July 21st, 2007

Gendering of Turkish Women

rural_turkish_woman

Picture courtesy of http://www.petersommer.com/galleryimages/culture/Leading-Donkey-Photo-Turkey.jpg

This post is a response to Hopeful Girls, Troubled Boys by Nancy Lopez. I personalized the issues she cites in that book of racialized and gendered lived exerperiences of second generation immigrant youth.

The gendering practice that was eloquently reported by Lopez is not unique. What makes this study compelling to read are the political overtones mixed with racial practices that are observed at the micro level of social interactions and at the macro level of institutional practices. Whenever and wherever power is contested, there will be a struggle between factions of people divided along power lines. Race in this country is a reality that is rooted in the history and struggle of people of color who were involuntarily displaced from their native homes. Gender in another country where power is given to one gender, e.g., men, is a more defining nature of oppression.

Like many Muslim countries, Turkey is a place where women are subordinated to men and suffer from their subjugated location in the unrelenting social structure. They grow up into their predetermined locations through entrenched practices that gender them to obey a paternalistic man, father, brother, who knows what is best for them. I have been troubled with power and gender inequality in my own family long before I read this book. However, the stories of the second generation youth in Lopez’s book reminded me of the gendering that women in my family are subjected to. I will talk about only one aspect of gendering, although I am aware that there are countless venues where their gender is a marker for stunting what Paulo Freire calls “untested feasibility” in life, or opportunities the oppressed would have attempted if they were not oppressed.

I was born in the remote regions of central Turkey which was held captive by the conservative traditions, which feed the dark practice of denying schooling to girls. Girls would be better off staying illiterate and in the captivity of illiterate villages. Their work is needed on the fields to tend to the harvest, to herd the livestock, and to wait for a husband who will be chosen for her. When they get married, they usually end up in an other village toiling in the heat of the summer and wading through the knee-high snow in the winter. This is the story of women who would have had different lives if they were born in a Western country. A life that abounds with opportunities and free will to unleash the potential they have. One of them is my mother. I love her dearly, but feel sorry for her and her wasted life in this unequal world where she was brought down to an object, was used in the fields, and was taught to fear change and possibility. Her location in life shares the same oppression that second generation youth of Caribbean descent experience in Hopeful Girls, Troubled Boys. I was hopeful as least for my sisters who wanted to continue studying and to break out of this vicious cycle. It was only a hope and a dream that may come true in a more “democratic, polite, and humane” future, as Freire would say. They were too denied further education, and automatically underpowered.

Oppression surfaced again in my father’s relentless insistence and success in getting aborted my unborn sibling. My mother’s teary and sullen face during the turmoil was her only struggle against the oppressive decree. In the end it did not matter if she wanted that baby or how much she fought for it because the decision was already made by her man, who never fathomed her pain, and never will. This is where the oppression is starkly displayed: incognizance of the men about the oppression they exert on women.

There are women in Turkey who are not as oppressed as those in my family, but I know it is widespread in most Turkish families. In a patriarchal society, where men are accorded more power, Turkish women are reeling from oppression that portrays men as the agent. Macro level structural practices are embedded in the daily interactions between men and women, which dictate an order of world in which women are subjugated to the dominant gender. Their location in life as secondary and subservient is reinforced and solidified daily; any diversion is met with punishment that only spells problem for them. As Freire and Lopez would agree, men should not be blamed for the oppression as their overt actions might readily suggest, for they are also under oppression, of macro level structures.

April 10th, 2007

Hypermedia authoring as critical literacy

Myers, J., & Beach, R. (2001). Hypermedia authoring as critical literacy. Journal of Adolescent and Adult Literacy, 44(6), 538-546.

This week’s reading reminds me of the multifarious nature of knowledge and of course the role that social milieu plays in its construction—I am aware that there are many who have wrestled with the epistemological questions of what knowledge is and how it comes about, just take Plato from the pre-historic times.

And you may as well have heard (in many venues especially in College of Education courses at one point in your PhD journey) that information is never neutral even in the case of hard-scientists who putatively control for all known, possible extraneous variables. The route to constructing and searching for information always, it appears, entails a degree of bias emanating from our own view of the world. (Myers & Beach, 2001). In the same vein, information we constantly receive in media carries, in the very least, someone’s bias, and worldview—Of course the whole gamut of this discussion runs volumes, but this little summary serves the purpose.

As the authors see it, adolescents and young adults may be very prone to “basking in” volumes of (media) texts with little or no critical perspective, as they are “infamous” for being impressionable. The worst case is found in the particular type of music they choose to listen to and the pop culture icons they tend to idolize; some of this of music often glorifies violence or degrades women, which end up as most common refrains in their everyday language. The article of course does not touch on this, but the implications are hard to ignore. There was a rallying cry in the recent past over rap singer Nelly’s disparagement of women in his video clips, and a recent CNN news of a gay rapper resisting the lyrics of his favorite rapper MnM in his own songs.

I was very happy on this note to see that there are success stories out there to guide young minds to develop skills for critical consumption of music, information, and reality through the means that are capable of unveiling the agendas presented to them. Hypermedia, with its great potential for multi-sensory appeal, is beginning to help us through this goal.

From this reading I am sure that I will see youth on myspace use this potential of hypermedia as they create and recreate their individuality in their “own spaces”. As a team, we will look for patterns that hypermedia are used by these young people in unraveling hidden agendas and reconceptualizing the taken-for-granted reality of our fast-paced and hi-tech modern lives.

April 9th, 2007

A welcome call: Ratcheting up the blogging etiquette

The New York Times featured an interesting article today (April 9, 07) on the beginnings of a set of regulations for mitigating the impoliteness exerted by anonymous blog readers. It has already stirred up debates of right to freedom of speech and censorship. The article is by Brad Stone.

April 8th, 2007

Collaborative Project Revised

 

We know that new technologies are quickly becoming the norm for people of all ages in the Information Age. They are used in schools to teach reading (e.g., Starfall.com) or they are used by young adults to create personal space (e.g., myspace.com) to express themselves and interact with others.

There is an increasing trend in schools to incorporate technological resources within the curricula. These resources include websites, software programs, and intra-networks which are used for pedagogical purposes across content areas. One such program is Starfall.com used by teachers to teach and supplement beginning reading skills.

            Websites, like Myspace, allow individuals to communicate creatively using newer literacies which mesh language, symbols through the use of multimedia. A growing number of young adults are taking advantage of the affordances of such websites to express their unique individuality.

 

We want to know how individuals use the multimedia resources to express their individuality to others as in Myspace.com and how educational resources like Starfall.com are using multimedia to teach reading.

 

To do this, we will conduct content analyses on the websites, noting the symbols, graphics, texts, video clips, audio clips, and their intended interaction to create meaning for the users.

 

We will draw from our class readings as well as outside resources. Mayer’s article about the effect of multimedia on cognitive learning, Miller and Borowicz article on digital authoring project, and O’Donnell’s reading on blogging as a pedagogic practice have contributed to our thinking throughout the project.  

 

We will also solicit commentary from three experts in the field; for example, some of the authors that we are utilizing.

 

We will use a variety of media from these websites in our presentation to the class.

April 8th, 2007

Storyboard Template

Presentation Topic/Idea:  Reading Across Media; How Students Use Newer Technologies for Academic & Individual Purposes   

Movie Directors: Omer Ari & Nicole Hughes 

Free Music: Music will be used for our intro and outro.  We will use a clip of children’s music and a clip representative of older children (teenagers/young adults) before and after the narration. 

Free Image: We will utilize a collage of brief clips of pictures of multimedia at the beginning.  

Narration/Dialogue: New technologies are quickly becoming the norm for people of all ages in the Information age.  They are used in schools to teach young students and by young adults to create personal space. We have chosen two distinct websites which demonstrate how generations of students rely on multimedia and newer literacies to learn traditional concepts and make meaning through personal and social experiences.   

Free Image: Our images will be displayed after the narration has begun. The images will consist of a  Starfall Heading proceeded by a clip from starfall.  Myspace Heading proceeded by a clip from My Space 

Free Music: Music will be used for our intro and outro.  We will use a clip of children’s music and a clip representative of older children (teenagers/young adults) before and after the narration.

February 27th, 2007

The potential of pod/screencasts

Reading these articles for today, I could not help myself getting inspired: I will go ahead and do a screencast for a software program that I used to design a listening span task for my Psychology professor. She has other than me 6-7 more student assistants who have been get a hang of the program and how to run it. I wrote up a list of steps to run it along with info on the program itself as to what it is designed to do and how it could be used by researchers. I was struck with the idea that maybe a screencast would be a better training tool for them to master running this task. Yeahhh, It will be great!

I had a recurring question as I was reading about screencasts, though, which I think did not get the share of explanation and talk in the readings. I think that Mayer’s theory of cognitive learning has a great application site with screencasts. How? Let me explain. According to Mayer, the modality effect helps the cognitive overload in working memory which is limited in capacity. In many studies, Mayer has shown that when a graphic representation is accompanied by a narration, the participants are more able to retain and transfer knowledge from the text than when only one mode of presentation is employed. From this perspective, screencasts are the best reification of the modality effect and has more potential than it was credited with in the readings this week. And because of this advantage, screencasts may attract more fans than podcasts, which I understand are growing more prevalent.

February 20th, 2007

Using online tools to ease the pains of GSU Freshmen

Purpose: 

What online tools are available in GSU  to help new students’ orientation? How do online social networks impact the socialization patterns of freshman students in this school?

Every year thousands of students join the student body at GSU, a large metropolitan unviersity boasting an ever-expanding campus in the middle of downtown Atlanta–the school has recently bought a highrise building (the SunTrust building) in the area to house two of its largest departments and to provide more space for faculty. The challenges of becoming a part of a new environment as complex as a metropolitan school like GSU could be daunting for newcomers whose smooth integration into the school has great implications for their academic and social success.

Given the importance of understanding and taking action against the challenges of this process for freshmen, we will investigate the ways in which the school is employing the affordances of the Internet in helping ameliorate the difficulties that confront every new member. More specifically, we will seek to find out what online resources newcomers tend to use to “learn the ropes” in this new setting and what tools are made available to them?

Methods: 

As an initial step, we will conduct interviews with 10 freshmen to identify a number of online tools they relied on in their first semester as a GSU student, asking about the utility of these tools and the challenges they encountered using them. From these interviews, we will compile a corpus of online tools available to students and will later perform content anlaysis on these resources.

Timeline

Week of 2/27/07:  Identify 10 freshmen for interview and staff members from the Student Life and Leadership for interviews.

Week of 3/06/07:  Conduct interviews with the identified informants.

Week of 3/13/07:  Analyze the data; find out the tools that were used by the freshmen

Week of 3/20/07:  Analyze the online resources on their content and format.

Week of 3/27/07:  Begin writing our findings.

Week of 4/03/07:  Continue writing our findings.

Week of 4/10/07:  Continue writing and begin class presentation.

Week of 4/17/07:  Finalize paper and presentation

Week of 4/24/07: Presentation

February 17th, 2007

A Girl Like Me

How much has changed since Brown vs. Board of Education? Watch A Girl Like Me by Kiri Davis, who has reconducted the famous Clark study about 50 years later–Clark study contributed greatly to making the case that Segregated but Equal schools actually did much damage to Black students’ self-image.  

 http://www.mediathatmattersfest.org/6/index.php?id=2

February 16th, 2007

Web 2.0 … The Machine is Us/ing Us

Below is a link to a nice thought-provoking video clip by an assistant professor from Kansas State University. His clip touches on issues we have been talking about in the class i.e., rhetoric, authorship, copyright, ethics, etc. Take a look! Worth your time!

http://www.youtube.com/watch?v=6gmP4nk0EOE

February 15th, 2007

Gordon Allport

Gordon Allport is the thinking engine behind the contact theory. His ideas have been cited in various venues by such scholars as Banks (2002), and other multiculturalists, and his theory have been put to test through meta-analytic research studies by Tropp and Pettigrew (2005).

 Below is a link to a website that pays  homage to him and sets the stage for a talk.

http://www.stolaf.edu/people/huff/misc/Allporttalk.html

 Happy Reading!

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