DOCSLIB.ORG

How Affect Rhetoric and a Changing Digital Landscape Shape Youth Digital Social Movements of the Twenty-First Century

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
How Affect Rhetoric and a Changing Digital Landscape Shape Youth Digital Social Movements of the Twenty-First Century University of North Dakota UND Scholarly Commons Theses and Dissertations Theses, Dissertations, and Senior Projects January 2020 How Affect Rhetoric And A Changing Digital Landscape Shape Youth Digital Social Movements Of The Twenty-First Century Amanda Frances Pasierb Follow this and additional works at: https://commons.und.edu/theses Recommended Citation Pasierb, Amanda Frances, "How Affect Rhetoric And A Changing Digital Landscape Shape Youth Digital Social Movements Of The Twenty-First Century" (2020). Theses and Dissertations. 3385. https://commons.und.edu/theses/3385 This Dissertation is brought to you for free and open access by the Theses, Dissertations, and Senior Projects at UND Scholarly Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UND Scholarly Commons. For more information, please contact [email protected]. HOW AFFECT RHETORIC AND A CHANGING DIGITAL LANDSCAPE SHAPE YOUTH DIGITAL SOCIAL MOVEMENTS OF THE TWENTY-FIRST CENTURY by Amanda Frances Pasierb Bachelor of Arts, University of Arkansas at Little Rock, 2014 Master of Arts, University of Arkansas at Little Rock, 2016 A Dissertation Submitted to the Graduate Faculty of the University of North Dakota in partial fulfillment of the requirements for the degree of Doctor of Philosophy Grand Forks, North Dakota December 2020 This dissertation, submitted by Amanda Frances Pasierb in partial fulfillment of the requirements for the Degree of Doctor of Philosophy from the University of North Dakota, has been read by the Faculty Advisory Committee under whom the work has been done and is hereby approved. Bradley Serber_________________________ Name of Chairperson Timothy Pasch__________________________ Name of Committee Member Pat Queen Jordheim______________________ Name of Committee Member Kim Donehower-Weinstein _______________ Name of Committee Member This dissertation is being submitted by the appointed advisory committee as having met all the requirements of the School of Graduate Studies at the University of North Dakota and is hereby approved. Chris Nelson_______________________ Dean of the School of Graduate Studies 12/1/2020_________________________ Date ii PERMISSION Title How Affect Rhetoric and a Changing Digital Landscape Shape Youth Digital Social Movements of the Twenty-First Century Department Communication Degree Doctor of Philosophy In presenting this dissertation in partial fulfillment of the requirements for a graduate degree from the University of North Dakota, I agree that the library of this University shall make it freely available for inspection. I further agree that permission for extensive copying for scholarly purposes may be granted by the professor who supervised my dissertation work or, in his absence, by the Chairperson of the department or the dean of the School of Graduate Studies. It is understood that any copying or publication or other use of this dissertation or part thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of North Dakota in any scholarly use which may be made of any material in my dissertation. Amanda Frances Pasierb Date 11/30/20 iii TABLE OF CONTENTS ACKNOWLEDGEMENTS Abstract Chapter 1: Introduction……………………………………………………………1 Studying Youth Digital Social Movements in the Twenty-First Century...3 Defining Key Terms………………………………………………………8 Defining Youth: A Complex Task for a Complex Group………..8 Digital Technologies in the Twenty-First Century Social Movements……………………………………………………….12 What Makes a Social Movement a Social Movement…………...16 What is “Activism” ……………………………………………...19 How Affect Shapes Youth Digital Social Movements…………..22 Case Backgrounds………………………………………………………..25 Invisible Children; Uganda………………………………………25 Bring Back Our Girls; Nigeria…………………………………..27 Never Again; United States of America…………………………30 Method: Digital Rhetorical Criticism……………………………………32 Research Questions………………………………………………………34 Chapter 2: Invisible Children: Early Digital Era Youth Social Activism………..36 The Role of Youth throughout the Invisible Children Movement……….38 iv Youth-affected……………………………………………...........38 Youth-led………………………………………………………...39 Youth-involved………………………………………………..…40 Youth and Affect…………………………………………………43 The Most Viral Video of the Time: How Invisible Children Utilized the Digital Landscape………………………………………………………..45 A Ugandan Crisis, an American Movement……………………..49 Adapting the Digital Plan: Utilizing Digital Technologies Available to Ugandans……………………...……………………50 Digital Activism: Four Styles of Internet Engagement…..………………53 Internet Engagement: Brochureware…………………………….53 Internet Engagement: E-mobilization……………………………54 Internet Engagement: Online Organizing……………………..…55 Internet Engagement: Online Participation………………………56 Digital Concerns: Echo Chambers and Censorship……………...57 Invisible Children as a Social Movement………………………………..62 Activism through the Years……………………………………………...66 The Boundary between Traditional and Non-Traditional Activism…………………………………………………………67 Digital Activism: The Shift from Offline to Online……………………..70 Activism versus Slacktivism……………………………………………..71 v Sharing: The First Step of the Ladder……………………………73 Inserting Oneself into the Story: A Step Closer to Engagement...74 Making the Story their Own: The Final Step of Engagement…...75 Conclusion……………………………………………………………….76 Chapter 3: Bring Back Our Girls: Developing Digital Era Youth Social Movement Activism……………………………………………………………..80 The Role of Youth Throughout the Bring Back Our Girls Movement…..82 Youth-affected………………………………………………...…82 Youth-led: An Outside Voice……………………………………83 Youth-involved: Bringing Young People Together through Social Media…………………………………………………………….85 Youth and Affect: Who are the “Girls” in Bring Back Our Girls........................………………………………………………86 Hashtag Heard ‘Round the World………………………………………..88 Non-digital Natives in a Digital World…………………………..88 Time: A Double-Edged Sword for the Bring Back Our Girls Movement………………………………………………………..90 Location, Location, Location: The Benefits and Struggles of the Location of the Bring Back Our Girls Movement……………….92 Adapt or Disappear………………………………………………97 Internet Engagement: Brochureware…………………………….98 vi Internet Engagement: E-Mobilization……………………………99 Internet Engagement: Online Participation………………………99 Digital Limitations: Some Battles Proving Harder than Others...........................................................................................101 Bring Back Our Girls as a Social Movement…………………………...106 Bring Back Our Girls Activism………………………………………...118 Lost in the Aftermath of a Flash Flood of Activism: Why Bring Back Our Girls Seemed to Disappear After their Massive Hashtag Campaign…...121 Activism, Slacktivism, Both, or Neither?................................................123 Sharing: The First Step Up the Ladder…………………………124 Inserting Oneself into the Story: A Second Step Up the Ladder…………………………………………………………..125 Making the Story their Own: Where Bring Back Our Girls Fell Short…………………………………………………………….126 Conclusion…………………………………………………………...…128 Chapter 4: Parkland: Contemporary Digital Era Youth Social Movement Activism………………………………………………………………………...130 The Youth Say Never Again……………………………………………131 Youth-affected………………………………………………….131 Youth-led………………………………………………………132 Youth-involved…………………………………………………133 vii “We’re children”: The Rhetorical Impact of Youth on the Never Again Movement………………………………………………136 #Digital: How the Never Again Movement Incorporated Digital Aspects……………………………………………………………..…...139 The Right People at the Right Time: How Age and Time Benefitted Never Again Movement Leaders…………………...139 Benefits of Location: How being U.S. Based and Focused Benefited the Never Again Movement…………………............141 Digital Activism: The Four Styles of Internet Engagement……………143 Internet Engagement: Brochureware…………………...………143 Internet Engagement: E-mobilization…………………..............144 Internet Engagement: Online Organizing…………………........144 Internet Engagement: Online Participation…………………......145 A Divisive Subject Matter, A Concern for Echo Chambers……146 Land of the Free, Home of the Shadowbanning: Issues of Censorship in the United States…………………...…………....146 Never Again as a Social Movement…………………...………………..149 Never Again and Activism…………………...…………………...…….153 Traditional and Non-Traditional Activism: A Connected Approach.. …………………...………………………..………..153 Activism or Slacktivism…………………...…………….……...………164 viii Sharing: Step One of the Ladder………………….....................165 Inserting Oneself into the Story: Step Two………………….....166 Making the Story their Own: the Final Step…………………...168 Conclusion…………………...…………………...………………….....169 Chapter 5: Conclusion…………………...…………………...…………………172 Cross-Case Analyses………………...…………………...……...……..172 Youth…………………...…………………...……...……...…...172 Digital………………...…………………………...……......…..180 Evolution of Youth Digital Social Movement Activism……………….182 References…………………...…………………...…………………...………..187 ix ACKNOWLEDGMENTS I wish to express my sincere appreciate to the members of my advisory Committee for their guidance and support during my time in the doctoral program at the University of North Dakota. Specifically, I could not have done this without the support and guidance of my advisor, Brad Serber, who always told me, echoing the words of his advisor, Rosa Eberly, to “find something about which you can’t help but write.” To my family and friends who
Load more

Recommended publications
  • NEVERAGAINMSD STUDENT ACTIVISM: LESSONS for AGONIST POLITICAL EDUCATION in an AGE of DEMOCRATIC CRISIS Kathleen Knight Abowitz
    731 #NEVERAGAINMSD STUDENT ACTIVISM: LESSONS FOR AGONIST POLITICAL EDUCATION IN AN AGE OF DEMOCRATIC CRISIS Kathleen Knight Abowitz Department of Educational Leadership Miami University Dan Mamlok School of Education Tel Aviv University Abstract. In this essay, Kathleen Knight Abowitz and Dan Mamlok consider the arguments for agonist political education in light of a case study based in the events of the 2018 mass shooting at Stoneman Douglas High School in Parkland, Florida, and the subsequent activism of its survivors. We use this case to examine agonist expressions of citizenship, and to present an argument for framing agonist politics through the lens of Deweyan transactional communication combined with the critical concept of articulation. A major lesson in this case is the significance of citizenship learning that prioritizes challenging the political status quo along with working to reestablish new political relations on grounds that are more just. The authors argue that the endgame of agonist-informed political education should be that which helps students, as present and future citizens, reconstruct existing political conditions. Knight Abowitz and Mamlok conclude with suggestions for four domains of knowledge and capacities that can productively shape agonist citizenship education efforts: political education, lived citizenship, critical political literacies, and critical digital literacies. Key Words. citizenship education; agonism; political emotion; transactionalism; articulation Introduction Philosophers of education have made good use of agonist critiques of democ- racy to propose reforms for school-based political and citizenship education. Ago- nist treatments of curriculum and pedagogy emphasize the importance of curricu- lum focused on the arts of disagreement and adversarial position-taking.
    [Show full text]
  • After Parkland Written and Directed by Emily Taguchi and Jake Lefferman
    AFTER PARKLAND WRITTEN AND DIRECTED BY EMILY TAGUCHI AND JAKE LEFFERMAN OFFICIAL SELECTION – 2019 TRIBECA FILM FESTIVAL – WORLD PREMIERE In Select Theaters November 29, 2019 Produced By: ABC Documentaries Directors and Writers: Emily Taguchi and Jake Lefferman Producers: Emily Taguchi, Jake Lefferman, Stephanie Wash, Jeanmarie Condon and Steven Baker Subjects: Victoria Gonzalez, Sam Zeif, Dillon McCooty, David Hogg, Manuel Oliver, Patricia Oliver, Brooke Harrison, Andrew Pollack Editor: Brendan Cusack, Karl Dawson Co-Producer: Meagan Redman Cinematographer: Jake Lefferman Camera: Emily Taguchi, Stephanie Walsh Associate Producer: Samantha Sergi Supervising Editor: Doug Blush Execuve Producer: Beth Hoppe Assistant Editor: Alexandra Garcia Run Time: 92 minutes Website aPerparklandmovie.com Synopsis: In the days after the shooting at Marjory Stoneman Douglas High School in 2018 that killed 17 people and launched a nationwide student movement, filmmakers Emily Taguchi and Jake Lefferman embedded with students and families whose lives were forever transformed. They include senior David Hogg, who recorded his class during the attack and became the face of the Never Again movement; freshman Brooke Harrison, who was in the first classroom under attack; Sam Zeif, a senior who was locked down in the same building, texting with his little brother and unsure if they would ever see each other again; Andrew Pollack, the father of 18-year-old Meadow, who was killed after being shot nine times; and the loved ones of 17-year-old Joaquin Oliver, including his parents Manuel and Patricia, girlfriend Victoria Gonzalez, and best friend Dillon McCooty. The filmmakers developed trusting relationships with these students and families, who opened their doors during some of the most difficult moments of their lives, and followed their private journeys as they rose to challenge the nation to end gun violence.
    [Show full text]
  • Invisible Children's Social Media Response to the Kony 2012 Campaign
    Public Relations Review 42 (2016) 38–48 Contents lists available at ScienceDirect Public Relations Review The double-edged crisis: Invisible Children’s social media response to the Kony 2012 campaign a,∗ b c Stephanie Madden , Melissa Janoske , Rowena L. Briones a Department of Communication, University of Maryland, 2130 Skinner Building, College Park, MD 20742, United States b Department of Journalism, University of Memphis, United States c Richard T. Robertson School of Media & Culture, Virginia Commonwealth University, United States a r t i c l e i n f o a b s t r a c t Article history: Using the ideas of social media activism and organizational learning to guide analysis, this Received 15 March 2015 paper explores Invisible Children, Inc.’s social-mediated response to the humanitarian cri- Received in revised form 7 July 2015 sis in Central and East Africa, the organizational crisis these responses created, and how Accepted 1 October 2015 the organization responded to these different types of crisis via social media. Key findings Available online 29 October 2015 include describing their humanitarian crisis response as a “social experiment,” Invisible Children’s personalization of response on social media to their organizational crisis, and Keywords: the increased transparency Invisible Children demonstrated during and after the crisis. The Crisis communication results of this study demonstrate how social media have the ability to play a key role in Invisible Children increasing awareness about an important humanitarian cause, yet can also threaten the Organizational learning reputation and legitimacy of the organization behind the social-mediated message. Social media © 2015 Elsevier Inc.
    [Show full text]
  • WHS Big Read Politics Books Suggestions
    THE BIG READ 2020 Government and Politics Books Popular titles are offered for those interested in government & politics. The Big Read is a FREE CHOICE assignment. You are not required to read a government and politics book. Se ofrecen títulos populares, incluidos libros en español, para aquellos interesados ​​en el gobierno. The Big Read es una tarea de ELECCIÓN LIBRE. No está obligado a leer un libro de gobierno y política. TITLE/TÍTULO AUTHOR YR GENRE DESCRIPTION/DESCRIPCIÓN The Spy and the Ben Macintyre 2019 Nonfiction; If anyone could be considered a Russian counterpart to the infamous British double-agent Kim Philby, it was Cold War Oleg Gordievsky. The son of two KGB agents and the product of the best Soviet institutions, the savvy, Traitor: The sophisticated Gordievsky grew to see his nation's communism as both criminal and philistine. He took his Greatest Espionage first posting for Russian intelligence in 1968 and eventually became the Soviet Union's top man in London, Story of the Cold but from 1973 on he was secretly working for MI6. For nearly a decade, as the Cold War reached its twilight, Gordievsky helped the West turn the tables on the KGB, eXposing Russian spies and helping to foil War countless intelligence plots, as the Soviet leadership grew increasingly paranoid at the United States's nuclear first-strike capabilities and brought the world closer to the brink of war. Desperate to keep the circle of trust close, MI6 never revealed Gordievsky's name to its counterparts in the CIA, which in turn grew obsessed with figuring out the identity of Britain's obviously top-level source.
    [Show full text]
  • CRC 031318 .Ecl
    STATE OF FLORIDA CONSTITUTION REVIEW COMMISSION MARCH 13, 2018 1:03 p.m. - 11:31 p.m. _________________________________________ TRANSCRIPT OF PUBLIC HEARING DATE: March 13, 2018 TIME: 1:03 p.m. - 11:31 p.m. PLACE: University of South Florida Student Center 200 6th Avenue South St. Petersburg, FL 33701 REPORTED BY: RUTH A. CARNEY, Notary Public State of Florida at large Page 1 - 477 CARNEY & HECKMAN REPORTING, INC. 700 Central Avenue, Suite 204 St. Petersburg, FL 33701 (727)623-9961 APPEARANCES: CHAIRMAN CARLOS BERUFF COMMISSIONER DARRYL ROUSON COMMISSIONER WILLIAM SCHIFINO, JR. COMMISSIONER ARTHENIA JOYNER COMMISSIONER ROBERTO MARTINEZ COMMISSIONER FRANK KRUPPENBACHER COMMISSIONER HANK COXE COMMISSIONER TIMOTHY CERIO COMMISSIONER CAROLYN TIMMANN COMMISSIONER JACQUI THURLOW-LIPPISCH COMMISSIONER NICOLE T. WASHINGTON COMMISSIONER LISA CARLTON COMMISSIONER MARVA JOHNSON COMMISSIONER EMERY GAINEY COMMISSIONER CHRIS SPROWLS COMMISSIONER JOHN STEMBERGER COMMISSIONER CHRIS SMITH COMMISSIONER PAM STEWART JUDGE JOHN STARGEL 3 1 CHAIRMAN BERUFF: Good afternoon, everyone. 2 We're going to convene the final meeting of the CRC 3 roadshow. If everybody will silence or turn off your 4 cell phones so that we don't have those interruptions 5 as the public meeting progresses, I'm going to turn 6 over the microphone to the chancellor. 7 MR. TADLOCK: I appreciate it. 8 CHAIRMAN BERUFF: Thank you for having us. 9 MR. TADLOCK: Thank you. 10 Good afternoon. I'm Martin Tadlock. I'm the 11 interim chancellor here at USF St. Petersburg. I 12 want to welcome all of you to this final meeting of 13 the Constitution Revision Committee and thank the 14 Commissioners for being here with us to provide us 15 this opportunity to serve our community.
    [Show full text]
  • From Clicktivism to Hacktivism: Understanding Digital Activism
    Information & Organization, forthcoming 2019 1 From Clicktivism to Hacktivism: Understanding Digital Activism Jordana J. George Dorothy E. Leidner Mays Business School, Texas A&M University Baylor University ABSTRACT Digital activism provides new opportunities for social movement participants and social movement organizations (SMOs). Recent IS research has begun to touch on digital activism, defining it, exploring it, and building new theory to help understand it. This paper seeks to unpack digital activism through an exploratory literature review that provides descriptions, definitions, and categorizations. We provide a framework for digital activism by extending Milbrath’s (1965) hierarchy of political participation that divides activism into spectator, transitional, and gladiatorial activities. Using this framework, we identify ten activities of digital activism that are represented in the literature. These include digital spectator activities: clicktivism, metavoicing, assertion; digital transitional activities: e-funding, political consumerism, digital petitions, and botivism; and digital gladiatorial activities: data activism, exposure, and hacktivism. Last, we analyze the activities in terms of participants, SMOs, individuals who are targeted by the activity, and organizations that are targeted by the activity. We highlight four major implications and offer four meta-conjectures on the mechanisms of digital activism and their resulting impacts, and reveal a new construct where participants digitally organize yet lack an identifying cause, which we label connective emotion. Key Words Digital activism, social activism, political participation, social movements, connective emotion, literature review 1.0 Introduction Not long ago, activism to promote social movements was relegated to demonstrations and marches, chaining oneself to a fence, or writing to a government representative. Recruiting, organizing, and retaining participants was difficult enough to ensure that often only largest, best supported movements thrived and creating an impact often took years.
    [Show full text]
  • Generation Z's Tweeting Thumbs and Marching Feet
    Generation Z’s Tweeting Thumbs and Marching Feet A study of how the ‘March for Our Lives’ student activists’ discursive solidarity on Twitter strives to achieve gun control by mobilising and politicising American youth Amanda Danielle Flint A dissertation submitted in partial fulfilment of the requirements for the degree BA (Hons) Journalism and Media (Ind.) School of Media and Communication, University of Leeds May 2019 Word count: 11,996 Abstract The ‘Never Again’ movement, also known as the ‘March for Our Lives’ (MFOL), is the first notable statement about gun violence made by Americans born after 1999. On February 14th, 2018, a former student murdered 17 people at Marjorie Stoneman Douglas High School (MSDHS) in Parkland, Florida. After Congress failed to ban assault rifles, survivors vocalised their dissent on Twitter. The students’ activism has disrupted the liberal democratic tradition of rational deliberation in the public sphere by circulating a solidary discourse of anger, empathy, hope, passion and humour. While this research is framed around a particular protest against gun violence, it contributes to academic debates about the public sphere, social media, emotion and young people’s political participation. Content analysis and a Foucauldian multimodal critical discourse analysis (MCDA) examine how a coalition of high school students endeavours to mobilise Generation Z within a digitally-equipped private sphere, subsequently engendering political action in a counter-public sphere resistant to dominant discourses. The activists’ tweets incorporate several performative, linguistic devices to communicate an informal, discursive solidarity. By operating in tandem with Twitter as a conduit of emotion, it disrupts the rational public sphere and advances the political participation needed to sustain a youth-led social movement.
    [Show full text]
  • Health Slacktivism on Social Media: Predictors and Effects
    Health Slacktivism on Social Media: Predictors and Effects Chih-Wei Hu Annenberg School for Communication, University of Southern California, USA [email protected] Abstract. The present study examined predictors, moderators, and effects of health slacktivism, which is characterized as individuals’ effortless acts in supporting health causes primarily through Internet and social media. Findings revealed that issue-involvement and self-presentation were two underlying predictors of slacktivism. Specifically, ingratiation self-presentation was found to be a significant predictor of slacktivism among slacktivists, while enhancement self-presentation predicted slacktivism among activists. Results imply that strategic impression-management types were associated with health slacktivism among particular sub-groups. It is also found that health slacktivists and activists differed by relational connection. Slacktivists tended to be people who were remotely related to the health issue advocated, while activists were people who had closer relational connection to the health issue. Health consciousness, however, was not a significant predictor of slacktivism nor a differentiating factor between slacktivists and activists. Consistent with the Transtheoretical Model, slacktivism was found to have positive effects among participants in terms of awareness, psychological wellbeing, behavioral intention and behavior adoption. Individuals’ low-threshold engagement as slacktivism also predicted their high-threshold engagement (activism), implying that getting involved in slacktivism does not substitute for offline forms of participation but may increase the possibility of offline engagement instead. Keywords: slacktivism, activism, social media, health campaign, health consciousness, issue-involvement, self-presentation. 1 Introduction Web 2.0 has changed the way people engage in social activism in that the Internet have opened up a new world for quick access and connection to online campaigns of various social causes [1-2].
    [Show full text]
  • Individual Claimsmaking After the Parkland Shooting* Deana A
    Individual Claimsmaking after the Parkland Shooting* Deana A. Rohlinger, Ph.D. Professor of Sociology Florida State University Caitria DeLucchi Graduate Student in Sociology Florida State University Warren Allen, Ph.D. Teaching Faculty Rutgers University *We thank Sourabh Singh for his feedback on this paper. The lead author thanks her early morning “writing with randos” group for their support, including Beth Popp Berman, Danna Agmon, Christina Ho, Sarah Woulfin, Derek Gottlieb, Dahlia Remler, Dale Winling, Meredith Broussard, Adam Slez, Didem Turkoglu, Jason Windawi, Elizabeth Mazzolini, Jennifer Sessions, Louise Seamster, Daniel Hirschman. 1 On February 14, 2018, a former student killed 17 people and injured 17 others at Marjory Stoneman Douglas High School in Parkland, Florida. Some of the student survivors mobilized in protest of loose gun laws, and state legislatures across the country began passing bills to restrict gun access. This was true even in Florida, which is a testing-ground for National Rifle Association (NRA) legislation and whose Republican-dominated legislature often rejects modest restrictions on gun access. In less than a month, the legislature passed “the Marjory Stoneman Douglas High School Public Safety Act” (SB 7026), which raised the minimum age requirement for purchasing a firearm from 18 to 21, required a three-day waiting period for the purchase of a gun, prohibited the purchase and selling of bump stocks, expanded mental health services in the state, allocated monies to help harden schools, and funded a “marshal” program that allowed the arming of teachers and staff. Arguably, there are a number of reasons that the legislature opted for quick action.
    [Show full text]
  • Download Download
    Socialist Studies / Études socialistes 10 (1) Summer 2014 Copyright © 2014 The Author(s) Article POORNOGRAPHY AND THE ENTRENCHMENT OF WESTERN HEGEMONY: DECONSTRUCTING THE KONY 2012 VIDEO FRANCIS ADYANGA AKENA Ph.D. University of Toronto. Toronto, Canada Biographical Note Francis Adyanga Akena completed his Ph.D. from the Ontario Institute for Studies in Education (OISE), University of Toronto in 2014. His teaching/research interests include Indigenous knowledge, anticolonial education, spirituality, education in emergencies and post emergencies contexts, social/environmental justice education, and global citizenship education. He has been key note speaker at various conferences/gatherings in Canada focusing on education of children in developing societies. He has special experiences working with NGOs in provision of education for disadvantaged children. He is currently a course instructor at the University of Toronto and also, a teacher with York Region District School Board Ontario, Canada. Dr. Akena’s recent publication is titled African Spirituality & Traditional Justice system: Pedagogical Implication for Education. In Wane, Akena and Ilmi (eds). Spiritual Discourse in the Academy: A Globalized Indigenous Perspective (2014). His other publication is titled: Critical Analysis of the Production of Western Knowledge and its Implications for Indigenous Knowledge and Decolonization (2012). [email protected], [email protected] Abstract In March 2012, Invisible Children, a California-based humanitarian organization, created uproar when it posted and promoted Kony 2012, an online video depicting the suffering of Acholi children in northern Uganda at the hands of the Lord’s Resistance Army (LRA), a Ugandan rebel group. The stated aim of the video was to make Joseph Kony, the leader of the LRA, known, thereby resulting in his apprehension by the end of 2012.
    [Show full text]
  • Blacklivesmatter—Getting from Contemporary Social Movements to Structural Change
    Georgetown University Law Center Scholarship @ GEORGETOWN LAW 2021 #BlackLivesMatter—Getting from Contemporary Social Movements to Structural Change Jamillah Bowman Williams Georgetown University Law Center, [email protected] Naomi Mezey Georgetown University Law Center, [email protected] Lisa O. Singh Georgetown University, [email protected] This paper can be downloaded free of charge from: https://scholarship.law.georgetown.edu/facpub/2387 https://ssrn.com/abstract=3860435 California Law Review Online, Vol. 12, Reckoning and Reformation symposium. This open-access article is brought to you by the Georgetown Law Library. Posted with permission of the author. Follow this and additional works at: https://scholarship.law.georgetown.edu/facpub Part of the Criminal Law Commons, Law and Race Commons, and the Law and Society Commons #BlackLivesMatter— Getting from Contemporary Social Movements to Structural Change Jamillah Bowman Williams*, Naomi Mezey**, and Lisa Singh*** Introduction ................................................................................................. 2 I. Methodology ............................................................................................ 5 II. BLM: From Contemporary Social Movement to Structural Change ..... 6 A. Black Lives Matter as a Social Media Powerhouse ................. 6 B. Tweets and Streets: The Dynamic Relationship between Online and Offline Activism ................................................. 12 C. A Theory of How to Move from Social Media
    [Show full text]
  • THE PARKLAND MANIFESTO David Hogg & Lauren Hogg 166.01
    ChangeThis 166.01 #NEVERAGAIN THE PARKLAND MANIFESTO David Hogg & Lauren Hogg 166.01 Before February 14, Hogg & Lauren Hogg David Manifesto Parkland The #NeverAgain: we thought we had plenty of time. We wanted to do something that would make the world a better place, to fight for justice as lawyers or activists or crusading journalists, to be responsible citizens and raise good-hearted children. But first we had to finish high school. After February 14, we knew how fast time could stop. We learned so much at Marjory Stoneman Douglas. We studied Supreme Court decisions, read Shakespeare, and explored the mysteries of black holes. We spent a huge amount of time on contemporary issues like poverty and the environment. In our psychology classes, we talked about death and grief and mental illness. We debated gun control and the NRA. We spent a whole week studying school shootings. But it all seemed a little bit distant, a little bit like a dream. Either it happened before we were born, or it was happening somewhere else. When it happened to us, we woke up. We knew we couldn’t wait until we got out of college and settled into jobs. We had to make the world a better place now. It was literally a matter of life and death. So we stood up and tried to make our voices heard. We’re really proud of what we have accomplished so far, and are so grateful to all the people who have joined our cause. 166.01 They gave us strength. They gave us hope.
    [Show full text]