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Positive Resistance and the Queering of Digital Media Theory: On Course Dis/contents and Classroom Spaces
Stockholm University, Sweden. (Department of Media Studies)
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. (Vuxenpedagogik och folkbildning)
2013 (English)In: Media Fields Journal, ISSN 2159-7553, Vol. 7Article in journal (Refereed) Published
Abstract [en]

This essay considers the entangled nature of classroom spaces and mediated course content. The authors rework an example course on digital media theory by applying three queer tactics in order to make room for diversity. These tactics are disidentification, crisis and failure. Their application provided the original course content with a number of resonating queer themes, including temporality, virality, anarchives, glitch, heterodoxy, and agency for change. The final theme (agency for change) is expanded upon by resignifying resistance as something positive to be developed in the classroom space. Positive resistance includes an acknowledgement of oppression in both theory and practice as well as an appeal to values such as fairness, social justice and ethical accountability in critical analyses of media. The essay also introduces some unconventional genres of writing that can support the queering of digital media theory, namely: anti-thesis; media-archaeology; interaction criticism; media failure; and manifesto.

Place, publisher, year, edition, pages
Santa Barbara: University of California , 2013. Vol. 7
National Category
Media and Communications
URN: urn:nbn:se:liu:diva-102602OAI: diva2:679660
Available from: 2013-12-16 Created: 2013-12-16 Last updated: 2014-01-20

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Rahm, Lina
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Education and Adult LearningFaculty of Educational Sciences
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