, we're not, we're really not into this, like, endless news cycle immediate, you know, sort of tyranny of the present, the tyranny of the contemporary," have to have to find ways to tell those stories and remind people that the history and the future are there, waiting for us to think about them.

CM: I like the history and the future being one way to do that. And I think that culture skipping or kind of contextual skipping can be another way to do that, right? Because that's not, that may be the same time, but people exist in very different, you know, sort of physical contexts with different practices, right. So that's another way to show to kind of normalize the difference and expand what we see as being possible. It feels like a lot of this is sort of a casting off the constraints that we imagine around us, which, as you say, Ed, are getting narrower and narrower, exactly at the time that they need to get broader, right. It's kind of classic innovation, when you're under stress, you kind of lock down and go back to what we know, as opposed to opening up and being willing to experiment and push our boundaries. So it feels like this work is well suited to say the least for this time, right? Like just what the doctor ordered.

EF: Yeah, getting back to what Serena was saying, I think people want to feel good. They don't want to feel bad, right? And you have to give people - but a lot of our structure and the stories that we tell are these stories about feeling bad. And so you need to give people a new vocabulary. Actually, a new grammar, I think is a better metaphor, for how to do that, how to feel good, how to be hopeful. And sure, because as you said, Sarena, it's easier to be a critic, right? It's easier to knock things down than it is to build them up. And so you have to be braver to advance a positive vision of the future. But I think that's something that we should try to celebrate.

SU: Yeah, I saw a quote recently, that was something like people love stories about people rising up in situations of disaster, and you know, the feel good story of helping others, but they scoff at the idea of building a society that is based on that very thing.

HJ: So I'm very cognizant of the fact that a lot of our listeners may be encountering solarpunk for the first time through this conversation, since it's an emerging movement. So could we try to get a definition on the table? I know, Serena, you started us down that path, with your opening comments, but could we elaborate on that definition, just a little bit more?

SU: Yeah. So let me just read off what my current working definition is. So that I get all the words right.

CM: So I love that you acknowledge that there's a current working definition that that too is evolving, right? Like that's right.

SU: Yeah. So it's been changing since ever since I heard the word. Okay, so here's the current definition that I like. Solarpunk is a movement of artists, writers and activists interested in changing the trajectory of our world for the better. As a genre of fiction, solarpunk is optimistic science fiction stories that engage with issues of climate change and social injustice. Solarpunk stories don't always show the specific solutions that led to a better world, but they do always strive to show that better futures are possible.

EF: I'm going to go with Serena's definition, as a working definition. But I will add that I think, to me, solarpunk is fundamentally a style or aesthetic, it's a relationship with the future. Or, to quote Kim Stanley Robinson, who is quoting Raymond Williams, it's a structure of feeling. And Robinson is one of I think, someone who's been doing solarpunk for decades, as a great example of this. But he had this wonderful essay in the New Yorker, last year, near the beginning of the pandemic, talking about imagination, and how this shows us, our response to COVID demonstrates that big shifts are possible, right, and it's that kind of big shift and thinking that we're going to need to contend with climate change. But I really like that idea that, you know, it's not technical solutions. And it's not even particular practices, or particular stories, but it's this structure of feeling, the set of relationships we have with the future that need to evolve. And solarpunk does that it's this idea that the future is not unchangeable, or hopeless, or out of your hands, it's something that you can make, you know, you can manipulate, and you can craft in an artistic way, or a technical or, you know, an engineering sort of way, but you can make it your own, and that all of the tools are there, right? And the spirit is there, you just have to find it. I really love that as a sort of, you know, kind of a philosophical or an aesthetic set of principles.

CM: I mean, that, to me is like that's what feels like what I connect with the punk part of it, right of the kind of DIY, you can do it, you don't have to follow past rules. And the way that you've both described movement, not as like being narrowly bounded by certain rules, but rather, you know, that the kind of orientation and mindset. Are there other elements of like punk ness that that you see in there? Or is that wrong?

SU: Yeah, I think you're right on with that. And it definitely, solarpunk definitely has aspects of like the crafters movement, and like the Do It Yourself ethos. It's not anti-technology, it's not primitivist solarpunks tend to embrace technology, but they try to reclaim it, you know, being able to fix the machine, rather than just upgrade to the newest model, I think is a very kind of solarpunk thing, and to older generations, that might not sound very revolutionary, but like to a millennial, where everything is proprietary and built with planned obsolescence, and nothing can ever be fixed, you just have to get the new one. You know, and I think that is kind of revolutionary. So, you know, just being able to break out of that complacency, that sort of bondage to like the corporate gods and be able to take back control of the products you consume, whether it's technology, or whether it's food, you know, gardening and, you know, or... Yeah, just being able to take back control of the products you consume. I think that's, that's a big part of the, the punk aspect of solarpunk.

CM: And I mean, and that seems like a real that's a provocation, right? Because that sort of flies in the face of so much of the world that we live in right now, which is precisely not that.

EF: I was just gonna say the other punk thing is it's performative. You know, you're showing people how to do it, and that there's an artistic engagement part of it, and that, you know, I think the best solarpunk is stuff that gets you to do it too, if that makes sense.

HJ: So I was gonna note that the solarpunk manifesto defines solarpunk as, quote, "at once a vision of the future, a thoughtful provocation, a way of living, and a set of achievable goal proposals to get there." And I was really taken with that definition, because it's sort of, it's a full action plan, right? It takes you from speculation to achievement, towards social change. And this is I think, many of science fiction genres do this. But this is a particularly powerful demonstration of how fiction could contribute to change.

SU: I think I see the, like, achievable proposals part as just meaning that the solution should be based on like science and policy and social reform, like there can be hand waving about precisely how we get there, because it's writing fiction. It's not an instruction manual, it doesn't have to be specific. It can just present ideas and then let those ideas inspire real world change, but I have seen like a lot of sort of magical solutions floating around in climate fiction. And I think that can be very problematic, because we need a way we need Be able to see a way forward, that doesn't depend on the sudden appearance of a supernatural being or, the earth, you know, the emergence of a new superpower or something like that. So I think achievable proposals is a way of kind of saying, it needs to be based in some kind of reality, even it is speculative. 

CM: I think that it also connects back to the worldbuilding aspect, right, where there's a sense of coherence of the story that you're assembling. And to me, that's, you know, that's something that I've been kind of experiment, dabbling with whatever, in recent years, and find that really compelling, both because then it shows not the perfect, the only world that we'll have, but at least the way these different things can fit together, which gives you some tools to understand the way a system works, and that, you know, whatever decisions we make, and actions we take are gonna have implications. So then some of them will be positive and others may not be right. But that it feels more authentic to make it a coherent whole, of imagined, even if it's just one possible future. But that, to me feels like a, you know, a valuable part of this kind of storytelling and imagination.

EF: Yeah, and to make it really concrete, right, the best worldbuilding has real stuff in it - physical objects that feel textured and banged up and that have their own histories that it's, you know, it's a future that has a past of its own, is another important part of worldbuilding. And there's coherence but maybe not too much, right? You still need conflict and tension. And you know, it's not a monolithic, magical, unicorn, rainbow happy lands, you know, there's still going to be problems, or there aren't going to be humans, because humans, you know, we need problems, I think, to survive. So, there's still challenges and we're never all going to agree on anything. But there's this idea that there are compelling, believable chunks of the future, some of which you can build, and make and use right now. Right? And that that's how you make the big future is you start with the little pieces of it. And you build outward from your own set of practices in your own community. And if enough people do that, we're going to change the world.

How Do You Like It So Far? What Is a Human with James Paul Gee (Part Two)

CM: With so many of those forces and such diverse forces of socialization all around us, how do we even begin to think about... my voice had me up last night saying very unkind things all through the night and I'm not worried so much. Body image isn't the main thing that drives me, but then there's 50 or 75 or a thousand other things. We have our whole economic, social, educational, all these edifices are built on those things that feed the voices that we hear. How do you start to think about beginning to change those dynamics?

JPG: Cognitive behavioral therapy is based on trying to lower that voice, but we're finding out newer and newer stuff that is going to lead to therapeutic things. But the fundamental thing is this, because we are herd animals that come out of the primate line, humans are a immensely tropic to status in the sense of what do other people think of me. One of the reasons this voice bothers you so much is you were socialized to care way too much about what society thinks of you, groups think of you, what your identities signals mean to you. That is one problem. The other problem is your voice is healthier and pretty healthy when you feel you belong and you feel safe, because the way the vagus nerve in the body works is if you feel threatened or unsafe as many Americans do, it turns on two parts of the nerve that you really go to fleeing, fighting, hiding, trying to protect yourself, and it absolutely turns off the part of the nerve that makes you pro-social and open to others.

JPG: At a biological point of view, unless you turn off the unsafe signals, whether they're mentally unsafe, it does no good to send a kid to school and think he's going to learn, you're no good for people to collaborate. Now, the other thing I had to say is we moderates have totally give up on the idea of arguing about what is good. What I think we ought to do is, evolution doesn't care whether you flourish, only whether you survive, but you, you care whether you flourish. Therefore we need to say, how do humans flourish? Not just survive. How do they flourish? And see, now we have a test for that. It isn't going to just be subjective. We certainly want you to argue for the good, but it's not a totally subjective matter because if your system is full of inflammation from stress chemicals, it is slowly eating your organs, and it even goes into your brain and begins to destroy parts of your brain.

JPG: I think we can all agree whether we were communist or Nazis that an organism that is destroying itself from the inside out through inflammation just like little knife blades stabbing at it is not flourishing. We could agree on that. The what you could do is you say, "Well, this will certainly be true with school. Let's check if the kids in school are flourishing." First of all, because if they're not, they can't learn. And second of all, if they're not, you should be in jail; you're taking care of your donkeys poorly.

JPG: Anyway, but when you get to the flourishing thing, well, you can use this test, but it still means you've got to make choices about what is good for human beings. One choice that I make, and you have to argue with, remember, you cannot just say it's true, so you've got to believe it, is that if something I do is toxic to others, in the end, it's not good for me. Now, I can't convince you by simple truth, but I could put that into a game or into other stuff and you'd say, "Wait a minute. I thought that it didn't harm me because Joe here is unhappy, but now I see this could be bad." Anyway, we have to reach it.

JPG: See, it's the humanities. We got to get them out of school, we got to get them out of canonical lists, and we've certainly got to get away from the liberals who say anything anybody writes or makes is equally good as anything else. That's not true. It's not true that people make better stuff because they're more gifted; it's because they have drawn on their life experiences and had life experiences in a way that not only took effort but care. I don't doubt that everybody could produce a good piece of art, but that doesn't mean everybody did. I certainly don't think all the great pieces of art hanging on the walls.

JPG: But I do think that the function of media and art was to give you design sensations, experiences, where you could learn and understand in ways that you can't by being just let free in the world. And that's a responsibility. To me, every designer, an architect, a media designer, game designer, and author, they are teachers. You are teaching people. What do teachers and parents do? They say, "I have to design this experience, mentor it, guide you so you don't kill yourself or you don't learn something that seems so spiffy and later find out it's absolutely toxic"

JPG: No humans... I don't know any culture that... And by the way, animals don't do this. Animals don't just turn the young loose... most of them, many, many species don't turn the animals loose and say, "Hey, I hope you catch onto what we caught on to." They pass it down. They teach and they often do it through designing, and it's a niche and environment where the child can observe the right thing or be with them in the right way. In many ways, if you're an ethical designer, you are a modern shaman, a modern parent, a modern teacher it's an ethical responsibility, and you better take it. But if you sit around and say, "Well, everything's as good as everything else." Well, look at the state of the world that got us.

HJ: I kept reading this, but we're going down this path toward education, and I kept reading this book through the shadow of your other books, and you edge toward education and edge off it again. There are moments you talk about grades as fetishes as an example of what a fetish is. Near the end, I think we're reaching this conclusion that if we were wrong about what a human is, then education is inhumane or non-human, designed for the wrong species.

JPG: Exactly, in conclusion. It might work for martians. I don't know. I don't know what a martian is like. What this book has to do with education, it says, if you don't know what a donkey is and also realize that because a donkey is something, it doesn't mean every donkey's the same, then you should not be teaching donkeys. The game issue is this, I've always argued that games where you are making choices in a virtual world is an exterior version of our talking to ourselves. It's what we do in our imagination; we role play. Games invented a technology that allowed us to take this function of talking to ourselves and thinking about it while we do it, and put it out externally with content that maybe we could never have gotten or I have no access to.

JPG: That is a powerful technology if used correctly. What you say is that technology, which is really an external imagination, needs to be developed so it makes up for the weaknesses of our imagination: that my side bias, the nagging torture of ourselves, and supplements the good parts of it, which is imagining new identity signals that go wider and worlds that can actually be changed. The message is, I'd like a game designer to say, "Wow, I better up my game." I'd like a school to say, "I better go study what a human is." That's its message. Otherwise, you're right, Henry, when you have school systems today where many of the kids have such high stress levels that they're sick and inflammation, and you're not speaking to any of what their voices are telling them of how inferior and bad they are because they didn't get Bill Gates' money, then I don't know why you bother to teach them because they're not listening to you. They're listening to this.

JPG: You've got to say, "Hey, listen to me," and they're only gonna listen to you if you say, "There's hope, what you're going to tell me now is going to be a voice from the outside of hope, and I'm going to put it into my voices and maybe I'll throw a few other ones off," and do it. That's what education was supposed to be doing. At its best, it's what it did for you and me. It made us aware of what some of these voices were, who should be thrown out, who should be in.

JPG: But education has been co-opted at the university level by grant getting and marketing. I think as the humanities and arts have died because no one wants to pay for them anymore, they are making a huge comeback outside of school. Art didn't die. A bunch of kids are doing it as you know, and they're doing it in the way it was always meant to be done, as a participatory experience that made people think about experience, in a way that was motivating and not alienating, but was novel and exciting. As the humanities die... they will come back in the younger generation and get back their function. I hope that as that happens... Look, we self domesticated ourselves, we changed ourselves in history radically, we are the sort of species who can do it again.

HJ: One of the passages in the book that really moved me stayed with me as I reflected on it is your description of learning poetry, which speaks directly to what you were just saying about the humanities. I think you and I come from more or less the same class roots and through similar processes, although, I never quite got poetry. My wife gave me a poetry book of Elizabeth Browning's poems when we first got married, and I sat down one night and was so proud of myself, I read it and every line connected with every other line, and I was understanding it. When I woke up the next morning and realized that numbers after each line were actually page numbers, and I was reading the titles of the poems, not the poems-

JPG: Could have been a great poem. I remember, I went to a Catholic seminary that I was in for six years and never left, and they banned most books and they certainly didn't teach poetry. Then when I came out, I got a degree in philosophy and became a theoretical linguist, syntactician. Then I got my first job at Hampshire College, which is a very liberal college where people don't have to stay in any class. They graduate by projects. The classes are there to help, but they can leave. They don't need classes to graduate. They had one of the very first cognitive science programs in the country, and they were right next to UMass Amherst, which was the second best linguistics department, and they weren't too far from MIT, which was the best.

JPG: It was a good job until I discovered that I made... and my first course was called on government binding. I went in there and there were 84 students. I thought, "Well, this is an erudite college that is willing to take Chomsky and syntax at this level as undergraduates Two stayed, because they had come thinking it was about S and M. By the way, the two that stayed are both today full professors of linguistics. The little group of us linguists got together. Most of the students wanted to do humanities. They said, "We got to attract them somehow." I had heard of this field stylistics where you did the linguistics with poetry. I hadn't seen much of it. I suggested it. I said, "If any of you guys know literature or poetry, we could do this."

JPG: They said, "Well, I know literature and poetry out of school. I don't like it. Why don't you teach it, Jim?" I was living with a woman at the time who was educated, and I went back and said, "What the hell do I do now? I never read any poetry," and she said, "Well, just go get a Norton anthology of modern poetry and sit there and read it, see if it moves you." Well, I was just blown out of the water. As a linguist, just blown out of the water. To me, it was like what I called semantic saturation. Every part of it is saturated with meaning, and in the best poetry, with participatory meaning. There were often several interpretations and they were juxtaposing with other interpretations of meaning that invites you into that poem.

JPG: I then read Moby Dick, and I thought, "God, best novel." Later when I then taught this class, of course, on linguistics and poetry and literature, it was to get these kids to take syntax by exposing it to them, and yet I had got hooked on the poetry and literature. When I would do it in class, they always... whatever we've got to do, they had had it in school and they hated it. Then we would actually look at what it meant as a piece of language in an experience you're having with it, and they would say, "God, this is really good. How come no one told us?"

JPG: I realized no book had been ruined for them more than Moby Dick. They thought it was the story of a whale. I said to myself, "It is just amazingly good I did not read Moby Dick in school." It's not the story the whale as you know, it's a story of everything. I also found out though, that once you showed these people that they, themselves, as speakers of language are in their daily life, using language poetically deeply to make meaning that humans are all very good at language if you traumatize them and they have to make sense, they start telling a story. I would show them that that human language from children and adults, when people cared and were passionate and forgot enough about their internal voice to put their passion in there trying to make sense, that was already strong language, and that the poets were part of that tradition. They had no trouble understanding that.

JPG: School just ruined it for them. Poetry then has been important to me ever since. I have three volumes of poetry published and more written. My poetry story is sad. I've never wanted to write poetry though I like to read it, but one time, a few years ago I had, for the first time in my life, serious allergies and I was seriously depressed. All of a sudden I found myself, I was in the car and Betty was driving, getting out a legal pad and writing with a pen, which I had not done for decades, poetry. Couldn't stop myself. Just absolutely could not stop. Just wrote poem after poem. I had no sense of composing them. They came out. Somebody publishing things saw some of them and said, "Wow, let's publish these poems," and they did. Then I went for allergy treatments that worked, and I've never had an urge to write a poem since.

HJ: Writing poetry was an allergic reaction.

JPG: I said to my allergist, I said, "Is writing poetry a symptom of allergy?" And he said, "I've never heard that." I gave him a copy of my poetry book and said, "Well it is, here it is." I have no idea, but it was an amazing experience because this idea when you start with a muse, it was that experience. I enjoyed the hell out of it. It was lovely. I would love to be able to do it again. I keep trying to get sick, but living on the farm, my immune system's too good now. Anyway, it was an amazing experience, but it also, by the way, when I read them myself later, it gives me just more respect for real poets. Look at the tremendous impact that the young woman poet at the inauguration had on the society and put that together with the fact of all these right wingers and elitists saying poetry is irrelevant. You can't get a job with it. It doesn't matter to society at all. You say those are the voices. There are some voices you need to get out of your head.

HJ: Well, one of the things that I think struck me about Amanda... Gorman is her name?

CM: Yeah.

HJ: Her poem, was it had features that would not be reproducible in text. That is, her gestures are part of the point. It's a multi-modal experience of poetry as is the intonation of the voice. And that's all the stuff that gets stripped aside when we create textbooks and bring poetry into the classroom.

JPG: Right. That's because when we made poetry and plays and Shakespeare canonical, we made them part of our textual world when they had not ever been part of textual worlds. We did exactly the same with the Bible. The New Testament, Old Testament, oral stories thousands of years old told by multiple groups. They were part of the voice they heard, and in a sense, knew came from outside them from their ancestors. Then when you put that into the text, the so-called religions of the book, what happens is it floats away from the way in which is indigenously embedded into culture, into earth, into landscape, and becomes this universal abstraction that is not very meaningful and has to be policed by people as texts, not as participation in life.

JPG: Yes, but see, the good thing is people saw it's a poem that she said and the power of saying it. Think about it, for people who have heard Trump speak for four years, what it sounded like to know what language with care sounds like. Notice, by the way, she did not need me to tell her; you have to tell the truth, but tell it slant.

HJ: You said right before we went on the air that you see this as your final book, and you end this with an homage to the editor of The Examined Life. Is the examined life something we only get to when we are retired and therefore can look back or is it process of ongoing examining?

JPG: The issue for me over the examined life is given that I was raised in this fanatically devout Catholic world, but with a lot of background on theology, and then got degrees in philosophy and linguistics and then went on to work in a lot of areas, and when I came to the humanities, indigenously, indirectly, everything in my life that has led me to believe the saying "an unexamined life is not worth living." That was a cardinal belief of mine. That means you're living that life. It doesn't mean you do it at the end. The real question for me in retirement is, is it true? Are people in this world now with such lack of safety and equality, are the people who examine their lives happier or the people who don't? How many people in the history of the world even had the opportunity to examine their lives when they're living out of trash.

JPG: An old person comes and says... well, I don't know if this has happened to you yet, Henry, but it certainly happened to me. As you get older, you realize you don't know much. You don't know. I don't think not knowing is a detriment to doing good work. I think it might be better. But you have to still trust your moral intuitions of what's worth doing, or you can't do it. I think what I'm doing there is trying to find out is there some ground other than my arrogance or fear that the examined life is an important thing for humans to do at a moral level. I'm examining that question without an answer to it, because the book is saying that it is interesting, probably important, but it certainly is interesting, before you die to know what a human was. It's fascinating because I'd like to know.

JPG: That's why I wrote the book, but not because I know, we're only beginning to know, I wanted to give everybody the tools to ask the question for themselves. Not to come up with my answer, but to say, "Okay, here was my attempt. Now you take your turn." I did that because I think it's important and interesting to me, but of course nobody has to do it. I think we all, as academics, baby boomers in particular, we bear some responsibility for the state of the world. We were the most privileged generation in history. The baby boom did not have necessarily great intuitions about how to take care of the earth or even how to take care of their own children. As we get older, we need to do like the old, old Catholics did, a self examination and wonder whether it's worth doing.

JPG: Now, it's my last book because no one needs more books from me now. My limit was up. What I want to do, and I'm trying to do this with some people now, is work with much younger people who do not have all of the voices. They have some bad voices in their head, but they're not the ones in mine. For the first time I met somebody who does not have Saint Augustan in their mind. That's a new thing in history. And trying to get them to say, "Look, you have to take this further." That doesn't mean agreeing with me; that means taking this intuition that we've got to keep harping on, "How do we get humans to flourish?" Because if they don't flourish, the world will not end, but the world that is livable for them will end. We need young people to do it now. So I'm perfectly glad to help them, write stuff for them, model stuff for them. Bu they are the ones that are going to have to carry it into the future.

JPG: That's a lot of what you do, Henry. I think that's our moral obligation to do that, so that we pass on... Remember, all these animals, parrots, whales, they pass on the knowledge of the elders so that not the species, but the group they're in, can get good at what they have to do to live and not have to rediscover over and over again. That's the job among parrots and among whales for the elders. That's our job now.

HJ: Well, that's a powerful place to wrap things up. It's been great having this conversation.

JPG: It's fun to talk to you guys. Yeah, it's great. This was very, very good.

HJ: That little bit of music you just heard is from Bing Crosby's song from the '40s, Swinging on a Star, which has interesting things to say about animal intelligence and education, so right at you, Jim. Right after the conversation was recorded and James Paul Gee tells us there's no such thing as an incompetent cat, someone sent me a cute cat video where a cat has his head in the sink, the water is running all over it, and he's trying to lick up air because his mouth is not in the line of water. I sent it to Jim and said, "This seems to me and incompetent cat." He wrote back and said, "Oh yeah, but humans laugh at it all the time just the lord it over the poor cat."

HJ: The more I looked at it, and later that day got a video where a cat had his head caught in a Kleenex box and is desperately trying to get it off, I realized that most of the cute cat videos are videos of cats caught in a human world trying to do things humans do simply, but things that aren't in the nature of cats at all. They're not bad cats. They're cats doing a bad job of pretending to be human.

CM: That is awesome. My first reaction was, of course, my cats drink out of the tap all the time. Every day they just sit there whenever I go to the bathroom, they're like, "All right, let us get some water." I have videos of them drinking water, either alone or together, both of them drinking from the same stream in a way that I find miraculous that they can get their, they can catch a droplet, at a time, of water and have the patience to do that. I think in addition your observation that cat failings are basically about human failings in some sense or interacting with the human environment, our cats are also incredibly adept at interacting with the human environment, able to open doors and unlocked things. My old cat used to be able to lock a door, which I found amazing.

CM: It is funny, but they are good at being them. We are introducing the distortions into their world. I guess, arguably, kind of what he said is we introduced the distortions into our world as well. The way that we are training this little voice in our heads to run amok in ways that undermine so much of society and undermine us individually, I feel like it's part of this cycle that we make work or make challenges for ourselves. I think generally when I was reflecting on this conversation, a lot of it for me was about how the digital world, or it spurred thoughts on how the digital world amplifies and distorts and otherwise changes all these ways of being human in ways that make us less human and less communal and less of ourselves. I felt an indictment of technology fairly strongly.

HJ: Yes. I think that's partially right. I think an indictment of human culture. He calls humans throughout the book man-made monsters. The sense that we created a monstrous version of ourselves by the ways we designed environments that are inappropriate for us, starting maybe with the home and the family, but particularly for him, I think he's thinking about education because after a lifelong career in education, talking about education, I think some of his frustrations with the failure of educational reform are just beneath the surface when he speaks and writes on this topic, which is why I think we saw more of that as we got deeper into the humanities. I also think though that Jim has always been celebrating video games as a space of learning and as a space that teachers can learn from and bring certain design principles back into their class.

HJ: I've always been moved by Jim's passion and discovery of video games well past the age where most people today would experience them, and his willingness to lecture and play video games live at the same time. I sure as hell couldn't.

CM: That's awesome.

HJ: He's out there playing the game, showing us features of the game, explaining the educational dimensions of the game. It was just so clear that this was an environment he's really comfortable with, but the farm also seems to be an environment that he feels especially comfortable with. It's fascinating to me as someone who's known him for a long time to suddenly see this... to mix my metaphors, a flowering of animal imagery in his speech, the way he's drawing on this new found fascination with the natural world, and his writing is speaking as an analogy to think about what we need to do for humans. In that space, one wonders if a well-designed social media system would not be like the mound that, as he's talking about, a kind of symbiotic relationship the termites have to their environment and toward other species, which allow them to think in ways that go well beyond the mental capacity of the species. I think that fantasy of collective intelligence is something many of us had when we first started thinking about the online world.

CM: Yeah. The reality, of course, is that it feels often that rather than developing practices and technologies and so on that support that collective intelligence, it's more about hoarding. It's more about being king of the mountain and more about who gets there first, and that rather than creating that mound space classically, rather than growing the pie or growing the mound, it's about dividing it up right, or dividing it and owning the mound, whether it's a technology company or whatever other power that be is. We get in our own way of building on that more ambitious example. I wonder, I imagine that one of the appeals of animals is that they don't have that voice in their head in the same way, so they're not, perhaps... they're competing of course, but in a much more collaborative way, as we know from all kinds of research, for survival. We, on the other hand, have this real... we've incorporated some real distortions into the ways that we work together or work against one another.

HJ: One of the ways we can reverse that, I think, is for humans to engage with animals more on their own terms. I was very moved this summer by this Netflix documentary, My Octopus Teacher, and it's about a guy who is deep... a filmmaker who's deeply depressed, goes through an island and just began swimming with his camera every day and meets this octopus under the water and becomes fascinated with the octopus's world. But more than that, the octopus begins to welcome him in. That over time, they build a trust relationship, and the octopus and humans are cuddling together, which is very not the major of octopuses, or octopi, which are solo creatures, but he comes to really respect the way the octopus adapts to his environment, the way the octopus uses his smarts to get away from predators, just the way the octopus lives his life.

HJ: Over the 90 minutes, we are into the world of the octopus, which is not an animal that's easy to humanize, but the film really turns it into an important figure that we come to care about over the course of the story without anthropomorphizing the octopus in any way. It remains an octopus who thinks and lives in an octopus world, and the human is the one who has to adapt to learn from the octopus.

CM: I mean, what you don't mention... I very much enjoyed that movie too, was that the guy, the protagonist, one of the protagonists, not the octopus, he's not especially human, he's not particularly warm or engaging. He's aloof and hard to reach, and that ultimately, I felt like the octopus made him more human in the way that he describes at the end, his relationship with his son and how he sees the world. It was really the octopus that was teaching him about humanity in a funny way. Which I think is powerful of how far we get away from who we are.

CM: The other thing it reminded me of was the movie AlphaGo, which is about the technology that that plays the incredibly complex game Go and beats humans, and how the Go champion says that watching AlphaGo play made him more human. It's funny how it may not be humans that inspire us to be human, but not humans to help us to appreciate our humanity.

HJ: Yeah, well, in James Paul Gee's case, it must be pigs.

CM: Well, thank you so much, Henry. That was a great conversation. I'm looking forward to reading the book.

HJ: See you next week when we will be talking to Warren Hedges who studies fantasy, nationalism, white supremacy, and has interesting reflections on the QAnon Shaman, who was one of the insurrectionists who was often photographed inside the Capitol building in early January.

CM: Huge and undying thanks to our amazing producers Sophie Madej and Josh Chang.

HJ: We also thank University of Southern California Annenberg School and the MacArthur Foundation for their support for our activities, even though we're no longer recording out of the wonderful studios at Annenberg, but are recording wherever our laptop happens to be at any given moment in time.

CM: Most of the time we are here in Los Angeles, like the USC campus, which rests on the historical lands of the Tongva and Gabrielino people, and we appreciate their stewardship. In addition to finding us wherever you find your podcasts, we are on the web at howdoyoulikeitsofar.org, all one word as it were. And on social at H-D-Y-L-I-S-F both on Twitter and Instagram. So check us out, say hello!

How Do You Like It So Far?: What Is a Human with James Paul Gee (Part One)

If you have not been listening to our How Do You Like It So Far? podcast this season, you have missed a series of enlightening conversations about, among other things, how news and science fiction have helped us to better understand what makes us human and how we relate to the natural world. I wanted to flag these timely episodes for my readers by sharing transcripts of two key installments.

The first features James Paul Gee, an old friend, an important educational researcher and theorist who made a strong case for what educators could learn from video game designers. He talked with us about his most recent and (he claims) final book, What Is a Human?, a work strongly influenced by his retirement to a farm in Arizona and the observations he has made about animal intelligence. You can find the podcast episode here. If you want to listen to more of our episodes, you can find them at our homepage.

James Paul Gee:Humans are not motivated by truth. Period. They're motivated by comfort, but comfort isn't trivial to them. It means you've got to assuage my fear of death, my finitude, my fear that I don't belong, my fear that I'm unsafe. You've got to assuage that. Anything that will assuage that is very attractive to human beings. Now, that doesn't mean truth isn't attractive. It means you got to make it attractive. The biggest problem we have is the bad guys are really, really good at making up comfort stories that aren't true, but we, and I know it's not easy, but we should be making up comfort stories that are true to show people that truth can be comforting.

Colin Maclay:Hello, and welcome How Do You Like It So Far, a podcast about popular culture and our changing world. I'm Colin Maclay.

Henry Jenkins: And I'm Henry Jenkins. We are joined today by James Paul Gee who Wikipedia describes as a retired American researcher who worked in psycholinguistics, discourse analysis, sociolinguistics, bilingual education and new literacy studies, and as this conversation here today will suggest he's also now actively interested in animal intelligence, evolutionary biology, and essentially what makes us human. I knew him as a thinking partner for 15 years on the space of digital media and learning where we did a number of different appearances together, recently wrote a piece, in dialogue with each other. Today he's going to talk about his new book What Is a Human? And he has fascinating things to say, not only about humans, but animals. Welcome to the show, Jim, it's been a while since we've done a conversation together, but it's fun to be back together.

JPG: Yes indeed.

HJ: Your book is called What is Human? So let's cut to the chase, what is human?

JPG: What Is a Human? Yes, let's cut to the chase. Now, of course, the whole book is about it. But if I was going to put it in a very short way; humans are self domesticated, herd animals who hear voices. That is what they are. It's very interesting how they got there. What is interesting is that today a body of literature is coming out from many different fields, evolutionary biology and neuroscience and anthropological work, all sorts of work that is throwing great light on not just what humans are, but what animals are. This work is exciting, but disappointing in the way that anybody who reads it says, "First of all, we're finding out the humans aren't the least bit like what we thought they were, but then we were wrong about all other animals too." One message is, the other animals are a lot smarter than you thought, and you are a lot stupider than you thought.

JPG: Now, what do I mean by itself, domesticated, herd animal hearing voices. Well, this came out of an evolutionary set of changes that interacted. They didn't happen linearly. We domesticate animals, and the properties, by breeding them. Domesticated animals have certain properties, both in their brains and genes and body, that you could tell they've been domesticated - if a Martian came down, he'd say, "Well, somebody domesticated these guys." Trouble is, who did it? Well, we did it. We did it to ourselves. The way we did it was very, very consequential. In most animals of art that we came from, the primates, they can only really live in fairly small groups. That's because they cannot tolerate strangers, and because they settle their issues through strength, through reactive anger, immediately getting angry. The bullies are the bosses, right? They've worked it out in an interesting way. Some of them like baboons have so much stress in their systems that basically they're in misery, but they survive. That's all evolution cares about.

JPG: Now, some point in human history, very early, probably before homo-sapiens humans got the beginning of an ability to time travel, that is to think in their heads of a different time and a different place, and to begin to read the minds of others. Then eventually they're... It didn't start full blown, but they got that. One of the things they discovered when they got that is; well, a bully isn't always going to win. If a small group of weaklings get together and use this planning function, as a stealth function, as a function to get ready, they can always beat the bully. What that did is, through human history, it eradicated, just normal evolutionary terms, highly aggressive males that lash out, and it put a premium on collaborative planning ahead of time.

JPG: In the beginning, this was good because hunting gatherer groups lived in a fairly egalitarian way and bullies just were excluded, either thrown out or killed. This planning function worked pretty well, but you were still a creature that lived at most with 100 other people. You had a happy little camper group. But this mental power readily, by again, good evolutionary grounds, could go out of control because it's the same power that allows you to lie, allows you to see, allows you to think; "Is this true or not? Is that person telling the truth or not?" There is a fair amount of literature that learning to lie fuel the human brain. It's certainly built this planning function. Think about it.

JPG: Any creature that's got the capacity to lie, some of the primates have it already, is going to be heavily advantaged in an evolutionary race. The only way you're going to defend yourself is get better at detecting lies. Then the liars are going to have to get better and the detectors are going to get better. It's a race. Then the best liar biases. The best liar is a self deceiver, one who believes his own lies. This ability to create stories, fictions, lies to be able to manipulate others has taken the form in humans. It has this form in sperm whales as well, by the way, of identity signals. Humans are herd animals, but they're herd animals that are not always subject to aggression because they could be controlled by planning.

JPG: But that planning, in the best way to control them, is to send signals that we are us and therefore safe, and you are them and therefore not safe. Humans took identity signals just way out of all control, our dialects are identity signals. That allowed us to be able to live in groups the size of nations, because we have identity signals that are different levels. For example, chimpanzees could never eat in a restaurant with strangers, and humans do it all the time. But they're not strangers because they're sending you their identity signals that they're safe.

JPG: Now, the trouble with identity signals is they can unify and they can divide. As we see in America, identity signals that used to mean Americans now means just your Americans, and then they split. This has been a constant hassle with human beings.

JPG: Now to the voices. The capacity to time travel and think about your own thoughts is bound to also make you wonder, this part of me that's thinking about myself, how can I think about myself? There's two cells and the brain is splitting. You know Julian Jaynes in the old days, an hypothesis that's probably not physically true, but it's true in an important metaphorical way. As humans began to be able talk to themselves, which is essential for planning ahead of time, then they thought the voices were coming from outside from God and stuff, and that they were being told what to do. Then it changed this theory, they caught on, "Whoa! It's inside of me." That capacity to talk to yourself, which we now know the biology of is called the default system in your brain, and it is the capacity that operates when you stop focusing on something and you just sit there or even when you're sleeping, the brain never turns off. It just activates the default mode, which is introspection.

JPG: You talking to yourself, not necessarily. Also, your ability to plan, your ability to imagine is introspection. But this division between a self that sees and evaluate and the self that acts gives rise to the feeling that one of those is corporeal, the self that is being told what to do or being assessed or being... and one of them is kind of not corporeal. It is somehow spiritual because it's... you can notice by the way, humans can... I'm doing it right now. You are too. You can look at yourself almost like you're in a third person game, and be thinking in the default mode, "What am I saying? What are these people thinking?"

JPG: That gave humans two things. The idea that that self might be able to go elsewhere, either live forever or... Then 40,000 years ago, you get shaman, going into caves and there's pictures, which are certainly part of a ritual. In the picture is animals that they hunt, but also creatures that are half human and half animal, which is the shaman. The shaman is there because the community is concerned, the animals are running out. They're hunting them and they're leaving. The shaman is going to go into this religious ceremony for their community, and he's going to take this part of him that isn't necessarily corporeal, and he's going to, for the community because he's going to not only get to talk to him now, it's going to talk to the spirits and he's going to go to their land where they're incorporeal part is, their spirits.

JPG: He's going to beg them to stay, to allow themselves to be hunted and form a relationship. Now, that idea of time traveling in space and time for a community to get forces that aren't in our bodies that are spirits or gods or devils or angels that the shaman does, is done all over the world to this day. It's not the least bit uncommon. It's still there. The evidence, the shaman is a healer because he's doing this to heal some remedy and a person in the community. Here's the fascinating evidence. When a shaman does this, goes on, has a vision, comes back, and the vision heals you, may have camps, you may have something else. It works only under one condition. And that is, first of all, the whole ritual has to be done communally in a group that knows each other, and everybody in the room must believe it and everybody has to participate. When they do, it works. Now, that's another finding we know. Nothing surprising at all, because to humans, there is absolutely no difference between mental distress and physical distress; both of them produce a stress hormones that are inflammatory and damage you.

JPG: You can only really heal yourself by getting rid of them. Community that is stressed by inequality or drought is just as if you are out there beating them up. The cure is the same. It is either you use the body or the mind to stop the stress hormones. Now, let me just conclude to say that you and I live in the country with the most anxiety, depression in the world. We can measure that by the amount of stress hormones in your body, and we are off the chart. You talk about the hockey stick, I mean, we are off the chart. Inequality gives rise to this. The evidence for that is now beyond belief that high inequality gives rise to stresses because each person feels it doesn't really matter because it's all rigged. Then they get physically sick and they have massive health bills.

JPG: What happens; people look for a sense of belonging and mattering that will make them feel safe, and that they create identity signals around that. If they can't find one that is healthy, for others, they find one thats toxic, because humans have a dire need to belong, they're herd animals, and therefore they will find their belonging where they find it. And a society that lets them find it any old way they do looks just like ours.

HJ: Now, even reading the book, seeing it brought together in that way is really, really powerful.

JPG: Well, thank you.

HJ: I think you you've already started down the path I was going to take us next, which is this book is full of metaphors, analogies, comparisons, one whole string of which has to do with the animals and humans. And you begin the book talking about termites. As you go along, you'll get deeper and deeper into mammals and particularly barnyard animals for reasons that will become clear, but also you're talking more about monkeys, you're talking about fish and birds, even sea monkeys at one point, although metaphorically, a metaphor built on a metaphor. No reptiles that I noticed, but-

JPG: It's an oversight. You could use anything. Look, I just found out recently the best example of a social animal that does... identity is so strong, it constantly is driving their culture are naked mole-rats. Again, I told you, animals are out there. You're not watching, Henry. I'm not watching. They're out there doing all sorts of stuff. Now there are people who actually... I think it's a great story. For years people taught... I actually wrote an article about this years and years ago, that only in songbirds, only males sing. That's quasi true in the United States, but birds didn't originate here. Around the world, we now know it's not the least bit uncommon for females to sing. Then of course you get the inevitable story from a graduate student who's now become famous saying, "Well, back when I was working with Joe, I certainly heard the females singing, but I wasn't about to tell Joe because he said I was crazy."

JPG: The thing is, when you look, it's always different. It's not right. Now, back to the metaphor. First thing to say is, here's another human property, but this is the property of all animals. Evolution would never make you care much about truth. It couldn't. There's no mechanism in which it could for two reasons. One is, you only see the parts of the world that you have the senses for. Other animals have different senses and see vastly different things than you do. Many of them much, much better, but not all. Therefore, you're not seeing the world. You're just seeing your world, the human one. What the Germans call your [German].

JPG: But second of all, anything that you believe or... we learn from our experience, and any lesson you learn from experience, if it works to keep you alive and pass on your genes but is false, it will get passed on. But if it's true and doesn't work, it won't get passed on. Evolution cannot be tropic to truth for those two reasons. Furthermore, humans use beliefs, that is, these conscious beliefs that come out of our thinking to ourselves and mulling and talking to others. We use beliefs as identity signals of who we belong to. We do not use them in primarily the truth. That is why every human is deeply prone to what we call confirmation bias, but a word that uses much better is my side bias. The beliefs are the identity signals of your side, and your side is what's keeping you alive. Remember this, sense of needing to matter and belong.

JPG: Therefore, you're not about to care whether they are true or not, because your beliefs are a cheerleading for your team and your team is all you've got. By the way, confirmation bias is as bad or worse in educated people as it is in uneducated people.

JPG: All right. Metaphors. First of all, the only way you can do novel work, and this includes science, if you were trying to understand and do domain, by definition, you don't know how to describe it correctly. You don't know all the true things about it. The all the way in is a metaphor. You first try to make a metaphor and learn something, and then it may be, maybe you cash out the metaphor later into actual descriptors. Now, some of the animals stuff, like the termite mounds, are not so much metaphors as fodder for humans to think because those animals all had different niches they had to survive in, and over billion of years, they solved problems that humans have been utterly unable to solve.

JPG: Over the last three years, I've taught a class in architecture at ASU with some architects, and the mound is a masterpiece of architecture, of self-designed, self changing, self-transforming architecture that is in and of the earth. It's masterpiece we've noticed. We have plenty to learn from it. Now, think about this; the American army is stuff is tried for untold amount of times to get an airplane that could hover the way a hummingbird does and make it out of not metal because if you try to do that, hovering with metal, it just breaks very quickly. Well, hummingbirds have been doing it for millions of years. We still can't do it. Not surprisingly, people want to look at what they did.

JPG: It turns out though, you can get inspiration, but you still got to... you've got to get as smart as evolution was. By the way, as you know, there are adaptive system ways now to discover stuff. Metaphor is a crucial, but the part that really interests me, and with your work in civics is important, I think, and that is, humans are not motivated by truth. Period. They're motivated by comfort, but comfort isn't trivial to them. It means you've got to assuage my fear of death, my fear of finitude, my fear that I don't belong, my fear that I'm unsafe. You've got to assuage that. Anything that will assuage that is very attractive to human beings.

JPG: Now, that doesn't mean truth isn't attractive. It means you got to make it attractive. The biggest problem we have is the bad guys are really, really good at making up comfort stories that aren't true, but we, and I know it's not easy, but we should be making up comfort stories that are true to show people that truth can be comforting. With the issue where we were talking about of unintended consequences, we humans now know, boy, stuff I believe that seems to work out in the short run sometimes really screws me in the long run. Well, then you can say, "Well, that's because in the short run, truth matters less than in the long run because sooner or later the world bites you." We have segregated the arts, the humanities and sciences in ways in which the function of storytelling or explanatory sense-making or motivating is in one side of the fence and the function truth is the other.

JPG: Then the side that can tell stories, we have put into school and made it canonical so everybody thinks nobody should have it because it's just classist elitism to. We have a society that has utter disdain for science, so we're in a mess. The only people I know... Henry, I'm sure you know many people who are doing this, but activist artists in participatory projects are doing this. They are activism around facts, but not ones that are not speaking to the needs of human beings. I mean, a good example would be, is we hear about white privilege all the time. The first thing to say is, it's so trivially true, I don't know why we'd have to mention it. There is no soul that doesn't know it's true. We've been talking about it forever, but we haven't done much about it. It's still there.

JPG: Talking and getting angry, but not doing anything just leaves the victims to be victims. Well, the reason is, if you wanted to do something, you'd have to get a team, that is, you'd have to do this planning function to get a coalition of people together, across some degree of diversity so that you could win. Telling them this simple truth when they have no job or three jobs and they're on opioids or they're... lost their house, that white privilege is hardly going to motivate them joining the coalition. Now, if your way of being in the world is saying, "I'm so moral that I will not collaborate with other people who don't agree with me in everything and won't own up to the facts that are important to me," good. Then what you ought to do is go to war and you see if humans in the beginning had had that attitude, the bullies would still be winning.

JPG: If we keep that attitude, the bullies are going to be back. I know as a former academic, even saying that white privilege is probably not the most motivating coalition-builder is probably the end of my career, but the career is already over.

HJ: Yes, it's nice to be at the point where got no fuck left to give.

JPG: There's really nothing bad you could do to me that I haven't already done to myself.

HJ: Well, a lot of where you're coming from comes from your new experiences as a gentleman farmer. I think one of the things the book maps is your progression from white trash to gentlemen farmer over the course of a lifetime. What are some of the lessons you're learning from your pigs, your goats, the other animals that you're talking about?

JPG: Tremendous amount of lessons. The irony is my brother's an identical twin, and so we both came out of white trash. At one point he lived in Cottonwood where I live and I lived in Sedona. Sedona is a fancy place, Cottonwood is rural. He couldn't take it. It was like going back to our relatives. He fled. Then I moved over here and it felt very comfortable. Thing about farming, one of the reasons I wanted to do it is it'd become very clear to me that one of the biggest mistakes humans made in their evolution history was standing up because most of the information is on the ground for us terrestrial creatures. If you get a pig or if you have a dog or you get any animal, the information they get off the ground chemically and electrically, and microorganisms off the ground is so far superior to what we have when we stood up and lost all the senses that would allow us, like smell, to be grounded.

JPG: Then we exasperated that by moving to cities, closing out microorganisms, polluting them. Returning to a farm... my farm is not a farm to farm the animals for food, it is to have the great pleasure to see domesticated animals, like ourselves, sheep, goats, pigs, donkeys, live out their entire life. Most of those domesticated animals don't get to do that. That's what it's about. But what they really teach you is, first of all, you don't know who an animal is. They're not humans and anthropomorphism is not necessary... They are absolute beings. They have their own forms of excellence and specialists. The one thing they are better at than humans by far is competence. You do not see incompetent pigs, you do not see incompetent birds. You don't. But I think I once saw a competent human, and that could have been I was drunk.

JPG: But the thing is, you learn a lot about the nature of that creature. First of all, you learn that everyone is an individual. That saying that there's a donkey nature, by no means, every donkey isn't different. It means there's limits to what you can do to the donkey, if you want it to flourish. In many ways, this is what inspired me, is I thought about, "Wow, if our school system had as bad a theory of donkeys as they have as humans and education, all the donkeys would be dead or stupidified." It's a metaphor in one way, but it's also to really go back to the ground being now in these architecture classes. Our theme this year is farming the future. That is, as the future gets cataclysmic and people have to participate and they won't be able to engage this industrial destruction of the earth, how do we get back to the earth in a participatory communal way?

JPG: There's movements like restorative agriculture, many others, that are really all about us, for a change, getting down back to the ground. We're going to have to do that or the earth will be dead. We're going to have to go back and take care of it. I think that anybody who lives with animals respectfully know that at one level they are like a different being, but at the very deepest level, there is a minimal difference between you and them. We share the same DNA. You look at the pig or the donkey, it has a tongue like yours, it sneezes just like you, it yawns. I look at these animals and I said, "Wow, the people who don't believe in evolution, why did God make every one of them yawn?"

JPG: I mean, it doesn't make sense. It yawns just like you and me. One of the great things is I have sheep and goats, and they separated evolutionarily a long time ago, but not as long as we did from chimpanzees. You can see that even though they'd been separated for several million years, in evolutionary time, that was yesterday. They look at each other and say, "Well, we're the same, guys." They can sense, and that's because they have identity signals of what goats or sheep are safe, and they can readily send them to each other and get into the same herd. And yet humans can't do it with other humans.

JPG: Anyway, the farm is a metaphor, but also a way to deal with the crisis of my retirement, which metaphorically, Henry, I retired January 2020, and then the whole world did. And I felt, "Wow. I didn't know I mattered that much to these people."

HJ: Well, there are places as I'm reading the book where you are speaking with such a lovingness of your pigs and critique of humans, and I'm fully convinced you like pigs better than you like humans.

JPG: I do. Look, every animal is special in its own way. But you cannot look at a pig, and pigs first of all, are weird because they care the most about food. They just deeply care about food, and they have no hard time finding food. Why are they so smart? I mean, they are incredibly smart. In fact, they outsmart me every day, and I say, "What are you guys doing? It seems like all you guys ever do is eat, and now we're out here and I look like a fool because you just figured that out." They never look unhappy. If they're unhappy, they go to sleep. If it's raining, they stand out in it. If they need some sun, they lay in it... See, they don't have any voice saying to them, "Boy, you should feel bad about how obese you are. You really should feel... It means your worthless." A pig doesn't care.

JPG: By the way, this voice inside of us that talk to us, it is the source of most of our power, but also a lot of our grief. The profession that is made out like a bandit because of this voice is therapy. But there is a very interesting case where a woman who was a scientist, actually studying the brain, got a stroke and lost that internal voice. One of the reasons is the internal voice is fueled by what's called the phonological loop, the ability to retain something for a couple of minutes, so it should keep cycling it. She lost that, so she could no longer hear a voice talking... she couldn't do introspection.

JPG: She had two effects. One was a lot of fear, and the other one was absolute joy that the voice had quit. It came back after years. But if you asked many people today, especially in a highly unequal society and a highly polarized society, "Would you just assume that we turn this voice off so you can be closer to a pig?" In an election that would win by a landslide because they're not living our lives. None of us got damaged by the virus. I'm sitting, we're sitting in nice, safe spaces with full salaries or pensions. The voice tortures me, but I didn't pay a very big price for that torture compared to what many people have paid.

JPG: Now, the way we have to help humans besides making truth motivating is we have to get people to turn the voice off as a voice of criticism and an anxiety and self hatred that is social, is sold to you by the society, and to turn the parts where it is planning and trying to think how to collaborate by getting into other people's perspectives on. Jaynes's bi-caramel mind is actually right. When the humans thought the other voice was coming from outside and then we found that; well, it's actually due to an internal mechanism in the brain. We thought, "Well, it's wrong," but you see the real truth of the matter is those voices are coming from outside you because where did you get the voices? You got them from your socialization, your family, your religions, your history, your media, and the voice that's talking to you, even though you say you feel it's Henry. Nope, it's Henry and a whole bunch of other people.

JPG: Some of those people need to be jettisoned from the voice. As long as you pretend it's your unique little voice, "I got to be me," and you keep those forces of culture and history that are no good, then you're just gonna make money for the therapists.

What Makes LEGO LEGO?: An Interview with Jonathan Rey Lee (Part Three)

Artwork by Mike Doyle

Throughout the book, you sprinkle case studies of art projects which in one way or another deconstruct the playscripts you associate with LEGO. What are some examples? What allows these artists to expand the creative potentials of LEGO that are ideologically discouraged elsewhere? Are these artists cheating or are they operating from a different conception of creativity? How has the company responded to these alternatives?

I absolutely loved working on these sections and strongly believe there much more work to be done in analyzing LEGO art and fan productions.  I call these sections “Post-scripts” because how LEGO scripts its toys is only the beginning of actual play.  Artists and fans not only prove that the LEGO system can do more than its messaging suggests but also show us playful ways of questioning and challenging this messaging. 

One example from the book is how Mike Doyle builds stunning decaying housesusing LEGO that completely subvert the usual geometrical regularity of LEGO construction.  Doyle simultaneously reimagines construction play by finding clever ways to twist LEGO construction techniques into irregular forms and by challenging the suburban ideals of LEGO architecture with profound artistic meditations on decay.  Other examples I explore include experimental brick-built poetrythat explores the relationship between LEGO and poetic composition, a Death Star refashioned in LEGO Friends stylethat plays with gendered stereotypes, a working Turing Machinethat uses LEGO elements to demonstrate core principles of digitality, stop-motion brickfilmsthat reimagine Star Wars, a series of artistic mediations on emotional detachment in LEGO, and an interactive art installationwhere passersby build a collaborative LEGO city.  In the spirit of bricolage, many of these examples partially support the prevailing LEGO ideology by retaining some of its core elements while simultaneously remixing these ideological elements in transformative ways.  

For the most part, I think LEGO would embrace these examples.  Because LEGO is so comfortable sending mixed messages, it’s often happy to either overlook or playfully acknowledge these creative departures even if they would never integrate these ideas into official playscripts.  Unfortunately, there have also been some very contentious situations where LEGO has reacted badly to art (see work by Ai Weiwei and Zbigniew Libera) that has political leanings that it feels would tarnish its brand image.  What’s interesting is that no matter how carefully LEGO cultivates its brand, the broader cultural significance of LEGO manages to evolve beyond its control.  To be sure, a lot of this creative work ultimately bolsters LEGO’s bottom line, but it does so in a way that shows the potential of the medium to transcend its corporate messaging.  

 Erica Rand (Barbie’s Queer Accessories) has discussed the broad range of transgressive play children engage with around Barbie and its associated products. What room is there for children to engage with transgressive play with LEGOS?

 One of my favorite things about toys is that no matter how strongly they are infused with ideological content, the nature of play leaves ample space for players to reinterpret and potentially transgress their implicit meanings.  For instance, while Barbie might be saturated with heteronormative messaging, the physical toys offer no material barriers to playing out same-sex relationships.  Contrast this with fans trying to disrupt the heteronormativity of a narrative television show like Star Trekby creating Kirk/Spock slash fic or fan vids.  To do this, fans have to essentially become amateur media producers, an investment that goes well beyond typical media consumption.  Because toys are designed for retelling narratives, the actual play performed with any toy will always vary more than the messages built into the toy itself.  This is the greatest potential of LEGO as a medium of bricolage.  

 At the same time, there might be ways in which it might be harder to perform transgressive play with LEGO than with Barbie (although I should dig much deeper into Barbie before I definitively state that).  When LEGO provides scripts or norms that allow for a high degree of creativity, it becomes easy to innovate within those norms in ways that only reinforce those norms. Because creativity produces newness, it can feeltransgressive even when it’s actually not.  So, when some consumer activism rejected the Barbie-like gendering of LEGO Friends, it sometimes called for a return to a nostalgically misremembered ideal of LEGO abstraction that itself contained implicit norms that were much more difficult to see and transgress.  Transgressive play in LEGO would ideally not only challenge the surface social messaging of LEGO toys but would also reimagine LEGO’s core ideologies surrounding creativity and play.  Even my own deconstructive work is not always transgressive when it exposes but does not actively refashion what LEGO means.  That’s why it was particularly invigorating for me to draw on some of the playfully or pointedly transgressive work that fans and artists are already doing to reimagine the meaningfulness of LEGO.  

Given the stress on materiality that has surrounded LEGOfrom the start, what have been the consequences of the increasing number of digital games (and now digital animation) that have been released under the LEGO brand? How has the brick been remediated in recent years?

How does the kind of digital thinking involved in LEGO construction change between material and virtual environments? In LEGO Worlds, interlocking material elements are represented as pixilated shapes that snap to an invisible grid.

I think the ongoing success of LEGO remediating the brick helps demonstrate that the material and digital are not as opposed as the often-panicked rhetoric triggered by the rapid rise of digital technologies might suggest.  If anything, our contemporary media culture increasingly embraces the convergence of material and virtual and—despite initially faltering by overreacting to the rise of videogames in the 90’s—LEGO keeps proving that.  

 LEGO seems to somehow transcend material/virtual distinctions.  LEGO makes physical toys that have a kind of digital, pixilated feel, it makes videogames that have a kind of analog, toy-like feel, and it makes hybrid products like LEGO Dimensions that integrate material and virtual components. To explain this blending of digital and analog experience, I try to nuance and expand our ordinary definition of digitality beyond just naming the presence of computer technologies.  Instead, I like to look at digital thinking as any kind of thinking based on dividing the world into discrete and countableelements.  Thinking this way, material objects can absolutely embody digital logics (think of an abacus as a tool for materializing digital information).  In my opinion, the digitality always already in LEGO toys meant that LEGO was poised to pioneer the convergence of material and virtual play long before it started producing videogames and became a major transmedia phenomenon.  

 This is slightly off-topic, but I’m working on similar arguments for games as well.  Videogames are often called “digital games” because they use computer technology, but they often pursue a very analog ideal—after all, the point of VR is to create virtual experiences that feel materially real.  And board games are called “analog games,” but they often use digital logics such as dividing a map into discrete and countable spaces.  More often than not, it’s the board game rather than the videogame that feels mathy and discrete.  

 You suggest that Convergence Culture considers “toys not to be full participants in transmedia storytelling.” I think you may be misreading my work. True, toys figure little in the case study of The Matrix in that book but I have written elsewhere about the importance of action figures as authoring tools for transmedia play and stressed the influence that Mattel's He-Man and the Masters of the Universe franchise had on today’s transmedia storytellers. Yet, I am excited by the new directions your focus on LEGO’s material worlds contributes to transmedia theory. What can scholars of transmedia logics learn by paying more attention to LEGO?

I was wondering what you’d think of that, so I’m glad you brought it up!  You are absolutely right that I could have expanded that section to include many compelling examples (from you or other scholars) of how play has figured in transmedia studies.  I singled out Convergence Culture alongside Linda Hutcheon’s A Theory of Adaptation as field-shaping texts that shed light on broad tendencies in the ongoing discourses of these fields.  Since it still feels to me like most discourses around transmedia and adaptation privilege narrative over play, I read these foundational texts with a particular awareness of the primacy of narrative texts as paradigm-shaping examples.  I don’t think we necessarily need to revolutionize transmedia studies to permanently shift the paradigm to centralize participatory, performative, or playful media.  Yet, from my own perspective as a scholar primarily interested in play, I can’t help but wonder what transmedia studies might have looked like if your He-Man analysis had replaced TheMatrix as the foundational paradigm in Convergence Culture.  

 That being said, there is a lot of value to narrative-centric perspectives in many instances where media culture has developed a hierarchical relationship between narrative and play.  In these cases, transmedia studies understandably tends to theorize how participatory, performative, or playful elements supplement a foundational paradigm of narrative textuality.  For instance, the discussion around how toys are leveraged as authoring tools for creating fan videos in Convergence Culture offers an excellent example of how play becomes relevant within a paradigm in which the primary transmedia story is the narrative text (the fan video) rather than the toy.  This kind of analysis is important and can productively complement more play-centric approaches, but I believe we still have plenty of untapped potential to analyze cultural moments where toys truly do take center stage.  

 By demonstrating what it looks like for a transmedia franchise to prioritize storytelling play over canonical narratives, LEGO can offer scholars alternative paradigms for thinking about transmedia phenomena.  For instance, what different questions of textuality might arise when we compare how traditional media circulate fully-formed texts as products with how LEGO circulates the material elements of a medium as its primary product?  What different questions of participation might arise when we compare how ‘prosumers’ construct media responses with how LEGO players perform scripted creative play with products designed to be reconstructed through materially-mediated bricolage?  I believe that asking these different questions will not merely shift transmedia studies in a new direction but will instead help us more deeply consider some of the participatory, performative, or playful aspects already at play in narrative textuality.  After all, there an intuitive connection between play and participatory media that suggests we might genuinely expand our understanding of media culture by better accounting for play.  

 I can only speculate about where all this might lead, but I find something deeply compelling about play as a model of convergence because playis an active verb—it is the interaction and interplay that creates convergences.  To me, play expresses something special yet familiar at the heart of mediateness (materiality, bricolage, interactivity?) that I find difficult to express in other ways. While my work doesn’t primarily aim to theorize this, I hope my attempts to grapple with the distinctive media-specificity of LEGO play allow these kinds of questions to emerge in ways that will be explored much more articulately by future scholars.  

 Much has been made of the self-reflexivity and self-parody of the LEGO films. Are these qualities subversive or are they a continuation of the logics that have long surrounded LEGO? 

As others have noted, postmodern irony is not always subversive and may only commodify problematic messages.  For example, the “Hulu Sellouts” ad campaign depicts celebrity athletes being paid comically absurd amounts of money to mechanically recite ad copy.  These self-reflexive, self-parodic postmodern ads leverage celebrities to sell products precisely by ironically exposing the fiction of using celebrities to sell products. Very entertaining but hardly subversive.  

Similarly, LEGO parodies are often more playful than subversive, especially when LEGO commodifies its playful brand image.  LEGO often sells its toys by advertising a spirit of playfulness that is not actually included in the box.  As I note in the book, LEGO’s videogame and television adaptations often seem much more self-reflexive and self-parodic than its physical sets.  But even The LEGO Movieconsistently parodies consumerism while simultaneously celebrating LEGO as commodity.  I wonder if LEGO finds it easier to use more author-controlled narrative media to form its playful brand identity be while finding it harder to interject genuine playfulness into its more player-dependent material toys.  In any event, the construction of LEGO playfulness is too literally its selling pointto be all that subversive.  

 In my opinion, the most interesting part of LEGO’s self-reflexivity is their awareness of the medium.  Whereas many transmedia franchises want audiences to lose themselves in the story so that they are not thinking about the medium (helping build continuity between the experience of books, films, videogames, etc.), LEGO wants audiences to see the seams of how the medium is put together.  This is very compelling, but I wouldn’t call it particularly subversive since it never really breaks free from the consumerism and scripting that drive LEGO toys.  Yet, I do have hope that LEGO’s self-reflexivity can inspire players to develop their own self-awareness so they can actively transform or transcend what LEGO means.  In other words, there is possibility in players making more out of this truly remarkable construction system than they are given.  

 And that’s really the tension that defines LEGO’s scripted creative play—finding generative possibilities in playing with a materially and ideologically constrained system.  

Jonathan Rey Lee researches material play media, especially toys and board games. He has published articles on LEGO, Catan, and the Star Wars CCG. His book Deconstructing LEGO: The Medium and Messages of LEGO Play was published by Palgrave Macmillan in 2020. Jonathan received his Ph.D. in Comparative Literature from UC Riverside, where he studied nineteenth-century realist novels and philosophy (especially Wittgenstein). He currently teaches interdisciplinary humanities and writing courses for the University of Washington and Cascadia College.

What Makes LEGO LEGO?: An Interview with Jonathan Rey Lee (Part Two)

While the idea of creating a toy for both boys and girlswas part of the brand message from the start, you critique the implicit and explicit construction of gender around the brand. What are the mechanisms by which gender ideologies are structured into the LEGO culture?

 This is such an important question!  Countless commercial toys are marketed as if children’s gendered differences came already fully formed, although toys absolutely contribute to gendered socialization.  Childhood is an incredibly formative time for establishing social identities, so we need to interrogate why our contemporary children’s culture is so strongly gendered. I am no child psychologist so this is a bit of a hot take, but I might go so far as to say that our society will never be able to develop a genuinely equitable gender dynamic without also reimagining children’s culture.  

Some of the feminized stereotypes of LEGO Friends on display in a Toys R Us (photo by Jonathan McIntosh).

 The most clearly gendered dynamic I explore in the book is the feminized stereotypes of the LEGO Friends product line, which hits pretty much every cliché from the pink-and-purple pastels to the preponderance of fluffy animals and cupcakes.  This has drawn a lot of well-deserved criticism from LEGO fans, parents, activists, and scholars, so it’s important to keep digging deeper into how gendered dynamics unfold pretty much anywhere you look with LEGO.  Subtle gendered ideologies popped up no matter what I was intending to analyze, often having to do with the masculinization of core aspects of LEGO play (such as the rational organization of suburban spaces in the Town Plan or the action-packed militarized play of LEGO Star Wars). 

 I also consider how LEGO bodies play with assumptions about embodied gender and how LEGO problematically masculinizes construction play and feminizes social play.  This shows that gendering is not just something children bring to toys but is also ideologically infused into the toys themselves.  Like many who grew up loving LEGO, I find this deeply disappointing because I personally believe LEGO could appeal to both girls and boys without relying on such reductive stereotypes.  

 LEGO is often discussed as fostering open-ended creativity and there has been some critique of the rise of playsets, especially those linked to particular media franchises, as scripting children’s play. Yet, you suggest the situation is more complex than this.  From the start, you suggest LEGO has been shaped by tensions between “freedom and constraint.” Explain. 

 This is one of the first things people mention when I talk about the cultural impact of LEGO and it’s easy to see why. Intuitively, a Star Wars playset feels more scripted than a generic space set and a generic space set feels more scripted than a simple box of bricks.  This is not wrong per se, but we can nuance this narrative in a few ways. 

 Briefly, the first way to complicate this narrative is to recognize that there was no moment in LEGO history where the system consisted entirely of random abstract blocks.  LEGO was always representational, ideological, and socializing.  In the book, for instance, I explore how the early Town Plan that popularized LEGO toys was based on a strongly suburban ideology with clear socializing tendencies (brand logos like Esso and Volkswagen appeared on LEGO sets as early as 1956).  It’s important to avoid nostalgically overstating early LEGO abstraction in ways that unintentionally make it harder to see and critique the scripts that have accompanied LEGO all along.  

This early set from 1961 shows that LEGO was never just abstract blocks. The bricks themselves contain clearly architectural elements and the road signs and Esso logo clearly represent particular cultural institutions.

 The second way to complicate this narrative is to see freedom and constraint as two sides of the same coin.  LEGO creativity is a form of bricolage, the creative reassembly of already significant elements.  LEGO is all about discovering new possibilities within the things you already have, which is to say it’s all about finding freedom in constraints. Every time LEGO weaves a fragment of ideological content into its design, it simultaneously adds to the scripts that constrain play and adds new meaningful elements to play with.  In other words, LEGO scripting is inextricable from LEGO’s creative possibility space.  So, instead of characterizing constraints as simply limiting creative freedom, this book asks critical questions about how what kinds of ideological entanglements this interplay of freedom and constraint produces.  

 Your book identifies five “playscripts” surrounding LEGO play, each of which links to larger histories of the logics of children’s play. Can you break these down for us?

 If toys are things and play is an activity, playscriptsare explicit messages or implicit norms that suggest how toys are to be played with (Robin Bernstein has done fantastic workon toys as scriptive thingswhere she breaks down this idea in much more detail). Like theatrical scripts, toy playscripts prompt players to play in certain ways while also leaving space for interpretation and expression.  Unlike theatrical scripts, toy playscripts tend to be more implicit and function more like ideologies or social norms.  In this way, toy playscripts are perhaps closer to improv theater—a set of broad guidelines and constraints for how a scene might play out with a significant degree of freedom in how to reinterpret or reassemble the given elements.The five playscripts I name in this book, which can overlap and combine in interesting ways, are construction play, dramatic play, digital play, transmedia play, and attachment play:

o  Construction play is what people might first think of when they think of LEGO: the piecing together of physical bricks into structures.  While it’s tempting to think of this physical construction as abstract or neutral, LEGO has been scripting construction play according to an ethos of suburban architectural design that continues to shape the medium.

o  Dramatic play is what people might first think when they think of dolls: the puppeteering of characters to dramatize scenes or stories.  This involves creatively reassembling fragmented storytelling props to build new scenes.  With LEGO, players literally build the stages for their dramatic play, which significantly complicates the scripting of such performances (including adding a problematic gendered dynamic).

o  Digital play might make people think first of videogames, but I see digitality as something that bridges material and virtual spaces.  This only makes sense if we move beyond only thinking of digitality in terms of the technology involved (videogames use so-called ‘digital’ technology) to the type of thinkinginvolved.  So, I look at how all LEGO play—material and virtual—plays with digital ways of thinking, like how discrete, indivisible LEGO elements are pieced together into larger assemblages.

o  Transmedia play is an evolution of dramatic play in which the core narrative elements are drawn from licensed media franchises.  This is interesting because transmedia play in LEGO usually involves translating narrative media (which tell canonical stories) into playscripts (principles for telling player-created stories) associated with a play medium (LEGO).  So, a child playing with LEGO Star Wars may feel pulled simultaneously by the sometimes-conflicting scripts of the source narratives, the LEGO media narratives, and the toys themselves.  

o  Attachment play is more about the larger cultural idea that playing together is a way to reinforce social bonds.  In a sense, the material connectivity of LEGO serves as a metaphor for the social connectivity of people playing with LEGO.  I explore this through how the characters in The LEGO Movie and The LEGO Movie 2mediate their relationships primarily through the toy stories they tell with LEGO.  

Jonathan Rey Lee researches material play media, especially toys and board games. He has published articles on LEGO, Catan, and the Star Wars CCG. His book Deconstructing LEGO: The Medium and Messages of LEGO Play was published by Palgrave Macmillan in 2020. Jonathan received his Ph.D. in Comparative Literature from UC Riverside, where he studied nineteenth-century realist novels and philosophy (especially Wittgenstein). He currently teaches interdisciplinary humanities and writing courses for the University of Washington and Cascadia College.

What Makes LEGO LEGO?: An Interview with Jonathan Rey Lee (Part One)

Sometime in the late 1960s, Santa Claus brought me my very first LEGO set. My brother and I spent hours assembling houses and other structures using its distinctive snap-on bricks. I am pretty sure those original bricks ended up in a random bucket at our family lake house where for decades to come it would be a good way to spend rainy days when we couldn’t go out and swim or boat. I was never a hardcore LEGO fan — not of the kind we’ve heard so much about since but like most children of my generation, LEGO lurks in some distant memories.

This is one of many stories one can tell about LEGOS. My old MIT colleague Eric Von Hipple has used LEGO’s relations with its most dedicated consumers as a primary example to illustrate his concept of Lead Users. We featured Matthew Shifrin on our How Do You Like It So Far? podcast not very long ago, discussing his campaign to get the company to offer braille versions of their instructions to support the wide interest the product enjoys amongst the visually impaired. And last year, I enjoyed the reality competition program, LEGO Masters, which issued a series of challenges to some dedicated brick builders.

Jonathan Rey Lee’s Deconstructing LEGO: The Medium and Messages of LEGO Play offers a number of other stories and insights, discussing LEGO as both a toy company and a media producer. This is a book that will be of much interest to my readers who are concerned with the study of play, children’s culture, transmedia storytelling, and participatory culture, and that surely covers most of you. At first, I wondered how anyone could fill a book theorizing this deceptively simple product, but the deeper we get into this substantive analysis, the more I wanted to learn. Lee writes with wit and thoughtfulness, tracing diverse conceptual frames by which we might reflect on LEGO’s impact on contemporary culture and showcasing diverse projects (commercial, artistic) to which LEGOS have been applied. I am delighted to share just a small glimpse into what you can learn from Lee’s book in the interview which follows.

An image of Deconstructing LEGO photographed by Aaron Legg, whose Storm Trippin’ brickfilms starring the two depicted minifigure characters are featured in one of the book’s Post-scripts.

Let's start with the basic question: Why write a book about LEGO?

Well, the short answer is that it was largely a series of fortunate accidents.  The long answer goes back to a transformative encounter I had as an undergraduate with J.M. Coetzee’s brilliant novel Foe, which exposed the central ideological fictions of colonialism by rewriting the classic tale of Robinson Crusoe.  This encounter inspired me to study literature and haunted me well into graduate school, where I found myself searching for critical frameworks to help articulate my feelings toward this novel. After exploring a variety of perspectives, I thought I’d see what Adaptation Studies had to offer, so I set my sights on attending the Penn Humanities Forum on Adaptation.  This was in 2012.  I really wanted to participate but didn’t feel like I had anything to contribute to discussions of literature-to-film adaptation, so I was frantically searching for a different way in.  I eventually came up with the idea of presenting LEGO Star Warsas a form of playful adaptation.  

I had such great conversations at the forum that I started thinking it would be worth trying to refine my presentation into an article, but when I started researching the topic in earnest, I was completely shocked at how little scholarship I could find (quick shoutout to the often-unheralded Maaike Lauwaert, who should be credited as an early pioneer in studying LEGO).  Even though recent years have shown a marked uptick in publications, there can’t be many pop culture phenomena with more widespread cultural impact and less published scholarship than LEGO.  

Unable to find the theoretical frameworks I needed, I ended up writing a more philosophical article on LEGO to serve as a background theory and again set out to write the LEGO Star Wars article.  I just kept collecting material and brainstorming ideas until I had maybe 60 single-spaced pages of text and no clue about how to make it cohere into a single article.  I had already started drafting the book I was intending to write on literary reference and the philosophy of language when I realized that my fun little side project had somehow become more book-like than my main project.  In the end, I just threw up my hands and decided that this seemed to be happening anyway, so I might as well just roll with it. 

I suppose I’d say that rather than making a conscious decision to study LEGO, I just kept following my intuition as a researcher until I ended up writing the book that I would have liked to have read back in 2012.  

You tell us that LEGO is a “toy medium” and a “media toy.” Explain the distinction you are making here. Why is it important to you to think of LEGO as a “toy” as opposed to others you cite who discuss it as a building material or tool?

I used that kind of mirrored language because I wanted to commit to a both/and approach (instead of an either/or approach) that could explain LEGO as a genuine hybrid that fully embodies the characteristics of both toy and medium.  The nuance between the two terms is that “toy medium” indicates how LEGO deploys its toy elements as part of a complex meaning-making system (medium), while “media toy” indicates how LEGO situates its toys within larger media franchises, including both its own LEGO brand and many licensed tie-ins.  A toy like Meccano is more toy medium than media toy and a toy like G.I. Joe is more media toy than toy medium, but LEGO fits squarely in both camps.  

I would say that much of what makes LEGO interesting comes from how it bridges toy and medium.  At the same time, I find it particularly telling that there seems to be more resistance to treating LEGO as a toy (which seems blatantly obvious) than to treating LEGO as a medium (which seems much less obvious).  Although I don’t think anyone honestly believes that LEGO is nota toy, I do see fans and scholars occasionally trying to downplay its toy status to divert attention to how LEGO functions as a ‘serious’ medium.  At its core, I believe this reflects a deeply ingrained cultural bias that trivializes everything to do with childhood, play, and toys.  This is the sentiment that the father in The LEGO Movie expresses when he argues that LEGO is ‘not a toy’ to justify his adult hobbyist play and his exclusion of his son from that play.  

A novelty shirt that quotes the father from The LEGO Movie arguing that LEGO is “not a toy.”

While I understand the temptation to overstate things when cultural pressures trivialize what you care about, this kind of thinking can damage pop culture scholarship by reinforcing the misguided notion that some parts of culture are worthy of study and some are not.  However, when we recognize that popular culture phenomena are always worthy of study because they are meaningful to people, we can better understand the depth of our cultural practices.  While people have certainly done many ‘serious’ things with LEGO, I believe the most serious thing about LEGO is how its toys have shaped generations of children’s play.  

You write, “While I believe LEGO has incredible potential for promoting creativity, being a product of a capitalist system means that LEGO is necessarily branded and commodified in ways that ideologically inflect the kinds of creativity it promotes.” What do you see as the potentials and what do you see as the constraints that come with LEGO?

LEGO has many ways of promoting creativity, so I’ll answer this first from the material perspective and then again from the ideological perspective.  Materiality matters for any toy or medium because that’s where creative thinking becomes real.  So, the creative potential of LEGO starts with its well-designed material system—how the bricks click together.  I am constantly amazed by how LEGO makes such a wide, flexible possibility space so accessible and fun.  Children build genuinely creative things with LEGO bricks, while dedicated artists and fans build things of jaw-dropping beauty and complexity from the same pieces. 

Of course, like any medium, LEGO has material limitations.  But many of those limitations only add to the unique creative problem solving needed to build with LEGO.  So, I’d say the main material detriment is just that LEGO is extremely expensive. Ink and paper (and word processing) are extremely cheap, so my creative vision for novel-writing will run out long before my material resources will.  Most LEGO builders experience the opposite—their collection runs out long before their creative vision.  So, our ability to be creative in LEGO is directly impacted by our ability to participate in LEGO consumption, which raises vital questions of economic access.  

 Ideologically, LEGO genuinely values creativity but also has a branded vision of what creativity looks like.  In something of a spin-off article in the Cultural Studies of LEGO, I deconstruct how LEGO Foundation research reports on creativity and The LEGO Movie construct a particular vision of creativity again tied to capitalist consumption.  This is symptomatic of a larger trend in consumer culture toward thinking that the best ways to promote educational or creative development in children are to buy more and more of the ‘right’ products.  So, the issue here is not that LEGO stifles creative expression but rather that LEGO sells particular visions of creativity that strongly suggest certain potentially problematic values.  

 No toys are entirely neutral, so there’s not much point in arguing against ideological content in toys altogether. Nor do I think the LEGO ideologies are uncomplicatedly bad.  Still, I want to challenge some of these ideologies because—let’s face it—we live in a culture where corporate authorship plays a major role in children’s ideological formation, and even benevolent corporations are not always rewarded for promoting more ethical ideologies over more profitable ones.  I believe my responsibility as a media scholar is to deconstruct corporately-authored media products—not necessarily so that we can change a company’s trajectory as consumer activists (although it’s great when that happens), but because nuanced critical understandings are some of our best antidotes against being captivated by corporately-constructed ideologies.  

You place LEGO alongside Froebel’s gifts, building blocks (and I might add, erector sets and Lincoln Logs). What distinguishes LEGO from earlier generations of construction toys? In other words, what makes LEGO LEGO?

“Construction toys” is already an odd, somewhat fuzzy category.  It might make more sense to think of “construction toys” as naming several parallel histories, including that of abstract educational/developmental toys like building blocks, that of engineering-oriented toys like Meccano and Erector Set, and that of architectural toys like Richter Blocks and Lincoln Logs.  And even within these particular histories, each different construction system has its own unique material characteristics that provide highly distinctive play experiences.  In particular, one of the most distinctive things that makes LEGO LEGO is how it draws a little bit from each of these three traditions, simultaneously promoting abstract, engineering-oriented (especially TECHNIC), and architectural thinking.  

And more than mixing different construction toy traditions, LEGO is also a hybrid between construction toys and other toy genres such as dolls, action figures, and playsets.  Consequently, LEGO promises distinct and sometimes contradictory kinds of play in ways that sometimes send mixed messages about what kind of toy it is.  For example, one core LEGO strategy is the “hard fun” mentality of advertising the implicit developmental benefits of a construction toy masked within bright, thematic, consumer-oriented play.  A big part of what this book is about is deconstructing the sometimes strange, sometimes questionable ideological formations that arise when LEGO tries to hold all these types of meaning together.  

 Jonathan Rey Lee researches material play media, especially toys and board games. He has published articles on LEGO, Catan, and the Star Wars CCG. His book Deconstructing LEGO: The Medium and Messages of LEGO Play was published by Palgrave Macmillan in 2020. Jonathan received his Ph.D. in Comparative Literature from UC Riverside, where he studied nineteenth-century realist novels and philosophy (especially Wittgenstein). He currently teaches interdisciplinary humanities and writing courses for the University of Washington and Cascadia College.