Abstract

Between 2014 and 2017, the creation of hashtag syllabi—bricolage iterations of reading lists created by or circulated among educators on Twitter—emerged as a direct response for teaching about three highly publicized incidents of racial violence in the United States. Educators used hashtags as a means of sharing resources with their networks to provide non-normative literatures from marginalized scholars for teaching to transgress in the wake of Mike Brown’s slaying in Ferguson, Missouri; the massacre of nine congregants at Emmanuel AME Church in Charleston, South Carolina; and the fatal car attack on anti-fascist protestors in Charlottesville, Virginia. Acting on Chakravartty et al.’s provocation to center scholars of color in course syllabi as a pedagogical strategy to disrupt the reification of white supremacy in communication and media studies, I consider the creation of three hashtag syllabi related to these events as a form of critical resistance praxis in the emerging framework of digital intersectionality theory. I present a brief textual analysis of the aforementioned syllabi, triangulated with data from online conversations linked to them via their hashtags and derivative works produced by their creators and users to map two social media assisted strategies for doing critical public pedagogy.

中文翻译：

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重订课程提纲：将抗拒众包作为关键的公共教育学

摘要

在2014年至2017年期间，主题标签音节的创建（由教育工作者在Twitter上创建或在教育者之间传播的阅读列表的花花公子迭代）的出现，直接引发了人们对美国三起广为宣传的种族暴力事件的教导。教育工作者使用标签作为与其网络共享资源的一种手段，向边缘化学者提供非规范性文献，以供麦克·布朗（Mike Brown）在密苏里州弗格森（Ferguson）遭杀害后教导他们进行犯罪活动。在南卡罗来纳州查尔斯顿的伊曼纽尔AME教堂屠杀了九名混血儿；弗吉尼亚州夏洛茨维尔的反法西斯抗议者遭到致命的汽车袭击。代表查克拉瓦蒂（Chakravartty）等人的挑衅，以课程教学大纲中的色彩学者为中心，以此作为一种教学策略，以破坏传播和媒体研究中白人至上主义的具体化，我认为与这些事件相关的三个主题标签音节的创建是新兴的数字交叉性理论框架中一种临界抵抗实践的形式。我对上述教学大纲进行了简短的文字分析，并通过其话题标签以及其创作者和用户制作的衍生作品链接到他们的在线对话中的数据进行了三角剖分，以绘制出两种社交媒体辅助进行批判性公共教学法的策略。