Proposed syllabi for graduate seminars are due Monday, and while I’ve got the documents themselves together, I also want to be able to better articulate the exigency for this particular seminar I’ve proposed a syllabus for. There’s no guarantee my proposal will fit the Department’s needs better than any other proposals, of course, so this is partly an exercise in hopeful thinking, but it’s also helping me to figure out why I’m interested in investigating certain topics. The course, “Studies in Technology and Culture” (DTC 561 / ENGL 561), examines “key concepts, tools, and possibilities afforded by engaging with technology through a critical cultural lens,” and is one of the two required courses for the interdisciplinary WSU graduate certificate in Digital Humanities and Culture, a certificate designed to “enhance already existing graduate programs in the humanities and the social sciences, . . . [offering] graduate-level coursework in critical methods, textual analysis, composing practices, and hands-on production for engaging with humanistic studies in, as well as about, digital environments.” I see a couple important points there:
- first, the certificate’s “critical cultural lens” indicates a reflexive and dialectical (practice- and theory-based) analysis of cultural phenomena as in process and under construction by human and nonhuman agents, and toward the notion of culture as a “noun of process” (from the etymological tracing of Raymond Williams, who points out that the original verb form of “culture” was transitive) representing complex multiple self-developing practices relating to symbolic action; and
- second, the certificate’s interdisciplinary aspects contribute in rich ways to its digital focus, given its required electives that examine how (AMST 522) the economics of access in the digital divide reinforce inequalities, how (DTC 477) the commodification of information and digital tools can contribute to the stratification of their use, how (DTC 478) interface designs can sometimes reinforce stratification and inequality, how (HIST 527) public history projects incorporating digital technologies can attempt to resist the dominant appropriation or suppression of the heritage of subjugated cultures through practices of responsible representation, and how (HIST 529) ethical digital curation and archiving practices can serve equitable and inclusive ends.
One possible intersection of both points might be understood as the intersection of process and information, which is how I would theme the seminar. Such a theme would represent the familiar cultural studies topoi of race, sexuality, class, gender, ethnicity, age, religion, ability, and others as points of contestation over information. The processes via which information is produced, distributed, owned, used, and re-produced shape and are shaped by those topoi and their intersections with digital technologies. Furthermore, I see tendencies in our emerging studies of digital technology and culture that replicate past trajectories whereby early adopters of technologies (often members of privileged cultural groups) tend to centralize, monopolize, and territorialize research domains—fields that shape processes related to the development of information—especially in an academic context shaped by the eagerness of funding agents to throw money at technology. Given such eagerness, the certificate’s welcome emphasis on “hands-on production” might offer an opportunity to counter that territorializing impulse.