The Centre for Internet and Society
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These are the search results for the query, showing results 81 to 95.
Mathematisation of the Urban and not Urbanisation of Mathematics: Smart Cities and the Primitive Accumulation of Data - Accepted Abstract
http://editors.cis-india.org/raw/smart-cities-and-the-primitive-accumulation-of-data-abstract
<b>"Many accounts of smart cities recognise the historical coincidence of cybernetic control and neoliberal capital. Even where it is machines which process the vast amounts of data produced by the city so much so that the ruling and managerial classes disappear from view, it is usually the logic of capital that steers the flows of data, people and things. Yet what other futures of the city may be possible within the smart city, what collective intelligence may it bring forth?" The Fibreculture Journal has accepted an abstract of mine for its upcoming issue on 'Computing the City.'</b>
<p> </p>
<p>Speaking to Geert Lovink, Wolfgang Ernst explains that '[t]he coupling of machine and mathematics that enables computers occurs as a mathematization of machine, not as machinization of mathematics' <strong>[1]</strong>. In this paper, I propose that the idea of smart cities be understood not as 'urbanisation of mathematics' – as often described by industry documents, design fictions, and academic analyses – but as 'mathematisation of the urban.' By the notion of 'urbanisation of mathematics,' I indicate at those reports that conceptualise smart cities as data analytics, or civic mathematics, at an urban scale. I explain how this notion is shared by design visions of actors from the networking industry, such as IBM and Cisco, emerging academic practices in urban science and informatics, and calls for urbanising the technologies of regulation and governance, in the sense of making these technologies directly and bi-directionally interact with the urban citizens <strong>[2]</strong>. Conversely, the 'mathematisation of the urban' perspective foregrounds a specific transformation at hand in the production of urban space itself, which I argue is what is captured in the idea of smart cities. This transformation is not a new thing, and has been heralded by the coming of coded infrastructures and the transduction of urban space through them <strong>[3]</strong>. The process of 'mathematisation of the urban' refers to a fundamental reorganisation of the urban itself so as to make aspects of it available to mathematical manipulation, most often undertaken by software systems. This mathematisation takes place through the rebuilding of urban infrastructures so as to facilitate sensing and recording of parts of urban lives and processes as mathematical data, and the embedding of coded assemblages that can communicate and act upon the analysis of such data, and also through re-building the relations of property around this newly-obtained and continuously-generated resource of data about the urban.</p>
<p> </p>
<p>I propose in this paper that production, circulation, and ownership of data must be considered as a central problematique in the discussions of smart cities. As writings on smart cities have often focused on the dyadic relationships between code and space on one hand, and co-evolution (and splintering) of networked infrastructures and the urban form, the figure of data has remained implicit yet subdued as as an entry point to study the idea of smart cities. Even for commentators who do focus on the implications of data, the category is often treated as a feature or a capacity of new technological assemblages. Instead, I argue in this paper that it is the concerns of production, circulation, and ownership of data that drive the conceptualisation and actual material forms of the visions of smart cities. These technological assemblages, materialisation of which constitute such visions, are implementations of exclusive data collection operations targeting various portions of urban lives and processes. The imagination of 'city 2.0' takes a particularly insightful colour when thought of as an analogy to the 'web 2.0' model of capture and monetisation of user behaviour data. Further, I employ the Marxian theory of 'primitive accumulation' to describe how the material infrastructures of networked sensors and embedded data capture systems create enclosed spaces for conversion of collectively-held-information into data-as-exchangable-and-interoperable-value, through which disparate and distributed knowledge and experiences of the urban is transformed into urban data, which can be centralised and queried, and hence value can be extracted from it.</p>
<p> </p>
<h3>Footnotes</h3>
<p> </p>
<p><strong>[1]</strong> Lovink, Geert. 2013. Interview with German Media Archeologist Wolfgang Ernst. Nettime-l. February 26. Accessed on April 20, 2015, from <a href="http://www.nettime.org/Lists-Archives/nettime-l-0302/msg00132.html" target="_blank">http://www.nettime.org/Lists-Archives/nettime-l-0302/msg00132.html</a>.</p>
<p><strong>[2]</strong> Sassen, Saskia. 2012. Urbanising Technology. LSE Cities. December. Accessed on April 20, 2015, from <a href="http://lsecities.net/media/objects/articles/urbanising-technology/en-gb/" target="_blank">http://lsecities.net/media/objects/articles/urbanising-technology/en-gb/</a>.</p>
<p><strong>[3]</strong> Dodge, Martin, and Rob Kitchin. 2005. Code and the Transduction of Space. Annals of the Association of American Geographers. 95: 01. Pp. 162-180.</p>
<p>
For more details visit <a href='http://editors.cis-india.org/raw/smart-cities-and-the-primitive-accumulation-of-data-abstract'>http://editors.cis-india.org/raw/smart-cities-and-the-primitive-accumulation-of-data-abstract</a>
</p>
No publishersumandroData SystemsSpaceResearchSmart CitiesResearchers at Work2015-11-13T05:47:13ZBlog EntryMaking in the Humanities – Some Questions and Conflicts
http://editors.cis-india.org/raw/making-in-the-humanities-2013-some-questions-and-conflicts
<b>The following is an abstract for a proposed chapter on 'making' in the humanities, which has been accepted for publication in a volume titled 'Making Humanities Matter'. This is part of a new book series titled 'Debates in the Digital Humanities 2015' to be published by University of Minnesota Press (http://dhdebates.gc.cuny.edu/cfps/cfp_2015_mhm). The first draft of the chapter will be shared by mid-August 2015.</b>
<p> </p>
<p>The object of enquiry in the humanities has traditionally been defined in the form of text, audio-visual or other kinds of ‘objects’ or cultural artifacts. With the growth of information and communication technologies, and the advent of the digital, the emergence of a ‘digital object’, as ambiguous as the term may sound, in the last couple of decades, has led to a rethinking of the conventional notion of research objects as well as modes of questioning, with larger consequences for the production and dissemination of knowledge. The rise of fields like ‘humanities computing’, ‘digital humanities’ and ‘cultural analytics’, suggest a combining of two separate domains, or polarized binaries (such as old and new media), and point to the availability of new objects of study, and therefore the need for new methods to study them. A large part of the discourse around these objects however, in trying to read them closely, obfuscates the processes by which they are constituted, which are often as novel and innovative as the artifacts themselves.</p>
<p> </p>
<p>This paper will attempt to explore the processes of ‘making’ of these digital objects in the context of several sites of recent humanities scholarship in India that mobilise digital techniques as key methods. These will include two online video archival initiatives (Indiancine.ma and Pad.ma), a digital variorum of Rabindranath Tagore's literary works (Bichitra) developed at the University of Jadavpur, Kolkata, and curatorial work undertaken by the Centre for Public History, Srishti School of Art, Design and Technology, Bengaluru. Film, text and archival objects acquire several nuances as they are ‘made’ into digital objects, which are also reflected in the methods of working with and studying them. At the same time, problems of authorship, authenticity, accessibility, and a lack of adequate methods to study these objects are some challenges faced across disciplines. The objective of the study is to outline some of the questions related to form and methods that emerge with the digital object, and in the process undertake a critical reading of the politics of making in the humanities. What is the role of ‘making’ in the humanities? Where does humanities research using digital technologies intersect with art and creative practices? How is this research manifested in new forms or objects and methods, and to what effects on the humanities? The paper will aim to respond to some of these questions through a discussion of the initiatives mentioned above.</p>
<p>
For more details visit <a href='http://editors.cis-india.org/raw/making-in-the-humanities-2013-some-questions-and-conflicts'>http://editors.cis-india.org/raw/making-in-the-humanities-2013-some-questions-and-conflicts</a>
</p>
No publishersneha-ppDigital KnowledgeMapping Digital Humanities in IndiaResearchFeaturedDigital HumanitiesResearchers at Work2015-11-13T05:46:32ZBlog EntryFigures of Learning: The Conditional Artist
http://editors.cis-india.org/raw/the-conditional-artist
<b>As part of its Making Methods for Digital Humanities project, CIS-RAW organized two consultations on new figures of learning in the digital context. For a proposed journal issue on the theme of ‘bodies of knowledge’ which draws upon these conversations, participants were invited to write short sketches on these figures of learning. This abstract by Tara Kelton explores the conditional artist, and the outcomes of inserting chance in the realization of art work through the use of new multimedia and digital technologies. </b>
<p> </p>
<p style="text-align: justify;">For five weeks George Korsmit and his assistants worked from a platform on a mobile scaffold to create this largescale mural. The corner points of each quadrilateral and the colors used to fill it in were determined within specific parameters by throwing dice.</p>
<p style="text-align: justify;">This annotated visual essay presents the strategy in which artists provide instructions/parameters for the creation of artworks, to be executed by hired labour / users and describes how contemporary practitioners have employed this strategy across new technologies and webbased services such as Amazon’s Mechanical Turks, YouTube and Facebook.</p>
<p style="text-align: justify;">By inserting chance into the realization of artworks, a distance is created between the artist and the product, and the artist cannot predict a precise outcome this results in new, unexpected visual forms and potentially infinite variation. The relationship between human gesture and interface is inverted rather than using a mouse to command software interfaces, instead, computational parameters direct human gestures. The essay will also demonstrate how instructional art strategies are used as tools for critiquing systems of power, both on and offline, drawing attention to the invisible labor that powers these systems, using their own mechanisms.</p>
<p style="text-align: justify;">Visual examples include both the historical and contemporary, from the work of early conceptual and computer artists (Sol Lewitt, John Baldessari) to present day art and design practitioners (Studio Moniker, IOCOSE).</p>
<p> </p>
<p>
For more details visit <a href='http://editors.cis-india.org/raw/the-conditional-artist'>http://editors.cis-india.org/raw/the-conditional-artist</a>
</p>
No publisherTara KeltonResearchResearchers at WorkDigital KnowledgeFigures of Learning2015-11-13T05:42:25ZBlog EntryWhose Open Data Community is it? - Accepted Abstract
http://editors.cis-india.org/raw/whose-open-data-community-is-it-abstract
<b>My paper titled 'Whose Open Data Community is it? Reflections on the Open Data Ecosystem in India' has been accepted for presentation at the Open Data Research Symposium to be held during the 3rd International Open Data Conference <http://opendatacon.org/> in Ottawa, Canada, on May 28-29 2015. The final paper will be shared by second week of May. Here is the accepted abstract.</b>
<p> </p>
<h3>Where are the NGOs?</h3>
<p>On February 04, 2013, several members of the DataMeet group <<a href="http://datameet.org/" target="_blank">http://datameet.org/</a>> were invited by the National Data Sharing and Accessibility Policy Project Management Unit (NDSAP-PMU) – the nodal agency responsible for developing, implementing, and managing the Open Government Data Platform of India <<a href="https://data.gov.in/" target="_blank">https://data.gov.in/</a>> – to share thoughts on the status of the implementation of the National Data Sharing and Accessibility Policy (NDSAP), the open data policy of India, and discuss potentials for collaboration. A key proposal made by the NDSAPPMU team regarding how DataMeet can contribute to the implementation process, involved DataMeet mobilising the developer community connected to the group to build applications that use the opened up data and demonstrate the value of open government data to drive greater contribution by government agencies and greater utilisation by citizen groups. For DataMeet, a network of open data users and advocates, this invitation to collaborate sets up a slightly different problematic than that in most of the cases of free and open source software development project. The task here is to develop projects that use already available data, which may not offer significantly return to investment at present, but will accellerate the process of opening up of more valuable government data.</p>
<p>However, building an application that effectively utilise government data to foreground a compelling argument or story requires more than a team of developers – it also require domain experts with a deep sense of the context from which the data is emanating. With a vibrant scene of nongovernmental organisations involved in monitoring, analysis, and implementation of developmental projects, many of such domain experts in India are located within such organisations, with some being in the academic institutes too. Reporting from an open data community meeting organised by the World Bank at Indian Institute of Technology, Delhi, on December 10, 2014, Isha Parihar asks: “Where are the NGOs?” She points out that “[t]he discussions around open data [in India] also highlight the absence of nonprofit organisations among the technologyfocused groups, entrepreneurs, and businesses <strong>[1]</strong>.” This observation is especially critical as the meeting was organsied by World Bank not only to gather public responses to be presented to Government of India, but also to take stock of the open data community in India. The absence of NGOs, although, does not indicate at the lack of interest of the nongovernmental research and advocacy organisations in India to work with government data. Such organisations, on the contrary, have a long history of accessing, using, sharing, and communicating government data obtained through both proactive and reactive disclosure mechanism. While surveying such practices in a recent report, Sumandro Chattapadhyay argues <strong>[2]</strong> that the lack of a common understanding of the open data community in India emerges from both the lack of an established forum where commercial and non-commercial reusers of data discuss and articulate their requirements and demands, and the
existence of an established range of actors accessing, using, and resharing government data for commercial and noncommercial purposes who are still uncertain regarding how open government data will exactly transform and augment their existing practices.</p>
<p> </p>
<h3>Whose Open Data Community is it?</h3>
<p>In the context of the emerging open data ecosystem in India, thus, the notion of the open data community comes forward as both the problem – in terms of the community not yet being there to effectively take forward the open data agenda – and the solution – as the component of the ecosystem that can successfully bridge gaps between interests and capacities of various stakeholders. Given the gap and the stakeholder concerned, the open data community is expected to perform various critical functions. This paper tracks these conceptualisations of open data community in India. Based upon conversations with fourteen organisations working across four cities in India, the question of 'whose open data community is it' is explored in this paper following three pathways – (1) by documenting how the understanding of the open data community, and the location of the organisation concerned in reference to that, changes across these organisations, (2) by describing how the idea of who all are included in the open data community in India changes across these organisations, and (3) by identifying how different organisations formulate the intended audiences of the open data community in India. In doing so, I argue that a range of critical challenges being experienced by the open data ecosystem in India often gets articulated as things that can be resolved by a more active and effective open data community. This distorts the distribution of responsbilities across various kinds of stakeholders for contributing to the open data ecosystem. In conclusion, I note the need to stop using open data community as a solution-for-all-open-data-evils, and for a pragmatic approach to understand the kinds of open data challenges it can address, and those that it cannot.</p>
<p> </p>
<h3>Endnotes</h3>
<p><strong>[1]</strong> Parihar, Isha. 2015. On the Road to Open Data: Glimpses of the Discourse in India. Akvo. January 14. Accessed on March 02, 2015, from <a href="http://akvo.org/blog/on-the-road-to-open-data-glimpses-of-the-discourse-in-india/" target="_blank">http://akvo.org/blog/on-the-road-to-open-data-glimpses-of-the-discourse-in-india/</a></p>
<p><strong>[2]</strong> Chattapadhyay, Sumandro. 2014. Opening Government Data through Mediation: Exploring Roles, Practices and Strategies of (Potential) Data Intermediary Organisations in India. Accessed on March 02, 2015, from <a href="http://ajantriks.github.io/oddc/report/sumandro_oddc_project_report.pdf" target="_blank">http://ajantriks.github.io/oddc/report/sumandro_oddc_project_report.pdf</a></p>
<p>
For more details visit <a href='http://editors.cis-india.org/raw/whose-open-data-community-is-it-abstract'>http://editors.cis-india.org/raw/whose-open-data-community-is-it-abstract</a>
</p>
No publishersumandroData SystemsOpen DataResearchOpen Data CommunityResearchers at Work2015-11-13T05:41:15ZBlog EntryCivil Society Organisations and Internet Governance in Asia and India – Section Outlines
http://editors.cis-india.org/raw/civil-society-organisations-and-internet-governance-in-asia-and-india-outlines
<b>The Centre for Internet and Society has been invited to contribute two sections to the Asia Internet History - Third Decade (2001-2010) book edited by Dr. Kilnam Chon. The sections will discuss the activities and experiences of civil society organisations in Asia and India, respectively, in national, regional, and global Internet governance processes. The draft outlines of the sections are shared here. Comments and suggestions are invited.</b>
<p> </p>
<p>In the (draft) Foreword to the <a href="https://sites.google.com/site/internethistoryasia/book3" target="_blank">Asia Internet History – Third Decade (2001-2010)</a>, Prof. David J. Farber <a href="https://sites.google.com/site/annex3asia/home/foreword14629.docx?attredirects=0&d=1" target="_blank">writes</a>:</p>
<blockquote>
<p>One of the early attempts to extend the reach of the Internet to Asia was via the “Johnny Appleseed” approach. That is a set of people responded to queries by people in Asian countries asking how they could connect with the growing Internet by offering to supply tapes to key people in the requesting countries, often by physically going with the tapes, as well as providing access points to the USA Internet. The people that we, I was one of the seeders, worked, with became the leaders in their nation and founded the initial national networks that blossomed with time and often formed the basis of commercial Internets. The traditions that these network frontier pioneers established lead to the eventual spread of the benefits of Internet access to not only their nations but became models for the spread to the rest of Asia…</p>
</blockquote>
<p>I am honoured to contribute to the pioneering series titled <a href="https://sites.google.com/site/internethistoryasia/home" target="_blank">Asia Internet History</a>, edited by Dr. Kilnam Chon, by foregrounding a range of other individuals and organisations that often worked outside but in engagement with the national governments, and technical and academic institutions that govern <em>the connecting tapes</em> of the Internet, to ensure mass access to and effective usages of Internet in Asia.</p>
<p>The two sections, to be authored me, provides an overview of ‘civil society organisations’ working across Asian countries that have played a critical role in the shaping of policy-making and discourse around Internet governance during 2000-2010, and then undertakes a closer look at the organisations working in India and their interventions at national, regional, and global levels.</p>
<p>Please read the draft outlines of the <a href="https://github.com/ajantriks/writings/blob/master/sumandro_asia_internet_history_civil_society_overview_outline.md" target="_blank">overview section</a> and the <a href="https://github.com/ajantriks/writings/blob/master/sumandro_asia_internet_history_civil_society_india_outline.md" target="_blank">section on Indian organisations</a>, and share your comments. The comments can be posted on the GitHub page where the outlines are hosted, on this page, or over email: sumandro[at]cis-india[dot]org.</p>
<p>The outlines can also be directly downloaded as markdown files: the <a href="https://raw.githubusercontent.com/ajantriks/writings/master/sumandro_asia_internet_history_civil_society_overview_outline.md" target="_blank">overview</a> and the <a href="https://raw.githubusercontent.com/ajantriks/writings/master/sumandro_asia_internet_history_civil_society_india_outline.md" target="_blank">India</a> section.</p>
<p> </p>
<h2>Asian Civil Society Organisations and Internet Governance</h2>
<p> </p>
<p>Here is a tentative list of key civil society organisations from Asia that have participated and intervened in Internet governance processes during 2001-2010. Please suggest organisations missing from the list.</p>
<p> </p>
<strong>Bangladesh</strong>
<p> </p>
<ul><li><a href="http://bfes.net/" target="_blank">Bangladesh Friendship Education Society (BFES)</a></li><li><a href="http://www.bnnrc.net/" target="_blank">Bangladesh NGOs Network for Radio and Communication (BNNRC)</a></li><li>
<a href="http://www.bytesforall.net/" target="_blank">Bytes for All, Bangladesh</a></li><li>
<a href="http://www.isoc.org.bd/dhaka/" target="_blank">Dnet</a></li><li>
<a href="http://www.isoc.org.bd/dhaka/" target="_blank">Internet Society Dhaka Chapter</a></li><li><a href="http://www.voicebd.org/" target="_blank">VOICE</a></li></ul>
<p> </p>
<strong>Cambodia<br /><br /></strong>
<ul><li><a href="http://www.ccimcambodia.org/" target="_blank">Cambodian Center for Independent Media (CCIM)</a></li>
<li><a href="http://www.open.org.kh/en" target="_blank">Open Institute</a></li></ul>
<p> </p>
<strong>China</strong>
<p> </p>
<ul><li><a href="http://english.cast.org.cn/" target="_blank">China Association for Science and Technology (CAST)</a></li>
<li><a href="http://www.isoc.hk/" target="_blank">Internet Society Hong Kong</a></li>
<li><a href="http://www.isc.org.cn/english/" target="_blank">Internet Society of China</a></li>
<li><a href="http://www.isoc.org.tw/" target="_blank">Internet Society Taiwan Chapter</a></li>
<li><a href="http://www.isoc.org.tw/" target="_blank"></a><br /></li>
<li><a href="http://knowledgedialogues.com/" target="_blank">Knowledge Dialogues, Hong Kong</a></li></ul>
<p> </p>
<p><strong>Indonesia</strong></p>
<p> </p>
<ul><li><a href="http://www.engagemedia.org/" target="_blank">EngageMedia, Australia and Indonesia</a> <br /></li>
<li><a href="http://www.ilab.or.id/" target="_blank">ICT Laboratory for Social Change (iLab)</a></li>
<li><a href="http://id-config.org/" target="_blank">Indonesian CSOs Network for Internet Governance</a></li>
<li><a href="http://ictwatch.id/" target="_blank">Indonesian ICT Partnership Association (ICT Watch)</a> <br /></li>
<li><a href="http://www.isoc.or.id/" target="_blank">Internet Society Indonesia Chapter</a> [website is under construction]</li></ul>
<p> </p>
<strong>India</strong>
<p> </p>
<ul><li><a href="http://censorship.wikia.com/wiki/Bloggers_Collective_group" target="_blank">Bloggers Collective</a></li>
<li><a href="http://cis-india.org/" target="_blank">Centre for Internet and Society (CIS)</a> <br /></li>
<li><a href="http://www.csdms.in/" target="_blank">Centre for Science, Development and Media Studies (CSDMS)</a></li>
<li><a href="http://defindia.org/" target="_blank">Digital Empowerment Foundation (DEF)</a></li>
<li><a href="http://fsf.org.in/" target="_blank">Free Software Foundation India (FSFI)</a></li>
<li><a href="http://fsmi.in/" target="_blank">Free Software Movement of India (FSMI)</a></li>
<li><a href="http://internetdemocracy.in/" target="_blank">Internet Democracy Project</a></li>
<li><a href="http://www.isocbangalore.org/" target="_blank">Internet Society Bangalore Chapter</a></li>
<li><a href="http://isocindiachennai.org/" target="_blank">Internet Society Chennai Chapter</a></li>
<li><a href="http://www.isocdelhi.in/" target="_blank">Internet Society Delhi Chapter</a> <br /></li>
<li><a href="http://www.isocindiakolkata.in/" target="_blank">Internet Society Kolkata Chapter</a></li>
<li><a href="http://www.itforchange.net/" target="_blank">IT for Change</a></li>
<li><a href="http://www.itu-apt.org/" target="_blank">ITU-APT Foundation of India (IAFI)</a> <br /></li>
<li><a href="http://www.orfonline.org/" target="_blank">Observer Research Foundation (ORF)</a></li>
<li><a href="http://www.knowledgecommons.in/" target="_blank">Society for Knowledge Commons (Knowledge Commons)</a></li>
<li><a href="http://sflc.in/" target="_blank">Software Freedom Law Centre (SFLC)</a></li></ul>
<p> </p>
<strong>Iran</strong>
<p> </p>
<ul><li><a href="http://www.ictgroup.org/" target="_blank">Iranian Civil Society Organizations Training and Research Centre (ICTRC)</a> [URL is not working]</li></ul>
<p> </p>
<strong>Japan</strong>
<p> </p>
<ul><li><a href="http://www.glocom.ac.jp/e/" target="_blank">Centre for Global Communications (GLOCOM)</a> [Academia?]</li>
<li><a href="http://www.isoc.jp/" target="_blank">Internet Society Japan Chapter</a></li>
<li><a href="http://www.jcafe.net/" target="_blank">Japan Computer Access for Empowerment (JCAFE)</a> [URL is not working]</li>
<li><a href="http://www.jca.apc.org/" target="_blank">Japan Computer Access Network (JCA-NET)</a></li></ul>
<p> </p>
<strong>Kuwait</strong>
<p> </p>
<ul><li><a href="http://www.ijma3.org/" target="_blank">iJMA3 - Kuwait Information Technology Society (KITS)</a></li></ul>
<p> </p>
<strong>Lebanon</strong>
<p> </p>
<ul><li><a href="http://www.lccelebanon.org/" target="_blank">Lebanese Center for Civic Education (LCCE)</a></li></ul>
<p> </p>
<strong>Malaysia</strong>
<p> </p>
<ul><li><a href="http://www.isoc.my/" target="_blank">Internet Society Malaysia Chapter</a></li></ul>
<p> </p>
<strong>Myanmar</strong>
<p> </p>
<ul><li><a href="http://myanmarido.org/en" target="_blank">Myanmar ICT for Development Organization (MIDO)</a></li></ul>
<p> </p>
<strong>Nepal</strong>
<p> </p>
<ul><li><a href="http://www.internetsociety.org.np/" target="_blank">Internet Society Nepal Chapter</a></li></ul>
<p> </p>
<strong>Pakistan</strong>
<p> </p>
<ul><li><a href="https://content.bytesforall.pk/" target="_blank">Bytes for All, Pakistan</a></li>
<li><a href="http://isocibd.org.pk/" target="_blank">Internet Society Islamabad Chapter</a></li></ul>
<p> </p>
<strong>Philippines</strong>
<p> </p>
<ul><li><a href="http://democracy.net.ph/" target="_blank">Democracy.Net.PH</a> <br /></li>
<li><a href="http://www.fma.ph/" target="_blank">Foundation for Media Alternatives (FMA)</a> [URL not working</li>
<li><a href="https://www.facebook.com/isoc.ph" target="_blank">Internet Society Philippines Chapter</a></li></ul>
<p> </p>
<strong>Regional</strong>
<p> </p>
<ul><li><a href="http://www.forum-asia.org/" target="_blank">Asian Forum for Human Rights and Development (FORUM-ASIA)</a></li>
<li><a href="http://discfoundation.com/" target="_blank">Developing Internet Safe Community (DISC) Foundation</a></li>
<li><a href="http://lirneasia.net/" target="_blank">LIRNEasia</a></li></ul>
<p> </p>
<strong>Singapore</strong>
<p> </p>
<ul><li><a href="http://isoc.sg/" target="_blank">Internet Society Singapore Chapter</a></li></ul>
<p> </p>
<strong>South Korea</strong>
<p> </p>
<ul><li><a href="http://www.jinbo.net/" target="_blank">Korean Progressive Network Jinbonet</a></li>
<li><a href="http://opennet.or.kr/" target="_blank">OpenNet</a></li></ul>
<p> </p>
<strong>Sri Lanka</strong>
<p> </p>
<ul><li><a href="http://isoc.lk/?lang=en" target="_blank">Internet Society Sri Lanka Chapter</a></li></ul>
<p> </p>
<strong>Thailand</strong>
<p> </p>
<ul><li><a href="http://www.isoc-th.org/" target="_blank">Internet Society Thailand Chapter</a> <br /></li><li><a href="https://thainetizen.org/" target="_blank">Thai Netizen Network</a></li></ul>
<p> </p>
<p>
For more details visit <a href='http://editors.cis-india.org/raw/civil-society-organisations-and-internet-governance-in-asia-and-india-outlines'>http://editors.cis-india.org/raw/civil-society-organisations-and-internet-governance-in-asia-and-india-outlines</a>
</p>
No publishersumandroInternet StudiesResearchFeaturedInternet HistoriesResearchers at Work2015-11-13T05:40:49ZBlog EntryFigures of Learning: The Reader
http://editors.cis-india.org/raw/figures-of-learning-the-reader
<b>As part of its Making Methods for Digital Humanities project, CIS-RAW organized two consultations on new figures of learning in the digital context. For a proposed journal issue on the theme of ‘bodies of knowledge’ which draws upon these conversations, participants were invited to write short sketches on these figures of learning. This abstract by P.P Sneha examines the figure of the reader, and the manner in which it is redefined in as text and practices of reading are reconstituted in the digital context.</b>
<p> </p>
<h2>The Reader</h2>
<h3>P.P. Sneha</h3>
<p> </p>
<p>The reader is a common figure of learning; we are all readers of one kind or another in an abstract sense. But practices of reading and writing have changed with the advent and proliferation of the internet and digital technologies. Be it your Kindle or updates on your Twitter feed or FB page, reading and writing have both been rendered as extremely technologised processes, more so than they already were, because of the mediation of the machine at different levels. At one level it is the encounter with the screen in our daily lives, the changing materiality of the text and how that determines the practices of meaning-making. At another, we can also connect this to larger questions of textuality itself, and the nature of the ‘digital text’. So is there a new kind of reader being constructed through these changing technologies of reading and writing? Within the varied and multi-layered space that is the ‘digital’, we can revisit the understanding of reading and writing as technologised processes through an exploration of the reader as a figure of learning. This brief sketch will examine the reader as a figure of learning, and her transition to the machine reader in the digital context.</p>
<p> </p>
<p>Particularly in the age of big data and excess information, and with the introduction of methods such as speed reading, machine reading, distant reading, and not reading, we are in essence being taught or forced to read a certain way. An immediate concern for a lot of traditional humanists is the loss of criticality, as they see the sudden influx of new technologies as taking away from more accepted and conventional methods of reading, such as close reading for example. But what are the practices of reading engendered by the digital? The little variations in text, tagging, marginalia, errata or the glitch that now take precedence in the way one interprets or reads a text; do they add on, fundamentally change or produce a shift in the process of meaning-making is a question to contend with. Reading as a social or collective process is one prominent aspect of this change. The sociality of reading is more pronounced in the digital context; but at the same time it also strangely obscures this with the increasing portability and customisation of devices to suit different kinds of reading needs. The role of affect in the process of reading then becomes prominent.</p>
<p> </p>
<p>Questions about authorship and authority over meaning would be more than relevant in this instance too, as the individual reader slowly gets replaced by more collective methods of reading and knowledge production. Online knowledge repositories such as the Wikipedia and a several dynamic archives have fostered and actively encouraged processes of collaborative knowledge production. In a reiteration of the classic debate on the death of the author, one now finds the role of reader in the traditional sense becoming more diminished, as the text itself takes precedence in the determination of meaning, and calls for a different kind of competence from the reader. Most importantly, it also suggests a change in the understanding of text and textuality in the digital space, with the possibility of innumerable readings with the help of algorithms emerging as a new textual practice. The possibility of reading data as text also hints towards a new kind of ‘machine reader’, or reading practice completely mediated by or reliant on the machine and unverifiable by the human subject. The emergence of new fields of scholarship such as the Digital Humanities also suggest these changes, and it may be worthwhile to examine how the text and practices of reading are constituted or reconstituted in such a space.</p>
<p> </p>
<p>
For more details visit <a href='http://editors.cis-india.org/raw/figures-of-learning-the-reader'>http://editors.cis-india.org/raw/figures-of-learning-the-reader</a>
</p>
No publishersneha-ppResearchResearchers at WorkDigital KnowledgeFigures of Learning2015-11-13T05:48:57ZBlog EntryDigital Activism in Asia Reader: Announcement
http://editors.cis-india.org/raw/digital-activism-in-asia-reader-announcement
<b>The CIS-RAW programme organized an editorial workshop on March 6-7, 2015, as part of its project on a Digital Activism in Asia Reader. The project is a collaborative effort of the Centre for Internet and Society and the Centre for Digital Cultures, Leuphana University, Germany, which aims to bring together local knowledge, debates and conversations around Digital Activism in Asia.</b>
<p> </p>
<p>The proposed reader on Digital Activism in Asia will combine stories in multiple forms, including academic essays, case-studies to grey literature from public discourse that reveals and points to the debates around digital activism that have emerged in this particular context. Most of the audience will consist of academics, practitioners and policy actors internationally.</p>
<p>One of the main goals of this reader will be to challenge the prevalent notion in the discourse of Digital Activism of universality and uniformity across contexts and cultures. The focus is on new actors (like digital natives), processes, movements, and networks that such digital activism has engendered.</p>
<p>The editorial workshop was conducted towards completion of the Reader, to better contextualize the material through peer annotations and supporting information. Over the course of two days, a total of six participants worked on two articles each, which had been circulated beforehand, to annotate those using different kinds of material and close reading the texts.</p>
<p>The workshop was structured in the form of presentations and discussion sessions in the morning, followed by a writing sprint in the afternoon. Apart from a larger discussion around digital activism itself, its modes, approaches and forms, the materials were also categorized along four axes – activists using digital tools, activism around the digital, digital shaping activism and activism shaping the digital – which helped structure the discussions and the process of writing. The suggested annotations took different forms – from introductory paragraphs to references for further reading. Participants were also expected to bring in and build on their own practices, experiences and contexts in discussing the articles.</p>
<p>The Digital Activism in Asia Reader is expected to be published by the <a href="http://cdc.leuphana.com/structure/hybrid-publishing-lab/" target="_blank">Hybrid Publishing Lab</a> in mid-2015.</p>
<p>
For more details visit <a href='http://editors.cis-india.org/raw/digital-activism-in-asia-reader-announcement'>http://editors.cis-india.org/raw/digital-activism-in-asia-reader-announcement</a>
</p>
No publishersneha-ppDigital ActivismDigital Activism in Asia ReaderResearchNet CulturesResearchers at Work2015-10-24T14:22:39ZBlog EntryFigures of Learning: The Pornographer
http://editors.cis-india.org/raw/figures-of-learning-the-pornographer
<b>As part of its Making Methods for Digital Humanities project, CIS-RAW organized two consultations on new figures of learning in the digital context. For a proposed journal issue on the theme of 'bodies of knowledge' which draws upon these conversations, participants were invited to write short sketches on these figures of learning. This abstract by Namita Malhotra examines the figure of the pornographer, as a mixed media figure entrenched in various networks of knowledge production, circulation and consumption. </b>
<p> </p>
<p>Making Methods for Digital Humanities (2M4DH) project seeks to make specific interventions around methods in the larger debates and practices of Digital Humanities, which includes producing content within the field, building a living repository of knowledge content by developing methods as well as interfaces, platforms and knowledge infrastructure, and bringing together a range of practitioners, performers and researchers from different disciplines who are not necessarily only working on the digital. As part of this project two consultations were held in Bangalore, around figures of learning in the digital context. The following is a series of abstracts for a proposed journal issue, that perform multi-media writing, bringing in artistic practice, video, sound and theoretical concepts to describe a particular practice of learning and knowledge in India and focus on a specific body, figure or person that is at the centre of that knowledge practice.</p>
<p> </p>
<h2>The Pornographer</h2>
<h3>Namita A. Malhotra</h3>
<p> </p>
<p>The figure of the pornographer is deeply embedded in a network, and this allows for a rhizomatic appearance of other figures. Like the figure within the pornographic video, image or text, which is usually a woman since there is most global circulation of heterosexual pornography (as deduced from statistics from Youporn). This feminized figure in the pornographic video is vulnerable to our intrusive gaze, receptive to our desires, subject of urban legends; s/he is a fictionalized character in a Bollywood film (Devdas, Love Sex Dhoka, Ragini MMS) or a celebrity with a cloud account like Jennifer Lawrence. In the Indian and broadly Asian context where there is wide circulation of amateur porn, s/he could be anybody, an ordinary person whose semi-nudity or nudity is what makes the video extraordinary and watchable.</p>
<p> </p>
<p>The pornographer also inevitably leads us to figure of the police and the judge, those who often invisibilize the pornographer. Pornography is a phenomenon that engulfs and occasionally excuses the particular crime of the pornographer, even as it exposes how treacherously pornographic we all are. The pornographer on the network is a slippery figure, their transactions are unfixable and their actions are often transferred to the next node on the network (Nishant Shah, Subject to Technologies <a name="_ednref1" href="#_edn1">[i]</a>). Other figures also appear around whom the regulation of the internet is configured - such as the child whose innocence must be protected and whose curiosity is the market, or the adulterer whose affairs and online sex addiction threaten the institution of marriage.</p>
<p> </p>
<p>Ontology in the digitalscape is also about the object that is being looked at, whether video or image or text. Can we know what this object looks back at even as it is lusted for by the pornographer, hunted down by the police and examined by the judge? Can we understand the experience of the object since it moves, feels, responds much like we do (Barker, The Tactile Eye <a name="_ednref2" href="#_edn2">[ii]</a>) Other intriguing non-human figures also populate the pornographic scape, like the humanized yet robotic Gif caught in a repetitive loop that regardless of the imagery produces a delight and frisson, like a surprisingly responsive toy. Which perhaps would remind us of similar figures like the Bot that behaves and acts as a human, consumes bandwidth, promotes websites, rollseyes and follows and unfollows. Both figures and objects occupy the field that we want to understand.</p>
<p> </p>
<p>Returning to the figure of the pornographer, they have the habits of a knowledge seeker though different from that of the scholar in an archive that is looking for history, narrative and depth. The pornographer skim reads, rapidly going from one link to the next, rejecting, choosing, enjoying fragmented pleasures and moving on. The relationship is tactile but brief, a surface encounter. The pornographer is a creator, consumer and distributor; sometimes contributing stories from their personal history to websites like Savita Bhabhi so that they can be inspiration for new comics, making amateur porn videos with cell phones and uploading them, commenting and linking to content, selling phones preloaded with pornography. The pornographer is a pirate, caught in the same discourse of criminalization, and often if the crimes of one are not convincing then one stands in for the other in legal and public discourse.</p>
<p> </p>
<p>The pornographer can also be likened to the parasite as a figure that produces disorder and generates a new order (Michel Serres, The Parasite <a name="_ednref3" href="#_edn3">[iii]</a>), or that it stores (sucks) energy and then redirects it (Matteo Pasquinelli, Animal Spirits: A Bestiary of the Commons <a name="_ednref4" href="#_edn4">[iv]</a>). A vivid description of how pornographers are the points of conversion is as follows - "Netporn converts libidinal flows into money and daily siphons a huge bandwidth on a global scale. Netporn transforms libido into pure electricity: exactly as file-sharing networks are reincarnated as an army of MP3 players, Free Software helps to sell more IBM hardware and Second Life avatars consume as much electricity as the average Brazilian." (Pasquinelli)</p>
<p> </p>
<p style="text-align: justify;">The pornographer is self-taught, exiled, ashamed, an inveterate collector, insatiable, a bundle of shame and energy, all wires within lit and chasing. The pornographer is a criminal, a voyeur, a seducer and con artist. The pornographer is a godman caught in the act, a shaman of conversions in the digital, a gluttonous leader of digital consumption.</p>
<p> </p>
<p style="text-align: justify;">Figures can offer insight into a social formation, but also do figures dominate the scape and erase the particular and the subjective? The pornographer leads to an array of other figures and these offer insights into networks of illegality and exchange, into legal and technological mechanisms of control. As easily as these pornographic objects float to the surface of the digital scape, the pornographer (and also others like the pirate) are spectral presences who can only be deduced and whose trails can be followed. The pornographer is then a sort of mixed-media figure, an amalgamate of different assumptions and readings in public discourse, in the law, in networks of the circulation of pornography, in movies that are about their imagined back-stories, and in the ways in which children are warned about risks online.</p>
<p> </p>
<hr align="left" size="1" width="100%" />
<p> </p>
<div id="edn1">
<p><a name="_edn1" href="#_ednref1">[i]</a> Nishant Shah, 'Subject to Technology: Internet Pornography, Cyber-terrorism and the Indian State', Inter-Asia Cultural Studies, 8:3, 2007, pp.349 - 366.</p>
</div>
<div id="edn2">
<p><a name="_edn2" href="#_ednref2">[ii]</a> Jennifer Marilyn Barker, <em>The Tactile Eye: Touch and the Cinematic Experience</em>, University of California Press, 2009.</p>
</div>
<div id="edn3">
<p><a name="_edn3" href="#_ednref3">[iii]</a> Michel Serres, <em>The Parasite: Posthumanities</em>, University of Minnesota Press, 2007.</p>
</div>
<div id="edn4">
<p><a name="_edn4" href="#_ednref4">[iv]</a> Matteo Pasquinelli, <em>Animal Spirits: A Bestiary of the Commons</em> (Series Editor: Geert Lovink), NAi Publishers, Institute of Network Cultures, 2008.</p>
</div>
<p> </p>
<p>
For more details visit <a href='http://editors.cis-india.org/raw/figures-of-learning-the-pornographer'>http://editors.cis-india.org/raw/figures-of-learning-the-pornographer</a>
</p>
No publishernamitaResearchResearchers at WorkDigital KnowledgeFigures of Learning2015-11-13T05:32:58ZBlog EntryFigures of Learning: The Visual Designer
http://editors.cis-india.org/raw/figures-of-learning-the-visual-designer
<b>As part of its Making Methods for Digital Humanities project, CIS-RAW organized two consultations on new figures of learning in the digital context. For a proposed journal issue on the theme of ‘bodies of knowledge’ which draws upon these conversations, participants were invited to write short sketches on these figures of learning. This abstract by Tejas Pande examines the figure of the visual designer, and emerging practices of mapmaking. </b>
<p> </p>
<p>Making Methods for Digital Humanities (2M4DH) project seeks to make specific interventions around methods in the larger debates and practices of Digital Humanities, which includes producing content within the field, building a living repository of knowledge content by developing methods as well as interfaces, platforms and knowledge infrastructure, and bringing together a range of practitioners, performers and researchers from different disciplines who are not necessarily only working on the digital. As part of this project two consultations were held in Bangalore, around <a href="http://cis-india.org/raw/digital-humanities/consultation-new-figures-of-learning-in-digital-context"> figures of learning in the digital context.</a> The following is a series of abstracts for a proposed journal issue, that perform multi-media writing, bringing in artistic practice, video, sound and theoretical concepts to describe a particular practice of learning and knowledge in India and focus on a specific body, figure or person that is at the centre of that knowledge practice.</p>
<p> </p>
<h2>The Visual Designer</h2>
<h3>Tejas Pande</h3>
<p> </p>
<p>Mapping is the visual articulation of a living complex system, and locates itself at the nodes that allow for exchanges of knowledge from diverse disciplines. Over the course of history, it has come to represent exchanges of information of a very diverse nature. Commonly associated with representations of physical spaces, maps have since accommodated a growing need to chalk out relationships between spaces (physical, or temporal), ideologies, and institutions. This expanded notion of mapping has affected the way creators of maps regard the practice of mapmaking itself. Armed with a growing arsenal of tools (offline and web-based) to map such networks with, mapmaking has opened up to a host of professionals, amateurs, and anyone else with a desire to express spatial-temporal relationships.</p>
<p> </p>
<p>In such contexts, it is worthwhile to ask ourselves what is the role of traditional scientists, cartographers, and visual designers, who have been responsible for assimilating knowledge and making it visually palatable for wider audiences. The role of such mapmakers is further complicated by the expanded view of the craft of designing itself. For instance, graphic designer Aris Venetikidis began appearing on social media feeds in 2012 after his contribution to TEDx Dublin as the mapmaker genius behind the redesigned prototype of the Dublin Bus system. The new visualisation was met with critical praise, but interestingly his design process had steered the original mapmaking effort into that of quasi-transportation planning. Traditional mapmakers are being forced to intimately understand flows that constitute systems they wish to represent for others. Visual studies have historically emphasized decoding information embedded in collectively-generated syntax. Increasingly, multi-disciplinary practices have forced traditional designers to refashion their role in larger processes of production. What if their role was framed in the context of not only the rules of design process and problem definition, but the institutions within whom they operate, as well?</p>
<p> </p>
<p>In my opinion, these figures have come to serve as facilitators in a process of knowledge creation and sharing, and use mapmaking as their primary visual tool to form networks of exchanges. Examples drawn from emerging planning practices, especially in the urban sphere, will be used to examine the role of a mapmaker, too.</p>
<p> </p>
<p>
For more details visit <a href='http://editors.cis-india.org/raw/figures-of-learning-the-visual-designer'>http://editors.cis-india.org/raw/figures-of-learning-the-visual-designer</a>
</p>
No publishersneha-ppResearchResearchers at WorkDigital KnowledgeFigures of Learning2015-11-13T05:33:30ZBlog EntryThe Spaces of Digital
http://editors.cis-india.org/raw/the-spaces-of-digital
<b>'The Spaces of Digital’ continues from the work done on the CIS-RAW monograph on the Internet, Society and Space in Indian Cities, by Pratyush Shankar at Center for Environmental Planning and Technology University, Ahmedabad. The premise of this monograph was the debates around making of IT Cities and public planning policies that regulate and restructure the city spaces in India with the emergence of internet technologies. </b>
<p> </p>
<p style="text-align: justify;">The Spaces of Digital begins from here to further explore the city as a unit of global development. The rise of digital technologies and the ways in which they produce new metaphors for the domains of life, labour and language, result in the city being reconfigured, reimagined and remapped through the techno-spatial narratives produced by information and network webs. The project will explore this in four stages, namely:</p>
<h3 style="text-align: justify;">Stage 1: Knowledge Maps</h3>
<p style="text-align: justify;">The first phase of the project seeks to build a knowledge network that maps the different actors interested in questions of techno-social cities, generating a dialogue between them and building a knowledge repository that brings in different modes, formats and forms of knowledge to intersect with each other.</p>
<h3 style="text-align: justify;">Stage 2: Spatial Patterns - Digital Project</h3>
<p style="text-align: justify;">The monograph “Internet, Society and Space in Indian Cities” refers to the spatial reconfiguration of many Indian cities that has occurred in the past two decades. An exercise to extract the key spatial patterns will be carried out in form of graphical representation using existing information from the monograph.</p>
<h3 style="text-align: justify;">Stage 3: Knowledge Networking Building</h3>
<p style="text-align: justify;">The mapping and demonstration project will be followed by a curated workshop that invites a dialogue between the identified knowledge partners.</p>
<h3 style="text-align: justify;">Stage 4: Knowledge Exhibition / Publication</h3>
<p>The Knowledge Exhibition will be a hybrid space of online and offline curation and knowledge consolidation, and will be the final product of the project.</p>
<p>Some of the updates on this project may be <a class="external-link" href="http://spacesofdigital.wordpress.com/">accessed here</a>.</p>
<p>
For more details visit <a href='http://editors.cis-india.org/raw/the-spaces-of-digital'>http://editors.cis-india.org/raw/the-spaces-of-digital</a>
</p>
No publishersneha-ppThe Spaces of DigitalNet CulturesResearchers at WorkResearch2015-10-24T13:41:25ZBlog EntryMapping Digital Humanities in India - Concluding Thoughts
http://editors.cis-india.org/raw/mapping-digital-humanities-in-india-concluding-thoughts
<b>This final blog post on the mapping exercise undertaken by CIS-RAW summarises some of the key concepts and terms that have emerged as significant in the discourse around Digital Humanities in India. </b>
<p><em> </em></p>
<p style="text-align: justify;">The present exercise in mapping Digital Humanities (henceforth DH) in India has brought to the fore several learnings, and challenges in trying to locate the domain of enquiry even as our understanding of what constitutes new objects, methods and forms of research and pedagogy constantly undergo change and redefinition. Even as we wrap up this study, some of the key questions or problems of definition, ontology and method remain with us, as the 'field' as such is incipient in India, as with other parts of the world and the term itself is yet to find a resonance in many quarters, other than a few institutions and a number of individuals. However, what it does do for us immediately, is throw open several questions about how we understand the idea of the 'digital', and what may be the new areas of enquiry for the humanities at large.</p>
<p style="text-align: justify;">We began with the understanding that DH is a new space of interdisciplinary research, scholarship and practice with several possibilities for thinking about the nature of the intersection of the humanities and technology. The term was a little more than a found name of sorts, which since then has taken on various meanings and undergone some form of creative re-appropriation. The ubiquitous history of the term in humanities computing in the Anglo-American context has helped in locating and defining the field globally within the ambit of certain kinds of practices and scholarship in the contemporary moment. As most of the literature around DH even globally has pointed out, the problem with arriving at a definition is ontological, more than epistemological. The conditions of its emergence and existence are yet to be completely understood, although if one is to take into account the larger history of science and technology studies or even cyber/digital culture studies, these 'epistemic shifts' have been in the making for some time now. In India particularly, where a clear picture of the 'field' as such is still to emerge in the form of a theorisation of its key concerns, areas of focus or object of enquiry, it is only through a practice-mapping that one may locate what are at best certain discursive shifts in the way we understand content, structures and methods in the humanities, within the context of the digital. The fundamental premise of the nature of the digital and its relation to the human subject still lacks adequate exploration which would be required to define the contours of the field. The inherited separation of humanities and technology further makes this a complex space to negotiate, when the term may now actually indicate the need to decode the rather tenuous relationship between the two supposedly separate domains.</p>
<p style="text-align: justify;">The question of methodology then comes in as the next most important aspect here, as the method of DH is yet to be clearly defined. At present it looks like a combination and creative appropriation of methodologies drawn from different disciplines and creative practices. The change in the methodology of the humanities and social sciences itself as now longer remaining discipline-specific has been a contributory factor to the evolving methodology of DH. The practice itself is still evolving, and while DH in the Anglo-American context can trace a history in humanities computing, with now an active interest in other spaces where the digital is an inherent part of the discourse, in India there has been little work in mainstream academic spaces such as universities or research centres, and some interest from the information and technology sector. As such the skills and infrastructure needed to work with large data sets and new technologised processes of interpretation and visualisation still remain outside the ambit of the mainstream humanities. This mapping exercise largely relied on interviews as part of its methodology, without any engagement with the actual practice, mainly because of a lack of consensus on what constitutes DH practice. However, through an exploration of allied fields such as media, archival practice, design and education technology, the study tries to locate how certain practices in these areas inform what we understand of DH today.</p>
<p style="text-align: justify;">The archive, media and now to a certain extent art and design have become the sites for most of the discussions around DH in India, primarily because of the nature of institutions and people who have engaged with the question so far. Archival practice has seen a vast change with the onset of digitisation, and the growth of more public and collaborative archival spaces will also bring forth new questions and concepts around the nature of the archive and its imagination as a dynamic space of knowledge production. At a more abstract level, the nature of the text as an unstable object itself, now increasingly being mediated and negotiated in different ways through digital spaces, tools and methods would be one way of locating an object of enquiry in DH and tracing its connection to the humanities, which are essentially still seen as 'text-based disciplines'. What has been a definite shift is the emphasis on process which has become an important point of enquiry, and one of the many axes around which the discourse around DH is constructed. The rethinking of existing processes of knowledge production, including traditional methods of teaching-learning, and the emergence of new tools and methods such as visualisation, data mapping, distant reading and design-thinking at a larger level would be some of the interesting prospects of enquiry in the field. The method of DH is however, necessarily collaborative and distributed at the same time, as evidenced by its practice in these various areas and disciplines.</p>
<p style="text-align: justify;">While in the Anglo-American context the predominant narrative or <em>raison d'etre</em> of DH seems to be the so-called 'crisis' in the humanities, it may after all be just one of reasons, and not a primary cause, at least in the Indian context. Moreover, in a paradoxical sense the emergence of DH has been seen as endangering the future of the traditional humanities, in terms of a move away from certain conventional methods and forms of research and pedagogy. While this may be relevant to our understanding of the emergence of DH, understanding the emergence of the field as resolving a crisis also renders the discourse into a uni-dimensional, problem-solving approach, thus making invisible other factors, such as the technologised history of the humanities or several other factors that have contributed to these changes. The complex and somewhere problematic history of science and technology in India and the growth of the IT sector also forms part of this context, and will inform the manner in which DH grows as a concept, area of enquiry or even as a discipline. DH is yet another manifestation of changes that we have seen in the existing objects, processes, spaces and figures of learning, particularly the open, collaborative and participatory nature of knowledge production and dissemination that has come about with the advent of the internet and digital technologies. More importantly, they also point towards the larger changes in what where earlier considered unifying notions for the university, namely that of reason and culture, which have now moved towards an idea of excellence based on a certain techno-bureaucratic impulse, as noted by Bill Readings in his work on the rise of the post-modern university<a name="_ftnref1" href="#_ftn1">[1]</a>.</p>
<p style="text-align: justify;">If one may try to locate within this the debates around DH, the subject of this new discourse around the digital is also now rather unclear. One could explore the notion of the digital humanist, or in a more abstract manner the digital subject as one example of this lack of clarity or the distance between the practice and the subject, which is also why it has been of much concern for several scholars. As Prof. Amlan Dasgupta, with English Department at the University of Jadavpur says, it is difficult to identify such a category of scholars, although a person who is able to situate his work in the digital space with the same kind of ease and confidence that people of a different generation could do in manuscripts and books would perhaps fit this description, and he is sure that such a person may be found. For example someone who knows Shakespeare well and can write a programme, and he is sure a day will come when this is a possibility. It is a familiarity in which the inherent distance between these two pursuits becomes lesser - DH is at that moment - a composite of these two approaches rather than the difference.</p>
<p style="text-align: justify;">While many scholars concur with this explanation, others find the term misleading - humanities scholars do not call themselves 'humanists'. Also, by virtue of being a digital subject, anybody engaged with some form of digital practice is already a digital humanist of some sort. The problem also is in the rather unclear nature of the practice, all of which is not unanimously identified as DH, as a result of which not many scholars would want to identify with the term. As Patrik Svensson (2010) points out "The individual term digital humanist may be problematic because it may seem both too general in not relating to a specific discipline or competence (thus deemphasizing the discipline-specific or professional) and too specific in emphasizing the "digital" part of the scholarly identity (if you are scholar) or giving too much prominence to the humanities part of your professional identity (if you are a digital humanities programmer or a system architect). The more general and non-personal term digital humanities is more inclusive, but somewhat limited because of its lack of specificity and relatively weak disciplinary anchorage. For both variants, there is also a question of whether "the digital" needs to be specified at all, and it is not uncommon <a href="http://digitalhumanities.org/dhq/vol/4/1/000080/000080.html#N10309">[9]</a> to encounter the argument that technology and the digital are part or will be part of any academic area, and hence the denotation "digital" is not required" <a name="_ftnref2" href="#_ftn2">[2]</a>. Svensson further points out that since the term, like digital humanities, has proliferated so much in academic spaces, through publishing and funding initiatives that it has become a term of self-identification, but it could be a reference to the digital as 'tool' rather that the object of study itself. However, he also speculates that given digital humanists work across several disciplines, their understanding of humanities as a construct is stronger as the identity is linked to it at large. <a name="_ftnref3" href="#_ftn3">[3]</a></p>
<p style="text-align: justify;">This debate is importantly, symptomatic of a larger conflict over the authority of knowledge, because of what seems to be a move away from the university to alternate spaces and modes of knowledge production. As Immanuel Wallerstein (1996) suggests, such a conflict of authority has already been documented earlier, in terms of the displacement of theology first and then Newtonian mechanics as dominant sources of knowledge, and the now in the manner in which the separation of disciplines is being challenged. The potential of technology in general and the internet in particular in democratising knowledge has been explored in several cases, with many such online spaces now becoming a suitable 'alternate' to the university mode of teaching and learning. What they have also given rise to are questions about the authenticity of knowledge produced and disseminated and who are the stakeholders in the process. The debates over MOOC's and the Wikipedia, and at some level the criticism that DH and certain methods like distant reading have attracted from traditional humanities scholars are a case in point. However, many of these alternate or liminal spaces have always existed; they are perhaps becoming more visible and acknowledged now. DH, with its emphasis on interdisciplinarity and different kinds of knowledge drawn from a diverse set of practices definitely opens up space for a new mode of questioning; whether all of these different modes of questioning can coalesce as a new discipline or interdisciplinary field in itself will remain to be seen.</p>
<p><strong> </strong></p>
<p><strong>References</strong></p>
<ol>
<li>Patrik, Svensson, "The Landscape of Digital Humanities". <em>Digital Humanities Quarterly</em>,4:1 <a href="http://digitalhumanities.org/dhq/vol/4/1/000080/000080.html">http://digitalhumanities.org/dhq/vol/4/1/000080/000080.html</a> 2010.</li>
<li>Readings, Bill, <em>The University in Ruins</em> Cambridge: Harvard University Press, 1997, pp 1-20.</li>
<li>Wallerstein, Immanuel, "The Structures of Knowledge, or How Many Ways May We Know?" Presentation at "Which Sciences for Tomorrow? Dialogue on the Gulbenkian Report: <em>Open the Social Sciences</em>," Stanford University, June 2-3, 1996 http://www.binghamton.edu/fbc/archive/iwstanfo.htm </li></ol>
<hr />
<p style="text-align: justify;"><em> The author would like to thank the Higher Education Innovation and Research Applications (HEIRA) programme at the Centre for the Study of Culture and Society (CSCS), Bangalore for support towards the fieldwork conducted as part of this mapping exercise, and colleagues at CIS and CSCS for their feedback and inputs<strong>. </strong> </em></p>
<p><strong> </strong></p>
<p><strong>Concepts/Glossary of terms </strong></p>
<ol>
<li style="text-align: justify;"> Ontology - A lot of the work being done to define DH is in fact to understand its ontological status, the nature of its being and existence. As pointed out in the part of this section, the difficulty in arriving at a consensus on a definition is largely due to a lack of clarity over the ontological basis of such a field, rather than its epistemological stake, which one may already be able to discern in a few years. There is a slippage due to a lack of connection between the history of the term and its practice, particularly in India, where DH is still a 'found term' of sorts. See <a href="http://cis-india.org/raw/digital-humanities/a-question-of-digital-humanities"> http://cis-india.org/raw/digital-humanities/a-question-of-digital-humanities</a></li>
<li style="text-align: justify;">Humanities - The predominant discourse in the Anglo-American context on DH seems to have set it up in a conflict with or as a threat to the traditional humanities disciplines, the causal link here being the 'crisis' of the disciplines. While there is such a narrative of crisis in the Indian con text as well, anything 'digital' is understood in terms of a problem-solving approach, and at another level seeks to further existing concerns of the humanities themselves, such as around the text. The important shift that DH may open up here is in terms of thinking about the inherited separation of technology and the humanities, and if it indeed possible now to think of a technologised history of the humanities.See <a href="http://cis-india.org/raw/digital-humanities/a-question-of-digital-humanities"> http://cis-india.org/raw/digital-humanities/a-question-of-digital-humanities</a></li>
<li style="text-align: justify;">Digital - the debate around and interest in DH has reinforced the need for a larger and more elaborate exploration of the 'digital' itself, and as mentioned in an earlier post, deciphering the nuances of the current state of digitality we inhabit will be key to understanding the field of DH much better. This is challenging because India is a mutli-layered technological landscape, which is also quite dynamic, ever-changing and in a period of transition to the digital. Taking this back to more fundamental questions of technology and its relation to the subject would also provide more insights into DH.See <a href="http://cis-india.org/raw/digital-humanities/digital-humanities-problem-of-definition"> http://cis-india.org/raw/digital-humanities/digital-humanities-problem-of-definition</a></li>
<li style="text-align: justify;">Subject - DH is a manifestation of the relationship between technology and the human subject, and provides different ways to negotiate the same. The 'digital humanist' as the likely subject of this discourse has remained largely undefined in this series of explorations, partly because of the lack of resonance with the term among humanities scholars and the fact that everybody at some level is already a digital subject, and therefore a digital humanist. An exploration of how the digital constitutes or constructs a subject position is likely to reveal better the nuances of this term and the reason for its relation to or distance from the practice.</li>
<li style="text-align: justify;">Method - the methodology of a discipline is the connection between theory and field of practice, and the method of DH is still being developed. Whether it is data mining, distant reading, cultural informatics, sentiment analysis or creative visualisations of data sets drawing from aspects of media, art and design, the methodology and interests of DH are necessarily diverse and interdisciplinary. In many a case the distinction among methods, content and forms do blur as newer modes or approaches to DH come into being. This becomes a particular problem in understanding DH in the context of pedagogy and curricular resources, and would therefore require a rethinking of the understanding of a singular methodology itself.</li>
<li style="text-align: justify;">Archive - A large part of the DH work in India seems to be focussed around the archive - both as a concept and practice. With the digital becoming in a sense the default mode of documentation across the humanities disciplines, and the opening up of the archive due to more public and digital archival efforts, the concept of the archive and archival practice have undergone several changes in terms of becoming now more networked and accessible. As mentioned earlier, we are living in an archival moment where there is a transition from analogue to digital, and it is in this moment of transition that a lot of new questions around data and knowledge will emerge. See http://cis-india.org/raw/digital-humanities/living-in-the-archival-moment.</li>
<li style="text-align: justify;">Text - the text has been one of significant aspects of the DH debate, given that the academic discourse on DH in the West and now in India is primarily located in English departments. The understanding of the text as object, method and practice as mediated through digital spaces and tools is an important part of the discourse around DH, and has implications for how we understand changes in the nature of the text, and reading and writing as technologised processes in the digital context. See http://cis-india.org/raw/digital-humanities/reading-from-a-distance.</li>
<li style="text-align: justify;">Process: An important point of emphasis in DH has been that of process, perhaps even more than content or outcomes. Given that the method of DH is collaborative and peer-to-peer, the processes of doing, making or teaching-learning etc become increasingly visible and important to understanding the nature of the field and knowledge production itself. More importantly, it also seeks to bring in the practitioner's experience into the realm of research and pedagogy.</li>
<li style="text-align: justify;">Liminal : DH is a good example of a liminal space; which is a space that is on both sides of a threshold or boundary, and is therefore at some level undefined and transitional. The liminal space is often located at the margin of a body of knowledge or discipline, and it is at the margins of disciplines that new knowledge is produced. The discourse and even criticism around DH highlights the difficulties with defining the present nebulous nature of these liminal spaces and what they could transform into in the future. See http://cis-india.org/raw/digital-humanities/digital-humanities-and-alt-academy.</li>
<li style="text-align: justify;">Interdisciplinarity - Closely tied to the notion of liminal spaces is the notion of interdisciplinarity. DH by nature is interdisciplinary, given that it draws upon methods and concerns from the other disciplines, but instead of limiting the definition to just this, it also provides a space to understand the challenges of negotiating and using an interdisciplinary approach to the humanities and other disciplines and develop these questions further. See http://cis-india.org/raw/digital-humanities/digital-humanities-and-alt-academy. </li></ol>
<hr align="left" size="1" width="100%" />
<div id="ftn1">
<p><a name="_ftn1" href="#_ftnref1">[1]</a> See Bill Readings, <em>The University in Ruins</em> Cambridge: Harvard University Press, 1997, pp 1-20.</p>
</div>
<div id="ftn2">
<p><a name="_ftn2" href="#_ftnref2">[2]</a> See Patrik Svensson. "The Landscape of Digital Humanities". <em>Digital Humanities Quarterly</em>,4:1 <a href="http://digitalhumanities.org/dhq/vol/4/1/000080/000080.html">http://digitalhumanities.org/dhq/vol/4/1/000080/000080.html</a></p>
</div>
<div id="ftn3">
<p><a name="_ftn3" href="#_ftnref3">[3]</a> <em> Ibid.</em></p>
</div>
<p>
For more details visit <a href='http://editors.cis-india.org/raw/mapping-digital-humanities-in-india-concluding-thoughts'>http://editors.cis-india.org/raw/mapping-digital-humanities-in-india-concluding-thoughts</a>
</p>
No publishersneha-ppDigital KnowledgeMapping Digital Humanities in IndiaResearchFeaturedDigital HumanitiesResearchers at Work2015-11-13T05:36:10ZBlog EntryRethinking Conditions of Access
http://editors.cis-india.org/raw/lila-inter-actions-october-14-2014-rethinking-conditions-of-access
<b>P. P. Sneha explores the possibilities of redefining the idea of access through the channels of education and learning. </b>
<p> </p>
<p style="text-align: justify;">The advent and pervasive growth of the internet and digital technologies in the last couple of decades have caused several changes in the way we now imagine education and processes of learning, both within and outside the classroom. The increasing use of digital tools, platforms and methods in classroom pedagogy, and the access for students to resources through online and collaborative repositories such as Wikipedia have led to a change in not just teaching practices, but also in the learning environment, which has now become more open, iterative and participatory in nature. While increased access to the internet may be one factor contributing to this change, the conditions of such access – how it is made available, to whom and for what purpose – still remain contentious. As per recent statistics, India has more than 200 million internet users, but as several studies on online users have illustrated, the numbers are hardly indicative of the nature of online engagement. The problem of the ‘digital divide’, though much debated and addressed, still persists in India, as in several other countries, with lack of infrastructure and low broadband speed being two among several reasons for the slow move in bridging this gap.</p>
<div><a class="hasimg" href="http://www.lilainteractions.in/wp-content/uploads/2014/10/digital_inclusion_index_map_thumb.jpg"><img src="http://www.lilainteractions.in/wp-content/uploads/2014/10/digital_inclusion_index_map_thumb.jpg" alt="null" height="199" width="335" /><img class="himage" src="http://www.lilainteractions.in/wp-content/uploads/2014/10/digital_inclusion_index_map_thumb-bw.jpg" alt="null" height="199" width="335" /></a></div>
<div>Last year, the Digital Inclusion Index map indicated India as only BRICS country ‘at extreme risk’ on the ‘digital divide’</div>
<p style="text-align: justify;">The problem of the digital divide itself has largely been understood as one of access to the internet and/or broadly digital technologies, but the conditions of this access, in terms of the nature of its use and adaptability to a dynamic and ever-changing technological landscape is something that needs to be looked at critically, in order to provide a more nuanced understanding of the problem itself, and its inherent conflicts. The technological landscape we inhabit today is quite diverse, and rather multi-layered, as a result of which conditions of access also differ across spaces and in degrees. The problematisation, therefore, will need to be more qualitative and nuanced, to take into account several variables spread over social, cultural and economic categories.</p>
<p><img class="alignleft size-full wp-image-4133" src="http://www.lilainteractions.in/wp-content/uploads/2014/10/quote-internet-speed-ps-1.png" alt="quote internet speed ps 1" height="580" width="195" /></p>
<div class="hyphenate">
<p style="text-align: justify;">The assumption of the internet, as an open and accessible, therefore neutral space, has also been questioned time and again, with the latest debates around net neutrality being illustrative of this conflict. Though there is a growing interest in exploring and using the democratic potential that the internet offers, as demonstrated by several forms of online social activism and the growth of open access digital knowledge repositories and public archival spaces, there are also pertinent concerns about privacy, accessibility and the quality of online interaction and content. A large part of this uncertainty and the conflicts we see around access and regulation may be attributed to the fact that the nature of the internet, or the digital itself as concept, method or space has not been adequately explored or theorised. As a public sphere, it often reprises certain systemic forms of injustice and marginalisation seen offline, and conflates them with notions pertaining to the personal. As such, social, economic and linguistic barriers mediate the access we have to certain kinds and forms of discourse online, thereby making physical access the first step towards being part of the labyrinthian world that is the internet.</p>
<div><a class="hasimg" href="http://www.lilainteractions.in/wp-content/uploads/2014/10/maharashtra_farmers_computers_20060821.jpg"><img src="http://www.lilainteractions.in/wp-content/uploads/2014/10/maharashtra_farmers_computers_20060821.jpg" alt="null" height="231" width="335" /><img class="himage" src="http://www.lilainteractions.in/wp-content/uploads/2014/10/maharashtra_farmers_computers_20060821-bw.jpg" alt="null" height="231" width="335" /></a></div>
<div>How can e-learning start, when the general access is very fragmented?</div>
<p style="text-align: justify;">These conflicts are present in the classroom and other spaces and processes of learning as well, where traditionally there has been resistance to the use of technology, and particularly the internet as it is seen as a disturbance or a deterrent to learning. But technology has always been a part of the classroom, and now with the mobile phone becoming ubiquitous, it is indeed difficult to imagine that a student who has access to such a device would be disconnected from the internet, or not look toward other digital tools and methods to engage with, for educational or recreational purposes. However, indeed, how much of this engagement is effectively connected to learning is still a bone of contention, and is yet to be explored adequately.</p>
</div>
<p><img class="alignright size-full wp-image-4134" src="http://www.lilainteractions.in/wp-content/uploads/2014/10/quote-internet-speed-ps-2.png" alt="quote internet speed ps 2" height="430" width="195" /></p>
<div class="hyphenate">
<p style="text-align: justify;">What are the changes in the learning environment that the advent of digital technologies has produced? What challenges do they pose for both teachers and students? And what are the possible solutions that these areas of research are opening up? A more integrated and inclusive approach in designing methods and tools for use in the classroom could be one way of making issues and conflicts in this space more transparent. Several efforts in education technology and experiments in digital learning have focused precisely on this aspect. The sheer visibility and vastness of the internet offers several possibilities in terms of access to materials, tools and resources online. Several large-scale efforts in digitisation made by both the state and public organisations are attempts to utilise this potential, and they speak of the growing interest in making material available online for both classroom teaching and research.</p>
<div><a class="hasimg" href="http://www.lilainteractions.in/wp-content/uploads/2014/10/Mooc-vs-University-in-2013-584x1024.jpg"><img src="http://www.lilainteractions.in/wp-content/uploads/2014/10/Mooc-vs-University-in-2013-584x1024.jpg" alt="null" height="587" width="335" /><img class="himage" src="http://www.lilainteractions.in/wp-content/uploads/2014/10/Mooc-vs-University-in-2013-584x1024-bw.jpg" alt="null" height="587" width="335" /></a></div>
<div>The MOOCs are slowly challenging the universities<a title="MOOCs vs. Universities" href="http://www.lilainteractions.in/wp-content/uploads/2014/10/Mooc-vs-University-in-2013-584x1024.jpg" target="_blank">. See the image full screen</a></div>
<p style="text-align: justify;">The growth of Massive Open Online Courses (MOOCs) is an example of the fervour of online platforms of learning, which provide students across the world with an access to teaching and course material from some of the best institutions. However, there have been, at least in their earlier versions, several critiques of these platforms, as well, precisely because they replicate a certain classroom teaching model that is not accessible to students everywhere. This urges us to revisit the premise of such structures.</p>
<p style="text-align: justify;">The ‘digital turn’ in the last couple of decades has engendered several changes in the way knowledge is now produced, disseminated and consumed by people located in different areas. It has also created a need to constantly rethink existing systems of learning we have in place, to plug the gaps that develop between people, skills and resources. It is only through more attempts to problematise the notion of access qualitatively, and to better understand the role of digital technologies and the internet in terms of changes in learning environments, that we may be able to understand and utilise its potential to the best.</p>
</div>
<hr />
<div style="text-align: justify;" class="hyphenate"><strong>P.P. Sneha</strong> works with the Researchers at Work (RAW) programme at the Centre for Internet and Society, Bangalore. She has a Master’s degree in English, and has previously worked in the area of higher education. This essay is a reflection on some of the learnings from projects on the quality of access to higher education and a mapping of the digital landscape and the growth of Digital Humanities in India, conducted by the Higher Education Innovation and Research Applications (HEIRA) programme at the Centre for the Study of Culture and Society (with support from the Ford Foundation), and the CIS. The original post can be <a class="external-link" href="http://www.lilainteractions.in/internet-slowdown-day/">read here</a>.</div>
<p>
For more details visit <a href='http://editors.cis-india.org/raw/lila-inter-actions-october-14-2014-rethinking-conditions-of-access'>http://editors.cis-india.org/raw/lila-inter-actions-october-14-2014-rethinking-conditions-of-access</a>
</p>
No publishersnehaDigital KnowledgeMapping Digital Humanities in IndiaResearchDigital HumanitiesResearchers at Work2015-11-13T05:35:00ZBlog EntryConsultation on Figures of Learning in the Digital Context - Report
http://editors.cis-india.org/raw/digital-humanities/consultation-new-figures-of-learning-in-digital-context
<b>The Researchers at Work (RAW) programme at the Centre for Internet and Society organised a consultation on ‘Figures of Learning in the Digital Context’ on September 22, 2014 in Bangalore. </b>
<p> </p>
<p style="text-align: justify;">Conducted as part of its ‘Making Methods for Digital Humanities’ project, the discussion was an attempt to examine changes in the learning environment with the advent of digital technologies and new modes of knowledge production by mapping concepts and changes around a set of figures of learning, old and new, to understand the discursive shifts that produce and locate them in the contemporary moment. (See the <a href="http://editors.cis-india.org/raw/events/consultation-on-new-figures-of-learning-in-digital-context" class="external-link">concept note here</a>).</p>
<p style="text-align: justify;">The Making Methods project seeks to make specific interventions in structures of learning, methods of storing and documenting information, and processes of interaction and interface design, in an effort to describe and queer the contours of what we understand as the field of Digital Humanities today.</p>
<p style="text-align: justify;">The consultation brought together a small but diverse set of people from different fields. Participants presented on figures of learning drawn from their own fields of research and practice. Archana Prasad, artist and founder of <a href="http://jaaga.in/">JAAGA,</a> Bangalore spoke about the organisation and its growth as an alternative space for learning through collaborative processes in art, design and technology – the studio space made of pallet racks, its various projects and groups that converge at JAAGA reflect this diversity and interdisciplinarity. She spoke about changes in her own role from being a facilitator for diverse groups to come together, to becoming more of a mentor in the later years, the problems of sustainability of such a space and the efforts made through different projects in emphasising learning though peer-to-peer methods. Interesting projects in focus were the participatory artwork and reality game called <a href="http://investmentzone.info/">Investmentzone</a> which is an effort to collaboratively work and transform public spaces and the JAAGA residential study programme. The discussions were useful in understanding processes that can be used to foster alternative and participatory learning environments.</p>
<p style="text-align: justify;">Asim Siddiqui, Ph.D. student at the <a href="http://barefootphilosophers.wordpress.com/">Manipal Centre for Philosophy and Humanities</a>, used the figure of the ‘performer’ to talk about his research enquiry into the philosophy of performative art traditions and the role of the body, performance and practice in learning. He spoke about the relative passivity of the body in the classroom, and the predominance of certain normative discourses within which teaching-learning practices operate and therefore produce a sort of instrumental form of knowledge, which he found problematic. He drew from examples of embodied action in dance, theatre and music to look at how some of these nuances and conflicts may be brought into classroom pedagogy to make it more illustrative and inclusive. This led to an interesting discussion around problems with current teaching-learning practices and the lack of adequate measures to make them contextual and relevant to students’ lived experience. The digital now bringing in a different dimension to learning and the lack of an understanding of the body in the digital space as preventing the possibility of a somatic element to knowledge was also discussed. The problem of disciplinary constraints and the separation of humanities and social sciences came up with reference to technology becoming more prominent in classrooms.</p>
<p style="text-align: justify;">Bitasta Das, instructor and coordinator of the <a href="http://www.iisc.ernet.in/ug/">UG Humanities programme</a> at the Indian Institute of Science, Bangalore spoke further on this issue of separation of the disciplines from her experience of teaching in the UG programme. Her presentation on the ‘distracted inventor’ focussed on the role of technology in the classroom, and how there is a need for teachers to constantly innovate to keep students engaged, particularly in a course such as this. The notion of distraction was a useful contrast to the attention economy debates that have become increasingly prevalent. The possibility of distraction as serendipitous and productive, particularly in science which is also a space of invention and discovery was discussed as one way of taking the idea forward. Some of the work done by students in the programme, under the larger rubric of integration of disciplines, was also presented in the consultation.</p>
<p style="text-align: justify;">Nishant Shah presented on the idea of the production of error in computing, which is also the result of a deliberate and long process or history which can be traced from scribes copying texts to print culture and now to the machine itself, which also produces or re-produces error. He spoke about the gap between the interface and the information that a person consumes in the digital context, which is contrary to what is understood by abbreviations such as Garbage In Garbage Out (GIGO). He sought to critically examine this notion of transparency that the digital supposedly provides, when in effect the notion of error is as much present, but is being effectively effaced in various ways. The production of error therefore is an interesting process in signifying the limits of knowledge, and he proposed the idea of using the figure of the hipster to further explore this process of error or the glitch as a productive one.</p>
<p style="text-align: justify;">Ekta Mittal , media practitioner and one of the founder-members of the media and arts collective <a href="http://maraa.in/about/our-team/">Maraa</a> presented on the figure of the worker, drawing on her research and work on a film on the Bangalore Metro construction workers. The attempt was to break through the existing discourse and simple binaries to present multiple meanings of the city, migrant labour, development, and new narratives of freedom and pleasure. Through documentation of the lives of labourers who belong to different parts of the country and their stories of migration, some of them illegal, and the question of identity and livelihood the film tries to dislocate the figure of the worker from a certain predominant discourse of the marginalised and invisible. The figure of the worker as a ghost, poet, wanderer, and now a lurker who often favours his condition of anonymity and invisibility is something that the presentation also focussed on as a way to take these ideas forward.</p>
<p style="text-align: justify;">The consultation brought together a small but interesting set of people and ideas, this time specifically looking at diverse art and classroom teaching - learning practices. It also brought to the fore several unconventional processes of learning such as gamification, distraction, performance and embodied action that are outside the traditional notion of learning in the context of digital technologies. These ideas would contribute to further initiatives in engaging with larger questions about technology and processes of knowledge production.</p>
<p>
For more details visit <a href='http://editors.cis-india.org/raw/digital-humanities/consultation-new-figures-of-learning-in-digital-context'>http://editors.cis-india.org/raw/digital-humanities/consultation-new-figures-of-learning-in-digital-context</a>
</p>
No publishersnehaResearchResearchers at WorkDigital KnowledgeFigures of Learning2015-11-13T05:37:04ZBlog EntryConsultation on Figures of Learning in the Digital Context
http://editors.cis-india.org/raw/consultation-on-new-figures-of-learning-in-digital-context
<b>The Centre for Internet and Society welcomes you to a consultation on new figures of learning in the digital context at its office in Bangalore on September 22, 2014 from 2 p.m. to 6 p.m.</b>
<p> </p>
<p>The increasing prevalence of the internet and digital technologies today has engendered a new kind of learning environment, which is connected and collaborative, yet also focussed on the individual, with an emphasis on practice. The pervasive influence of technology in teaching-learning practice has also resulted in new tools, processes and platforms, which have added dimensions to learning, and led to the creation of new bodies of knowledge in the digital context. These new figures, spaces, objects and processes, often challenge and inflate given notions of expertise and authority, increasingly locating them outside the familiar framework of the university and a traditional classroom-based approach to learning.</p>
<p>While the processes of knowledge production have been rapidly changing in the last couple of decades, some examples being data mining, distant reading, cultural mapping and design thinking as new ways of parsing, organising, curating and processing information or knowledge, traditionally the point of reference for authoritative ‘figures’ of learning remains the same. These are that of the teacher, facilitator, reader, student, participant etc. However, with the emergence of such new processes of knowledge-making which are largely located in the digital context, one can see the presence of some non-traditional figures of knowledge as well – such as the geek, hacker, blogger, story-teller, worker, designer, activist etc. There are figures which, consciously or unconsciously subvert and redefine certain conventions of knowledge-making practices, by inventing new terms or redefining old ones. More importantly, the emergence of this nomenclature is symptomatic of a change in the predominant discourse that constitutes a particular kind of ‘digital subject’ or entity that inhabits the digital in a particular way.</p>
<p>The present consultation is an exercise to map these concepts and changes around a set of figures of learning, old and new, to understand the discursive shifts that produce them and locate them in the contemporary moment. Participants from diverse areas of research and practice would be invited to make a short ten minute presentation on one such figure, drawn from their area of interest and work, and examine the concepts or notions behind them. This will be followed by group discussions and a 30 minute writing sprint at the end of the consultation to consolidate the discussion.</p>
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For more details visit <a href='http://editors.cis-india.org/raw/consultation-on-new-figures-of-learning-in-digital-context'>http://editors.cis-india.org/raw/consultation-on-new-figures-of-learning-in-digital-context</a>
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No publisherpraskrishnaRAW EventsDigital KnowledgeResearchFigures of LearningResearchers at WorkEvent2015-11-13T05:39:00ZEventDigital Humanities and the Alt-Academy
http://editors.cis-india.org/raw/digital-humanities/digital-humanities-and-alt-academy
<b>The emergence of Digital Humanities (DH) has been contemporaneous to the ‘crisis’ in the humanities, spurred by changing social and economic conditions which have urged us to rethink traditional methods, locations and concepts of research and pedagogy. This blog post examines the emergence of the phenomenon of the alt-academy in the West, and examines the nuances and possibilities of such a space in the Indian context.</b>
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<p style="text-align: justify;">From a brief exploration of the problem of new objects and methods of research in the digital context, we have come to or rather returned to the problem of location or contextualising DH, and whether it may be called a field or discipline in itself.</p>
<p style="text-align: justify;">As some of the previous <a href="http://editors.cis-india.org/raw/digital-humanities/digital-humanities-problem-of-definition">blog posts</a> have illustrated, most of the prominent debates around DH have largely been within the university context, or have least focussed around the university as the centre, and therefore emphasise the move away from more traditional ways of doing humanities, or at a larger level the more established and disciplinary modes of knowledge formation.</p>
<p style="text-align: justify;">In the context of pedagogy, DH seems to be developing in a very specific role, which is that of training in a certain set of skills and areas which the existing disciplines have so far not been able to provide. The university or more specifically the traditional classroom offers a specific kind of teachinglearning experience which may not always have within its ambit the necessary resources or strategies to foster new methods of knowledge production, and a lot of DH work has been posited as trying to plug knowledge gaps in precisely this area.</p>
<p style="text-align: justify;">The notion of a ‘digital classroom’ has been made possible by the proliferation of new digital tools and the internet; with increased access to open access archives and dynamic knowledge repositories such as <a href="http://en.wikipedia.org/wiki/Main_Page">Wikipedia</a>, there is a move towards a more open, participatory and customised model of learning based on collaboration.</p>
<p style="text-align: justify;">DH has been characterised by many as a space, or method that intervenes in the traditional ‘hierarchies of expertise’ <a name="_ftnref1" href="#_ftn1">[1]</a> —– not only in terms of people but also spaces, methods and objects of learning — to present a significant ‘alternative’ that is now slowly becoming more mainstream. A rather direct example of this is the growth of a number of ‘alt- academics’ <a name="_ftnref2" href="#_ftn2">[2]</a> who now inhabit what previously seemed to be a rather nebulous space between academics and an array of practices in computing, art and community development among many others. However, it is the in-between, or the liminal space that holds the potential for new kinds of knowledge to be generated. The connotations of this notion however are many and problematic, as seen particularly in the emphasis on new kinds of skills or competences that is now required to inhabit such a space, as also the narrative of loss of certain critical skills that are part of the disciplinary method and the resistance from certain quarters to the university to acknowledge such a trend. Conversely, it is also reflective of how certain kinds of skills in writing, reading, visualisation and curation have now become essential and therefore visible. It may be useful to explore this change further to arrive at some idea of whether such a space exists in the Indian context, and how it informs the way we conceptualise DH; as practitioners, researchers, teachers or the lay person.</p>
<p style="text-align: justify;">This state of being within and to a certain extent outside of a certain predominant discourse is a peculiar one with several possibilities, and DH, owing to its interdisciplinary content and methods, seems to be a suitable space to foster these new and alternate knowledge-making practices.While the early DH debates in the Anglo-American context seemed to be dominated by certain disciplines like English, media studies and computational and information sciences, practitioners and researchers alike have branched out significantly, with research focussing more on questions of data-mining, mapping and visualisation with an increasing focus on processes and design, and using a diverse range of texts or objects.</p>
<p style="text-align: justify;">In India, which significantly borrows the discourse from the same context, and also is still a multi-layered technological space very much in a moment of transition to the digital, the debates remain largely confined to the English and History departments and to some extent library and archival spaces. Outside of the academic circle however, there are a number of initiatives, such as online archival efforts, media, art and design practices and research (some discussed in the earlier blog posts as well), which would be likely spaces where one may see DH–related work being done. An important part of the discourse in the context of education is the access to and a more substantial and critical engagement with technology in the classroom. Educational or instructional technology has grown by leaps and bounds in the last decade or so in India, as evidenced by the number of initiatives taken to introduce ICTs in the classroom, and this has been supported by several large-scale digitisation projects as well but the digital divide still persists, as a result of which these initiatives come with a peculiar set of problems of their own (as discussed in the <a href="http://editors.cis-india.org/raw/digital-humanities/living-in-the-archival-moment">earlier blog post</a> on archival practice) the most important being the lack of connection among such practices, research and pedagogy.</p>
<p style="text-align: justify;">While education technology is a separate field which works on better interactions between teaching-learning practices and technology, it does form part of the context within which DH is to develop either as a discipline, practice or a pedagogic approach, and the two areas are very often conflated in some parts of the discourse in India. While moving beyond the ICTs debate — which is premised primarily around access to knowledge, DH has been posited as making an intervention into prevailing systems of knowledge — so that the mode of understanding both technology and the humanities, and the interaction between the two domains (assuming that they are separate) undergoes a significant change.</p>
<p style="text-align: justify;">What then goes into promoting more institutional stability for DH, in other words, in teaching and learning it — will be a question to contend with in the years to come, as more universities take to incubating research around digital technologies and related components and incorporating this into the existing curricula.</p>
<p style="text-align: justify;">Dr. Abhijit Roy, Assistant Professor at the Department of Media, Communication and Culture, Jadavpur University speaks about the changes he sees in pedagogy and research with the advent of digital technologies, particularly in traditional humanities disciplines like History and languages.</p>
<p style="text-align: justify;">While some of these changes are elementary, such as the use of digital technologies in classroom teaching and learning exercises, it is in the practice of research, which he sees even with his students now, through the use of blogs and social media and the possibilities to publish and engage in discussions with other researchers through platforms like Academia.edu or <a href="http://scalar.usc.edu/scalar/">Scalar,</a> that he finds a vast change. It not only makes the process more transparent but also encourages an ethos of constant sharing, dissemination and a network of usage and storage online. This has transformed the way research and pedagogy can be imagined now, and opened up several possibilities.</p>
<p style="text-align: justify;">It is in realising this potential for new research and pedagogical models that universities have slowly begun to adopt digital technologies but the institutional efforts at building curricula specifically around DH-related concerns have been few with the prominent ones in India being the courses at Jadavpur University and Presidency University in Kolkata.</p>
<p style="text-align: justify;">Curriculum development in DH comes with its own issues too, and they stem largely from the fact that one is still unable to understand fully the nature of the digital and its facets — we also inhabit a time when there is a transition from analogue to digital — but the rate of change is faster than with other domains of knowledge, so much so that the curricula developed may often seem provisional or arcane, which makes it doubly challenging to demonstrate its various facets in practice, particularly in the classroom. A useful distinction would be between DH being brought in as a problem-solving approach to address the extant issues of the humanities (thus also seen as a threat to the disciplines themselves), and having its own epistemological concerns which may be related to but also distinct from the humanities - in short to help us ask new questions, or provide new ways of asking old ones.</p>
<p style="text-align: justify;">What this essentially refers to is the alternate modes of knowledge production that an increased interaction with digital and internet technologies now engenders. Wikipedia is an existing example of this, and illustrates some of the core concerns of and about DH as it calls into question notions about authorship, expertise and established models of pedagogy and learning. Lawrence Liang describes this as a larger conflict over the authority of knowledge, <a name="_ftnref3" href="#_ftn3">[3]</a> the origins of which he locates in the history of the book, and specifically in the print revolution and pre-print cultures of the fifteenth to eighteenth centuries. He likens the debate over Wikipedia’s credibility, or more broadly over technologies of collaborative knowledge production ushered in by the internet to similar phenomena seen before in early print culture and how it contributed to the construction and articulation of the idea of authority itself. He says: “The authority of knowledge is often spoken of in a value-neutral and a historical manner. It would therefore be useful to situate authority in history, where it is not seen to be an <em>inherent </em>quality but a <em>transitive </em>one 6<a name="_ftnref4" href="#_ftn4">[4]</a> located in specific technological changes. For instance, there is often an unstated assumption about the stability of the book as an object of knowledge but the technology of print originally raised a host of questions about authority. In the same way, the domain of digital collaborative knowledge production raises a set of questions and concerns today, such as the difference between the expert and the amateur, as well as between forms of production: digital versus paper and collaborative versus singular author modes of knowledge production. Can we impose the same questions that emerged over the centuries in the case of print to a technology that is barely ten years old?”</p>
<p style="text-align: justify;">He further goes on to elaborate that the question of the authority of knowledge should ideally be located within a larger ‘knowledge apparatus’, comprising of certain technologies and practices, (in this case that of reading, writing, editing, compilation, classification and creative appropriations) which help inflate the definitions of authority and knowledge even more.</p>
<p style="text-align: justify;">The above argument throws into sharp relief the notion of the ‘alternate’— often posited as the outlier or a vantage point, or even as being in resistance to a certain dominant discourse or body of knowledge.</p>
<p style="text-align: justify;">While resistance itself is discursive; the ‘alternate’ has also always existed in various forms, such as the pre-print cultures illustrated in the argument above, and particularly in India where several kinds of practices and occupations are but alternatives — from alternative medicine to education — to the already established system in place. As mentioned earlier, these practices may just be increasingly visible and acknowledged now.</p>
<p style="text-align: justify;">The attempts to subsume these alternate practices, which began as and may perhaps have been relegated to the status of a sub-culture for long within academia then seem to be one way of trying to circumvent the authority of knowledge question. Another aspect of this is the invisible ‘technologised’ history of the humanities, which therefore prompts us to rethink the separation between the humanities and technology as mutually exclusive domains. By extension then, the term DH itself therefore may be a misnomer or yet another creative re-appropriation of various knowledge practices already in existence. This is perhaps the underlying challenge to the ontological and epistemological stake in the field.</p>
<p style="text-align: justify;">At best then DH may be seen as the result of a set of changes in the last couple of decades, the advancements in technology being at the forefront of them, whereby certain new and alternative modes of knowledge production have been brought to the foreground, which have also challenged the manner in which we asked questions before to a certain extent. As the field gains institutional stability, it remains to be seen what the new areas of enquiry that emerge shall then be in the years to come.</p>
<p style="text-align: justify;"><strong> References: </strong></p>
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<li># Alt-Academy: 01 - Alternative Careers for Humanities Scholars, July 2011 Accessed July 27, 2014 http://mediacommons.futureofthebook.org/alt-ac/ </li>
<li>Davidson, Cathy N. & David Theo Goldberg, <em> The Future of Thinking: Learning Institutions in a Digital Age (The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning) ( Cambridge: </em> MIT Press, 2010) Accessed March 15, 2014 http://mitpress.mit.edu/books/future-thinking</li>
<li>See Liang, Lawrence “A Brief History of the Internet from the 15<sup>th</sup> to the 18<sup>th </sup>century” in INC Reader#7 Critical Point of View: A Wikipedia Reader, Geert Lovink and Nathaniel Tkacz (eds), Amsterdam: Institute of Network Cultures, 2011, p.50-62 </li></ol>
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<p><a name="_ftn1" href="#_ftnref1">[1]</a> . See Cathy N. Davidson and David Theo. Goldberg, <em> The Future of Thinking: Learning Institutions in a Digital Age The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning Cambridge: </em> <em> </em> MIT Press, 2010</p>
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<p><a name="_ftn2" href="#_ftnref2">[2]</a> . For more on this see # Alt-Academy: 01 - Alternative Careers for Humanities Scholars, July 2011 http://mediacommons.futureofthebook.org/alt-ac/</p>
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<p><a name="_ftn3" href="#_ftnref3">[3]</a> . See Lawrence Liang, “A Brief History of the Internet from the 15<sup>th</sup> to the 18<sup>th</sup> Century” in INC Reader#7Critical Point ofView: A Wikipedia Reader, Geert Lovink and Nathaniel Tkacz (eds), Amsterdam: Institute of Network Cultures, 2011</p>
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<p><a name="_ftn4" href="#_ftnref4">[4]</a> Adrian John’s as quoted in Liang. See Adrian Johns, <em>The Nature of the Book: Print and Knowledge in the Making</em>, Chicago: Univ. of Chicago Press, 1998.</p>
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For more details visit <a href='http://editors.cis-india.org/raw/digital-humanities/digital-humanities-and-alt-academy'>http://editors.cis-india.org/raw/digital-humanities/digital-humanities-and-alt-academy</a>
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No publishersnehaDigital KnowledgeMapping Digital Humanities in IndiaResearchDigital HumanitiesResearchers at Work2015-11-13T05:29:48ZBlog Entry