Читать книгу Critical Digital Making in Art Education - Группа авторов - Страница 19

Agre, P. (1997). Toward a critical technical practice: Lessons learned in trying to reform AI. In G. C. Bowker, S. Leigh Star, W. Turner, & L. Gasser (Eds.), Social science, technical systems, and cooperative work: Beyond the great divide (pp. 130–157). Mahwah, NJ: Lawrence Erlbaum Associates.

Allahyari, M., & Rourke, D. (2015). 3D addivist cookbook. Retrieved from https://additivism.org/cookbook

Aranda J., & Vidokle, A. (2010–2011). Time/bank: A conversation with Julieta Aranda and Anton Vidokle. Manifesta Journal, 14, 130–133. Retrieved from https://www.manifestajournal.org/issues/souvenirs-souvenirs#page-issuessouvenirssouvenirstimebankconversationjulietaarandaandantonvidokle

Barad, K. (2007). Meeting the universe halfway. Durham, NC: Duke University Press.

Bishop, C. (2005). The social turn: Collaboration and its discontents. Artforum, 44(6), 178.

Cameron, D. (2019, August 2). Twitter under fire again for failing to ban white supremacists as Charlottesville anniversary nears. Gizmodo. Retrieved from https://gizmodo.com/twitter-under-fire-again-for-failing-to-ban-white-supre-1836923380

←14 | 15→

Ceron, A., & Memoli, V. (2016). Flames and debates: Do social media affect satisfaction with democracy? Social Indicators Research, 126(1), 225–240. https://doi.org/10.1007/s11205-015-0893-x

Chung, S. K., & Kirby, M. S. (2009). Media literacy art education: Logos, culture jamming and activism. Art Education, 62(1), 34–39.

Davis, B. (2013). A critique of social practice art. International Socialist Review, 90. Retrieved from https://isreview.org/issue/90/critique-social-practice-art

de Certeau, M. (1984). The practice of everyday life. Berkeley: University of California Press.

Derrida, J., & Prenowitz, E. (1995). Archive fever: A Freudian impression. Diacritics, 25(2), 9–63.

Desai, D., & Darts, D. (2016). Interrupting everyday life: Public interventionist art as critical public pedagogy. International Journal of Art and Design Education, 35(2), 183–195. DOI: 10.1111/jade.12050

Dieter, M. (2014). The virtues of critical technical practice. Differences: A Journal of Feminist Cultural Studies, 25(1), 216–230. https://doi.org/10.1215/10407391-2420051

Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research: Tracing the socio-material. New York, NY: Routledge.

Finkelpearl, T. (2013). What we made: Conversations on art and social cooperation. Durham, NC: Duke University Press.

Freire, P. (1968). Pedagogy of the oppressed. New York, NY: Herden and Herden.

Garoian, C. R. (1999). Performance art as critical pedagogy in studio art education. Art Journal, 58(1), 57–62. https://doi.org/10.1080/00043249.1999.10791920

Giroux, H. A. (2011). The crisis of public values in the age of the new media. Critical Studies in Media Communication, 28(1), 8–29. https://doi.org/10.1080/15295036.2011.544618

Gralla, P. (2016, May 11). Amazon Prime and the racist algorithms. Computerworld. Retrieved from https://www.computerworld.com/article/3068622/amazon-prime-and-the-racist-algorithms.html

Gross, T. (Host). (2019, July 31). How tech companies track your every move. [Radio broadcast episode]. In D. Miller & T. Gross (Producers), Fresh Air. Philadelphia, PA: WHYY. Retrieved from: https://www.npr.org/programs/fresh-air/2019/07/31/746878315/fresh-air-for-july-31-2019-how-tech-companies-track-your-every-move

Hamilton, D. (1999). The pedagogic paradox (or why no didactics in England?). Pedagogy, Culture & Society, 7(1), 135–152.

Hammer, R. (2011). Critical media literacy as engaged pedagogy. E-Learning and Digital Media, 8(4), 357–363. https://doi.org/10.2304/elea.2011.8.4.357

Haynes, S. (December 18, 2018). New study shows scale of abuse against women on Twitter. Time. Retrieved from: https://time.com/5482390/twitter-online-abuse-women-amnesty-international-study/

Helguera, P. (2011). Education for socially engaged art: A materials and techniques handbook. New York, NY: Verso Books.

Hertz, G. (Ed.). (2012). Critical making. Hollywood, CA: Telharmonium Press. Retrieved from http://www.conceptlab.com/criticalmaking/

Horkheimer, M., & Adorno, T. W. (2002). Dialectic of enlightenment. G. S. Noerr (Ed.). E. Jephcott (trans.). Stanford, CA: Stanford University Press.

Intervene. (n.d.). Merriam Webster Online. Retrieved from https://www.merriam-webster.com/dictionary/intervene

Kalin, N. (2012). (de)Fending art education through the pedagogical turn. The Journal of Social Theory in Art Education, 32(1), 42–55.

←15 | 16→

Kalin, N. (2014). Art’s pedagogical paradox. Studies in Art Education, 55(3), 190–202.

Kellner, D., & Share, J. (2007). Critical media literacy is not an option. Learning Inquiry, 1(1), 59–69. https://doi.org/10.1007/s11519-007-0004-2

Kincheloe, J., & Steinburg, S. (1997). Changing multiculturalism. Bristol, PA: Open University Press.

Krause, E., & Sawhill, I. V. (2018, June 5). Seven reasons to worry about the American middle class. Retrieved from https://www.brookings.edu/blog/social-mobility-memos/2018/06/05/seven-reasons-to-worry-about-the-american-middle-class/

Langone, A. (2018, Mar 22). #Metoo and time’s up founders explain the difference between the 2 movements—And how they’re alike. Time. Retrieved from https://time.com/5189945/whats-the-difference-between-the-metoo-and-times-up-movements/

Lee, D. (2018, November 1). Google staff walk out over women’s treatment. BBC News. Retrieved from https://www.bbc.com/news/technology-46054202

Lievrouw, L. A. (2011). Alternative and activist new media. Cambridge: Polity Press.

Lou, M. (2018, July 9). How Amazon has made money off racism and hate. Huffington Post. Retrieved fromhttps://web.archive.org/web/20200214010630/https://www.huffpost.com/entry/amazon-hate-groups-racism_n_5b3f7d5be4b07b827cbfcd43

Maheshwari, S. (2018, September 20). New pressure on Google and YouTube over children’s data. The New York Times. Retrieved from https://www.nytimes.com/2018/09/20/business/media/google-youtube-children-data.html

Manovich, L. (2003). New media from Borges to HTML. In N. Wardrip-Fruin & N. Montfort (Eds.), The new media reader (pp. 13–25). Cambridge, MA: MIT Press.

McLaren, P. (1998). Life in schools: An introduction to critical pedagogy in the foundations of education (3rd ed.). New York, NY: Longman.

Murphy, P. (1996). Defining pedagogy. In P.F. Murphy & C.V. Gipps (Eds.), Equity in the classroom: Towards effective pedagogy for girls and boys (pp. 9–22). London, United Kingdom: Falmer Press.

Noble, S. U. (2018). Algorithms of oppression:data discrimination in the age of Google. New York: New York University Press.

Osnos, E. (2018, September 10). Can Mark Zuckerberg fix Facebook before it breaks democracy? The New Yorker. Retrieved from https://www.newyorker.com/magazine/2018/09/17/can-mark-zuckerberg-fix-facebook-before-it-breaks-democracy

Peppler, K. (2010). Media arts: Arts education for a digital age. Teachers College Record, 112(8), pp. 2118–2153.

Peppler, K., Halverson, E., & Kafai, Y. B. (2016). Makeology. New York, NY: Routledge.

Quinn, T. M., Ploof, J., & Hochtritt, L. J. (Eds.). (2012). Art and social justice education: Culture as commons. New York, NY: Routledge.

Raley, R. (2009). Tactical media. Minneapolis: University of Minnesota Press.

Ratto, M., & Boler, M. (Eds.). (2014). DIY citizenship: Critical making and social media. Cambridge, MA: MIT Press.

Richardson, J. (2002, August). Language of tactical media. Subsol. Retrieved from http://subsol.c3.hu/subsol_2/contributors2/richardsontext2.html

Romm, T. (2019, July 24). U.S. government issues stunning rebuke, historic $5 billion fine against Facebook for repeated privacy violations. Washington Post. Retrieved from https://web.archive.org/web/20190724135703/https://www.washingtonpost.com/technology/2019/07/24/us-government-issues-stunning-rebuke-historic-billion-fine-against-facebook-repeated-privacy-violations/

←16 | 17→

Sayers, J. (Ed.). (2017). Making humanities matter. Minneapolis: University of Minnesota Press.

Schaer, C. (2019, July 12). Microsoft office 365: Banned in German schools over privacy fears. ZDNet. Retrieved from: https://www.zdnet.com/article/microsoft-office-365-banned-in-german-schools-over-privacy-fears/

Simon, B. (1981). Why no pedagogy in England? In B. Simon & W. Taylor (Eds.), Education in the eighties (pp. 121–145). London, UK: Batsford.

Singer, P. W. (2019). Likewar: The weaponization of social media. Boston, MA: Mariner Books.

Snaza, N., & Weaver, J. (Eds.). (2015). Posthumanism and educational research. New York, NY: Routledge.

Sørensen, E. (2009). The materiality of learning. New York, NY: Cambridge University Press.

State Education Agency Directors of Arts Education. (2014). National core arts standards. National Coalition for Core Arts Standards. Retrieved from https://www.nationalartsstandards.org/

Sweeny, R. W. (2015). Dysfunction and decentralization in new media art and education. Chicago, IL: Intellect.

Tavin, K. (2003). Wrestling with angels, searching for ghosts: Toward a critical pedagogy of visual culture. Studies in Art Education, 44(3), 197–213.

Tufekci, Z. (2017). Twitter and tear gas: The power and fragility of networked protest. New Haven: Yale University Press.

van der Meulen, S. (2017). A strong couple: New media and socially engaged art. Leonardo, 50(2), 170–176.

Wallin, A. (2017). Feminism in the archives and the archive in feminism: Propositions gleaned from Alex Martinis Roe’s to become two. Performance Paradigm, 13, 134–147.

Zuboff, S. (2019). The age of surveillance capitalism: The fight for a human future at the new frontier of power. New York, NY: PublicAffairs.

←17 | 18→