Tag Archives: Laurel Felt

Dating scripts

  By laurelfelt | October 12, 2011 - 10:11 pm | , ,
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Who should pay on a first date? Why?

This question emerged organically, in a conversation with a male friend about our heterosexual dating expectations. I thought it’s always the man who pays on the first date. Period. A girl can offer tip if she’s feeling generous. The weight of this financial burden is alleviated by the inexpensiveness of the encounter — a cup of coffee or an ice cream or appetizers or two drinks max. My male friend thought this was “retrograde,” both in general and in relation to the dating scene he frequented 10 years ago. He doesn’t assume that anyone will pay for him, and he assumes that other adults feel the same — women included.

So I brought the question to Facebook, where brilliant friends (all of whom happen to be female and, because they hail from different parts of my life (PhD, MA, BA, high school, junior high school, elementary school), are mostly strangers to one another) shared their thoughts and built a fascinating dialogue. We discussed chivalry and wooing, the gender wage gap and gender norms, investment and obligation, politesse and evaluation metrics, hetero vs. GLBTQ cultural expectations…

I was hooked. This issue is too rich to abandon, I thought; it is the site for articulating and negotiating values around cultural norms, gender relations, romantic appropriateness, financial responsibility, and more.

So I set up an informal straw poll today and 39 people have weighed in thus far. My colleague Rhea and I might explore this in a more formal fashion later. But until that day comes, here is the initial, anonymous data. Please note, I modified the survey after receiving the first 36 responses by adding demographic questions (gender, sexual orientation, relationship status, age).

Most participants thought that the man should pay (assuming this was a heterosexual encounter), but also added interesting caveats. Here are some key quotes that represent the range (but not the frequency) of responses:

“Always the guy… ALWAYS!”

“It depends.  As a female, I always offer to split.  However, I’m more impressed by a man who declines and pays for the first date.”

“It depends on a range of scenarios, but I’ll just use the simplest ones. If the guy asked the girl out then he should pay. If she asked him out, they will probably go dutch.”

“The person who asked for the date, regardless of gender.”

“Split the bill. It shows both parties respect each other and if the relationship grows it sets the trend that they are both equal partners in it.”

A whole-hearted thank you to all who have participated! And it’s not too late to share your thoughts. The survey is still open!

Abstracts

  By laurelfelt | October 1, 2011 - 2:21 am | , , , ,
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One day. Two abstracts. Pray to the guest editors of Learning, Media, & Technology…

SPECIAL ISSUE: Digital Literacy and Informal Learning Environments

Vartabedian, V., Felt, L.J., Literat, I., & Mehta, R. Explore Locally, Excel Digitally: A participatory learning-oriented after-school program for enriching citizenship on- and offline.

KEYWORDS: participatory learning, digital, citizenship, after-school, pedagogy

Following Jenkins and colleagues’ elucidation of participatory culture and new media literacies-enriched education[1], this article argues that facilitating a culture of participatory learning stimulates the development of 21st century social skills and cultural competencies. To support this argument, we examine the components of a new pedagogical framework designed for participatory learning and explore a case study in which this framework was implemented — an after-school program in digital citizenship for Los Angeles public high school students.

A culture of participatory learning (often found in informal learning environments[2]) respects and nurtures: heightened motivation and new forms of engagement through meaningful play and experimentation; learning scenarios relevant to students’ realities and interests; creativity with a variety of media, tools, and practices; a community designed for co-learning; and contexts that are situated within a larger learning eco-system. Such a culture empowers learners to practice new media literacies (NMLs) and social and emotional learning skills (SELs)[3] because it allows for the expression of all voices and multiple ways of knowing.

How one negotiates digital tools and norms impacts citizenship on- and offline. As such, the after-school program “Explore Locally, Excel Digitally” (ELED) used hardware (iPod Touches, desktop computers), software (mobile apps, Twitter, GoogleMaps, Prezi), and team-building activities to investigate ethics, mapping, and their intersections. Students examined the characteristics of their own communities and the nature of their participation within these networks, looking at ELED, their friendship circles, their schools, and the neighborhood surrounding Robert F. Kennedy Community Schools. Using ethnographic fieldnotes, video footage, student-generated multimedia content, and baseline and endline survey measures, we found that this pedagogical framework supported a participatory learning culture in which students practiced NMLs and SELs. Importantly, it also facilitated students’ development of self- and collective efficacy.

[1] (Jenkins, Purushotma, Clinton, Weigel, & Robison, 2006)

[2] Recent studies have established a relationship between out-of-school spaces and learning outcomes (Bell, Lewenstein, Shouse & Feder, 2009), as well as urged schools’ integration of Web 2.0 participation (Schuck & Aubusson, 2010). What facilitates learning in these informal, physical and virtual sites?

[3] (Zins, Weissberg, Wang, & Walberg, 2004)

———————-

SPECIAL ISSUE: City Youth and the Pedagogy of Participatory Media

Felt, L.J. & Rideau, A. Pedagogy for appropriation: How Sunukaddu supports youths’, instructors’, and communities’ development by amplifying voices in Senegal.

KEYWORDS: Dakar, youth, pedagogy, media, voice, sustainability, skills

While the world’s urban population is expected to skyrocket 41% between 1950 and 2050, Senegal’s rate of urbanization has outstripped the average and is projected to ascend even more sharply, growing by 48% over that span[1]. Therefore, as global citizens consider how best to manage youths’ education within the volatile contexts of rapid urbanization, economic uncertainty, public health challenges, and technological shifts, a case study from Senegal can offer potentially useful insights. This article examines Sunukaddu[2], an instructional program in producing civic-oriented multimedia for Dakar youths.

Non-profit organization Réseau Africain d’Education pour la Santé created Sunukaddu in 2008 to support youths’ creation of digital HIV/AIDS messaging[3]. During the summer of 2010, staff redesigned Sunukaddu to facilitate its ease of appropriation. First, they established a collaborative curriculum design process that boosted instructors’ teamwork and ownership. Second, they increased participants’ hands-on exploration and access to local role models. Third, they adopted smartphones and encouraged sharing content online. Fourth, they addressed participants’ communicative capacities by harnessing new media literacies[4] and social and emotional learning skills[5].

Analysis of ethnographic photographs, participant-generated multimedia content, baseline and endline survey measures, participant focus groups, and instructor interviews suggests that Sunukaddu participation supported instructors’ professional development and facilitated youths’ holistic growth. This article argues that Sunukaddu’s design explains its success. Asking instructors and participants to personalize content and raise their voices[6] enriches the learning experience and helps to bridge the “second digital divide”[7] or the “participation gap”[8].  Nurturing fundamental skills[9] prepares individuals for productive negotiation of varied contexts. Finally, leaving open-ended specific activities and technology requirements respects the unpredictability and/or modesty of funding streams as well as the swiftness of social and/or technological change. Thus, Sunukaddu’s adaptable format should ensure its long-term viability — both an important ethical consideration and key development imperative.

[1](WORLD: 1950: 29% urban, 2050: 70% urban; SENEGAL: 1950: 17% urban, 2050: 65% urban; (United Nations Population Division, 2009)

[2](“Our Voice” in the indigenous language of Wolof)

[3](For a review, see Massey, Morawski, Glik, & Rideau, 2009; also Massey, Glik, Prelip, & Rideau, 2011; also Felt & Rideau, in press)

[4](Jenkins, Purushotma, Clinton, Weigel, & Robison, 2006)

[5](Zins, Weissberg, Wang, & Walberg, 2004)

[6]via writing curriculum and producing documentaries, graphic novels, posters, songs, news reports, etc

[7](Somekh, 2007)

[8]which Jenkins et al (2006) define as “the unequal access to the opportunities, experiences, skills, and knowledge that will prepare youth for full participation in the world of tomorrow” (p. 3)

[9]e.g., NMLs and SELs

Failure

  By laurelfelt | September 24, 2011 - 5:26 pm | , ,
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Is there anything more provocative than failure?

By definition, we can’t have success without failure. How could we recognize either if there were no standard against which to pit them? “You wouldn’t appreciate the sun if we didn’t have the rain!” a belligerent character in a Weather Channel commercial once shouted. Yin and yang. Of course, this situates success and failure as binaries when a continuum is probably more productive and accurate. Still, the poles are out there. And like Harry and Voldemort, without the one, the other can’t survive (unless one sacrifices himself to kill the other and then comes back to life because he isn’t a gross baby in a train station. But anyway…).

According to research from resilience and positive psychology, in order to realize success, individuals don’t just need failure to exist conceptually — they need to experience it personally. Failure delivers a context for developing coping mechanisms, such as self-regulation, grit, and innovativeness. Too much success might set us up for failure for, when an all-mighty challenge rears its ugly (I mean, opportunity-studded) head, we gifted coasters will be tool-less, sans skills for managing. And down we will tumble (activating our panic attacks, eating disorders, and control issues along the way…).

How do we establish space for failure when the stakes are getting higher, the margins for error slimmer? How, then, with this pressure and such a narrow definition of success, can we expect anything BUT failure? We set the conditions for failure — then punitively disallow it. Yet we demand innovation!

I read a book last year, Eric Weiner’s The Geography of Bliss. This interesting albeit somewhat superficial text was part travelogue, part treatise on cultural definitions and strivings for happiness. From its New York Times book review:

“Icelanders relish personal failure and “indulge in ‘enjoyment of misery,’ ” while “Moldovans derive more pleasure from their neighbor’s failure than their own success.” … Denmark’s key to happiness is lowered expectations” (Paul, 2007).

How do we rationalize failure? And how do we go about developing the character traits necessary for surviving its visitation and ultimately enjoying our lives?

The New York Times Magazine recently featured an article by Paul Tough entitled What if the secret to success is failure?. I highlighted the text, pasted it into a GoogleDoc, highlighted sentence fragments and passages that resonated, and inserted my comments. This document is open for you to edit and I would love it if you would do so. What are your thoughts on this (admittedly lengthy) piece? What resources can you point me towards, as I have added in for you?

[Seligman] “…identified a set of strengths that were, according to his research, especially likely to predict life satisfaction and high achievement. After a few small adjustments (Levin and Randolph opted to drop love in favor of curiosity), they settled on a final list: zest, grit, self-control, social intelligence, gratitude, optimism and curiosity” (Tough, 2011, emphasis added).

What do you think about the items on this list? What, if anything, does it say about our culture and/or the culture of our schools that these principals chose to replace “love” with “curiosity”? Isn’t what the world needs now love, sweet love?

Looking forward to our dialogue!

P.S. I’d also like to point you towards an online conversation amongst students on the topic of character. Fascinating!
P.P.S. I’d also like to welcome you to read my notes from Thursday’s Ken Auletta talk. In addition to exploring Google and the digital age, he talked a lot about what makes people tick…

https://docs.google.com/document/d/1BFkTxCdgS3ElU3TUhHlf5JlgTgMB8aXwg8ozBu4_1Mo/edit?hl=en_US

Brainstorm

  By laurelfelt | September 22, 2011 - 11:24 pm | , , , , ,
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It was sunny in Los Angeles, 12 noon, and I’d just eaten a wedge of cheese. But still. I was cold. I was tired. And I was hungry.

While the prospect of going home and taking a nap enticed me, especially after I got lost looking for Ollin Cafe, then arrived only to find that it’d been transformed into a Mexican bakery, I pushed on. I found another coffeeshop (run by a Ghanian man whose grant for a non-profit African culture youth program I offered to edit) and read about pedagogy. When Don had to close his shop early, I again stifled the impulse to close shop myself and instead relocated to Starbucks.

There, at a crusty table co-occupied by antisocial, screen-glued men, inspiration began to flow… I don’t know that this will actually BECOME my dissertation. Most likely, the final product will barely resemble this outline. Nonetheless, I think I’m onto something here. And boy, do I feel proud…

NOTE: The formatting below is improper — not indented as it should be. If you’d like to see it in its hierarchical glory, click on the hyperlink above.
————————————————–
Dissertation: Strategic curricular approaches to social change interventions

I. Introduction
A. Hook: Allegorical anecdote
B. Thesis: Social change interventions, whether explicitly educational or otherwise, should employ strategies that are versatile/adaptable and address the whole person; such strategies include: creating a culture of participatory learning, and adopting means and ends oriented towards primary skills development.
C. Overview of paper

II. Review of lit/theoretical background
A. Participation and play
1. Participation
2. Play
B. Primary skill set
1. Asset appreciation (AA)
2. Social and emotional learning (SEL)
3. New media literacies (NML)
4. Narrative
C. Domestic education interventions
1. Current challenges
i. lack of funding
ii. test scores: low and invalid
iii. health/safety challenges
iv. cultural shifts
2. Prevailing perspectives
i. it’s lazy teachers’ fault
ii. it’s non-standardized curriculum’s fault
iii. it’s marginalized students’ fault
iv. it’s lack of technology’s fault
3. Programs/solutions
i. Status quo or even regressive: NCLB
ii. Status quo or ancillary or inadequate: Charter & pilot schools
iii. Innovative: Foundation initiatives (e.g., MacArthur’s YouMedia); Independent entities (e.g., Globaloria); University partnerships (e.g., USC’s Hybrid High or Pathfinder)
D. International social change interventions
1. Current challenges
i. lack of funding
ii. volatility: things keep changing
iii. complexity: things are intertwined
iv. idiosyncrasies: things are particular to context
2. Prevailing perspectives
i. top-down
ii. bottom-up
3. Programs/solutions
i. Status quo or even regressive: Externally produced, highly structured, “add water and stir” programs
ii. Status quo or ancillary or inadequate: Programs that allow for token or modest modification by recipients
iii. Innovative: Positive deviance; Participatory/community-oriented development

III. Argument
A. Definitions
1. Participatory learning
i. culture/norms of context: describes basic community functioning, the ways that we treat one another, the rights and responsibilities that community members have in that space — to receive feedback, access roles, pursue passions, etc;
ii. activities of learner: describes the ways that the learner engages with the curriculum — avidly, with perseverance, enriching participation/performance with dialogue
iii. theoretical origins: participatory culture; digital media & learning; educational theory
2. Primary skills
i. mode/means: use a skill-oriented activity as vehicle for exploring content; for example, learn photography through social awareness and appropriation
ii. objective/ends: proficiency in these skills is a goal of the program (whether this is the sole or priority goal can vary; arguably, richer and more efficient if it is not the sole goal)
iii. theoretical origins: arts integration; positive deviance; asset-based community development; appreciative inquiry; human development/resilience
B. The Case for Participatory Learning
1. we live in a dynamic world of constant change
2. learning how to learn, and making that experience community-supported and interest/passion-driven, is infinitely valuable
C. The Case for Primary Skills
1. owning modifiable knowledge-skills-practices efficiently prepares us for diverse contexts (regardless of whether these contexts are volatile)
2. treating the whole person is most effective
3. AA, SEL, NML, Narrative = fundamental (Community, culture, work, meaning)

III. Methods
A. Summer Sandbox
1. Participants
2. Materials
3. Design
4. Procedure
B. Sunukaddu
1. Participants
2. Materials
3. Design
4. Procedure
C. Explore Locally, Excel Digitally
1. Participants
2. Materials
3. Design
4. Procedure
D. Playing Outside the Box
1. Participants
2. Materials
3. Design
4. Procedure

IV. Results
A. Participatory Learning Case Study: Summer Sandbox
1. Program description
2. Participants’ gains
B. Skills-based Case Study: Sunukaddu
1. Program description
2. Participants’ gains
C. Hybrid: Explore Locally, Excel Digitally
1. Program description
2. Participants’ gains
D. Hybrid: Playing Outside the Box (encompassing Play On Workshops)
1. Program description
2. Participants’ gains

V. Discussion
A. Gains in context
1. Program challenges
2. Comparisons to other programs
3. Small sample size
4. Critique of assessment tools
C. Context: Informal vs. formal learning environments, Educational interventions vs. other social change endeavors
D. Audience: Practicing teachers vs. preservice teachers vs. administrators vs. parents vs. students
E. Culture: Outsider consultants, preaching to the choir?

VI. Conclusion
A. Review
B. Other potential areas of research

How I Spent My Summer Vacation

  By laurelfelt | September 9, 2011 - 10:39 am | ,
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Cross-cultural Workshops in Participatory Learning

From my own living room to Mumbai’s World Trade Center, from a conference of international scholars to a series of hands-on workshops with Los Angeles Unified School District (LAUSD) teachers, Summer 2011 tackled the themes of participatory learning and digital youth from multiple angles.

My summer was book-ended with my qualifying examinations (writing from May 13-May 23, defending on August 25). My areas of scholarship examined the theoretical elements and associated practices required for productive educational interventions: participation and play; narrative; empathy; and positive deviance.

Immediately upon finishing my papers, I jetted to Boston for the 61st Annual International Communication Association Annual Conference. Highlights included participating in the intellectually stimulating, networking-rich preconference “Media, child health, and wellbeing: Setting the research agenda,” supporting the elevation of the Children, Adolescents, and the Media Special Interest Group to Division status, and interacting with the diverse attendees — junior and senior scholars, industry professionals, domestic and foreign, from big cities and small towns.

I also had the opportunity to live in Mumbai, India, for a month, co-teaching the hands-on, inquiry-rich Expanding Minds Program. In the morning, five- to seven-year-olds and, in the afternoon, seven- to nine-year-olds engaged with peers and open-ended materials to play, think, and build. Each week’s participants investigated a different theme: ancient art; toy engineering; and the science of flight. We documented students’ learning and engaged in lively discussions about the relative value of process vs. product. Cultural similarities and differences were also a site of discovery and reflection.

For a month, I also worked on Project New Media Literacy’s/Participatory Learning and You!’s Summer Sandbox. Our central goal is identifying and creating educational practices that will prepare teachers and students to become full and active participants in the new digital culture. I co-taught two week-long sessions in participatory learning, introducing LAUSD teachers to: the meaning of participatory culture; the characteristics of participatory learning; means of incorporating tools and toys as inspiration and bridges into lesson-planning and learning experiences; various ways to encounter and master technology; and specific technologies conducive to participatory learning. We gathered data via fieldnotes, participants’ products, and video documentation, and will continue to work with certain teachers during the school year.

Throughout the summer, I also submitted drafts of a book chapter entitled “Our Voice: Public Health and Youths’ Communication for Social Change in Senegal,” which will be published in forthcoming volume African Childhoods: Survival, Education, and Peace-building in the Youngest Continent. This chapter explains the educational intervention/research I conducted last summer in Dakar, Senegal.

I blogged about my experiences at laurelfelt.org/blog. Comments welcome!