ABSTRACT

This article argues that digital writing pedagogy needs to prepare students to deal with underlying oppressive realities within the range of everyday digital writing practices as opposed to simply focusing on affordances as unfettered opportunities. In particular, digital writing is increasingly mediated through digital apps and other interactive platforms whose designs enroll us into the social arrangements of racial capitalism, including through corporate interests, societal and language ideologies, social control, and other oppressive factors. As researchers and educators, we should especially be mindful of the participation of complex software such as algorithms. Machines are our coauthors, and machines are not neutral. Digital writing experiences, shaped as they are by design around idealized users and hegemonic social forces, are differentiated along intersectional lines. I discuss pedagogic implications for this as the context for understanding writing under contemporary racial technocapitalism, arguing for critical abolitionist design literacy as a way forward.

摘要

本文认为，数字写作教学法需要让学生做好准备，以应对日常数字写作实践范围内的潜在压迫性现实，而不是仅仅将负担能力作为不受限制的机会。尤其是，数字写作越来越多地通过数字应用程序和其他互动平台进行调解，其设计使我们进入了种族资本主义的社会安排，包括通过公司利益，社会和语言意识形态，社会控制和其他压迫性因素。作为研究人员和教育工作者，我们应该特别注意复杂软件（例如算法）的参与。机器是我们的合著者，机器不是中立的。数字化写作体验是根据理想化的用户和霸权社会力量的设计而塑造的，沿相交线区分。我讨论了作为教学方法的意义，以此作为理解当代种族技术资本主义下写作的背景，并主张将批判废奴主义设计素养作为前进的方向。