This week's backchannel (my turn)


Kristen's Presentation Materials

Materials for my presentation today are attached.

robot 'slaves' and digital racism

Here's a copy of an article written in 1957 that claims we would all have “robot slaves” in under ten years...

Let's kill some cowboys

No matter what way they go or from which direction they come, in-depth discussions of race always bring out either Angry Tristan or Terrifyingly Sarcastic Tristan. Those are bad Tristans. They're bastards. But just for a second, just at the start, let's dive in to a real-life anecdote starring regular Tristan in which the bad Tristans take turns with the narration.

this may be the most incoherent post I've written here to date

I like Adam Banks. If I could, I'd play some Atari with him.

Pitfall, Q-Bert, Pac-Man.

My cousin around the corner had an Atari and we got to play with it sometimes, and then eventually my bro got a Nintendo by virtue of selling golf balls back to the golf course down the street (we lived in a townhouse complex where of course nobody had a membership to the country club but we'd sneak in after they were closed and grab the golf balls out of the sand traps and ponds, then sell them back by the bucket, five dollars a bucket). Later on, there was always some kid we knew who had a Sega Genesis or a Playstation or an N64 or something, but we didn't have those, cause we didn't have money like that and even if we did it would've been spent on something else.

In the Age of Digital Reproducibility: Race, Ethics, Pedagogy

“mastery of individual technological tools and more general theoretical awareness comes together in what I argue needs to become a Black digital ethos—a set of attitudes, knowledges, expectations, and commitments that we need to develop and teach and bring to our engagement with things technological” - Adam Banks

“To the hip hip hop, and you don’t stop”

I can relate to Adam Banks. We both grew up in the 1980s in working-class families in the post-industrial Midwest (he in Cleveland, me in Indianapolis). We both enjoyed roller skating parties, backyard BBQs, and Kung Fu flicks. We both wore “buddies” (my mom thought it was outrageous to pay $20 for a pair of tennis shoes that kids would just “mess up anyways”). We both envied friends who had Atari 2600s (I had to wait until I was in middle school to get a Commodore 64, and even then I wasn’t allowed to play games on it… but I did).

What Do We Make?

I've been thinking a lot about slam poetry.

Taylor Mali, a New York City poet, wrote a now-viral and now-cliche poem called, "What Teachers Make." Here's the text if you haven't already read it.

Kristen's quote about "Those who can do..." comes into play here. The corollary that Mali makes to this "argument" is that society feels teachers (pedagogy) doesn't MAKE anything. Thus the question: what do teachers make?

In the Age of Digital Reproducibility: Notes on Whatever

“Whatever is just something else, some thing or occasion that has been, heretofore, excluded by the conditions for what is considered possible, and yet that perpetually knocks on every door in our neighborhoods and gated communities. But never mind.” (Vitanza 114)

Labor & the Life of the Mind

I found the notion of labor in this week's readings intriguing. The divisions in the field of English show themselves in this area. I was talking to a fellow grad student a few years ago about the difference between calling yourself a compositionist and calling yourself a rhetorician, and my friend said that rhetoricians are less into teaching and more into theory. (I would guess that folks who specialize in literature would not notice that difference.

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