“Digital Redlining, Access, and Privacy” is an essay that Hugh Culik and I did for Common Sense where we discuss digital redlining as “a set of education policies, investment decisions, and IT practices that actively create and maintain class boundaries through strictures that discriminate against specific groups. The digital divide is a noun; it is the consequence of many forces. In contrast, digital redlining is a verb, the “doing” of difference, a “doing” whose consequences reinforce existing class structures. In one era, redlining created differences in physical access to schools, libraries, and home ownership. Now, the task is to recognize how digital redlining is integrated into edtech to produce the same kinds of discriminatory results.”
Month: October 2016
It seems like ages ago that Hugh Culik and I recorded a podcast with Les Howard about data mining and students, but it was only last February. Most of these issues remain, and in many cases have only become more severe in terms of tracking and analyzing students with little regard for their privacy and often without their consent.
I’m finally coming to terms with the notion that I can’t use the name “hypervisible” and not have a public-facing space (of “my own”). So what goes in this surveilled space? My plan is to use it for for a few purposes: as a space to work out some of the things I’m thinking and writing about; as a central space for the public scholarship I do at the intersections of pedagogy, data, surveillance, access, digital redlining, and privacy; as a space to engage other people doing similar work.
I’ve been tremendously influenced and challenged by the work of several brilliant public scholars: Audrey Watters, Kate Bowles, Tressie McMillan Cottom, Bill Fitzgerald, Frank Pasquale, Paul Prinsloo, Cathy O’Neil, Jeffrey Alan Johnson, Autumm Caines . . . and ultimately I want this space to be a place where I might ruminate (along with whoever may be paying attention at the time) on the work that’s done by these folks and folks like them.