The Centre for Internet and Society
http://editors.cis-india.org
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The Future of the Moving Image
http://editors.cis-india.org/research/conferences/conference-blogs/future-of-the-moving-image
<b>All dissimilar technologies are the same in their own way, but all similar technologies are uniquely different. This was probably at the core of the zeitgeist at the international seminar on “The Future of Celluloid” hosted by the Media Lab at the Jadavpur University, Kolkata, at which Nishant Shah, Director - Research CIS, presented a research paper. Practitioners, film makers, artists, theoreticians and academics, blurring the boundaries of both their roles and their disciplines and areas of interest, came together to move beyond convergence theories – to explore the continuities, conflations, contestations and confusions that Internet Technologies have led to for earlier technologies, but specifically for the technology of the moving image.</b>
<h2 align="left"> How Digital Cinema changes the notion of authorship...<br /></h2>
<p>The
concerns that emerged at the <a class="external-link" href="http://medialabju.org/about.html">Jadavpur University Media Lab</a>'s international seminar on The Future of Celluloid, were manifold and not confined to cinema or the moving image. These are
concerns that are voiced on all realms of cultural production, where
the traditional forms feel stranded at digital
intersections, threatened by the emergence of new cultural
productions which are so much more quintessentially the form and ideal
that the traditional forms aspired to.</p>
<p>The blog, as we saw at the
“<a href="http://editors.cis-india.org/research/conferences/conference-blogs/the-anxiety-of-the-future-and-internet-technologies" class="external-link">Writing the Future Conference</a>” was seen as a threat and more
fundamentally replacing the novel form. Ars electronica or digital music has long since played the swan song of traditional
orchestration practices. Similarly, the digital film (often broadcast
on video sharing spaces like YouTube and MySpace) or even mainstream
feature films that embody digital technologies of hypervisualisation, show necessarily more than celluloid could ever capture. As <a class="external-link" href="http://www.cscsarchive.org/Members/ashish">Ashish
Rajadhyaksha</a> pointed out, “The capacity to pay almost infinite
attention to the celluloid image was made possible only with the
digitisation of the celluloid image”.</p>
<p>Through
the different presentations, this strain of thought was apparent – will we
lose celluloid altogether? Is the future of cinema going to be in
infantile pre-lapsarian representations of smiling/dancing/gurgling
babies and furry pets made by indulgent mothers and doting pet
owners? When cinema transitions from deep celluloid to shallow
pixels, will the loss in depth also result in the death of meaning
and processes of reading the image? And finally, the question
that seems to surface, sometimes in the guise of academic concern,
sometimes in the shape of alarm and anxiety, and sometimes in the
form of paranoia and raging uncertainty: “Is this the end of
Celluloid? “ to which <a class="external-link" href="http://en.wikipedia.org/wiki/Matt_Hanson">Matt Hanson</a>, who presented his open source film <a class="external-link" href="http://aswarmofangels.com/">A Swarm of Angels</a>, nuancedly added: "Only the end of celluloid as we know it!”</p>
<p>In my presentation titled ´Of Pranksters, Jesters and Clowns –
YouTube Videos and Conditions of Collaborative Authorship´ I made a
call to identify these questions as symptomatic of another more deep
seated anxiety which makes for a fundamental revisiting of the
relationship between the author, the text and the reader. Looking
particularly at YouTube videos and the kind of arguments that have
surrounded them – on copyright, defamation, plagiarism, piracy,
sampling, remix, authorship, ownership – I proposed that at the
centre of all these anxieties is the question of authorship, what
constitutes it and the need to expand the scope of authorship
by looking at the series of engagements that happen online.</p>
<p> I presented two cases to make my argument. The first was the case
of <a class="external-link" href="http://in.youtube.com/watch?v=N1KfJHFWlhQ">13-month-old Holden Lenz</a>, dancing to Prince’s
<em>Let’s Go Crazy.</em> In February 2007, Stephanie Lenz’s
family had a digital equivalent of a Kodak moment. Her 13-month-old son Holden, pushing a walker across her kitchen floor,
started moving to the addictive rhythms of Prince’s <em>Let’s Go
Crazy </em>song and Stephanie recorded him on her
digicam. Wanting more of the family to share the joy, she uploaded
the video on to YouTube and it was viewed scores of times. Laughs
were shared, gaps were bridged, digital technologies brought
families scattered across time-zones and lifestyles together.</p>
<p>However, the lawyers at
Universal Music did not seem to share the enthusiasm or the joy. They fired off a notice to YouTube asking them to remove the video because
it amounted to a copyright infringement. YouTube, fearing legal ramifications, removed the video. Stephanie Lenz approached the
Electronic Frontier Foundation (EFF), which challenged Universal’s
claims that held Lenz liable for up to 150,000 USD in fines for
sharing the 29 seconds of her son dancing. While it is very easy to
draw the battle-lines and look upon the well educated, highly paid
lawyers of Universal as ‘idiots’ who spent probably millions of
dollars in starting the legal battle, I think there is more at play
here than who is right and who is wrong. What is really being
debated, is not whether Lenz indulged in wilful copyright
infringement or not, but the questions of who is an author, what are
the mechanisms of attribution, and how do we understand these in the
complex digital worlds that we populate?</p>
<p>Historically, the author
was constructed as a communitarian figure whose work depended on and
was enhanced by the collaborations and the collective knowledge of
the people s/he interacted with. Chaucer, to quote the most canonical
example, for instance, was recognised as the author of <em>The Canterbury
Tales</em> only after the print industry finds its footing, thus
neglecting the fact that the text was heavily distorted, enhanced,
mutated, corrected, revised, edited and transformed by the various
users of the manuscripts, who were not merely audience or receptors
but also collaborative authors of the text. It is only with the
establishment of the cultural industries, that such a fluid
understanding of authorship gets crystalised into specific forms of
engagement, where the author, the reader, the distributor, the
consumer, the audience and the end user are all clearly defined and
contained within presumed roles.</p>
<p>It is the blurring of these
boundaries in the digital world that leads to the kind of debates
that we observe around the Stephanie Lenz case. The inability of the
newly emerging digital cultural industry to recognise different forms
of engagement – remixing, sampling, embedding, referencing,
distributing, editing, etc. – as creative and productive forms of
authorship is at the basis of the anxieties that run amok in these
debates. My presentation made a call for not only a
de-criminalisation of pirate positions in the realm of cultural
production, but also to recognise and celebrate the various
conditions of collaborative authorship – be it by Holden Lenz who
probably made the song twice as popular than it was, or by <a class="external-link" href="http://www.avrilbandaids.com/">Avril
Lavigne fans </a>who went on a spree to make her song <em>Girlfriend, </em> the
first video to be viewed one million times on Youtube – not merely
as derivative or acts of prank and jests, but as legitimate and
distinctive forms of authorship which expand the scope of the
cultural object and give it unprecedented layers of meaning and
engagement.</p>
<p>
For more details visit <a href='http://editors.cis-india.org/research/conferences/conference-blogs/future-of-the-moving-image'>http://editors.cis-india.org/research/conferences/conference-blogs/future-of-the-moving-image</a>
</p>
No publishernishantinternet and societyPiracyIntellectual Property RightsYouTubeinternet artCyberculturesNew Pedagogies2008-11-11T09:06:57ZBlog EntryLocating Internets: Histories of the Internet(s) in India — Research Training and Curriculum Workshop: Call for Participation
http://editors.cis-india.org/research/conferences/conference-blogs/workshop
<b>Deadline for submission: 26th July 2011-06-08;
When: 19th - 22nd August, 2011;
Where: Centre for Environmental Planning and Technology (CEPT) University, Ahmedabad;
Organised by: Centre for Internet and Society, Bangalore and CEPT University, Ahmedabad.
Please Note: Travel support is only available for domestic travel within India.</b>
<p>LOCATING INTERNETS is an innovative, multi-disciplinary, workshop that engages with some of the most crucial debates around Internet and Society within academic scholarship, discourse and practice in India. It explores Where, When, How and What has changed with the emergence of Internet and Digital Technologies in the country. The Internet is not a singular monolithic entity but is articulated in various forms – sometimes materially, through accessing the web; at others, through our experiences; and yet others through imaginations of policy and law. Internets have become a part of our everyday practice, from museums and archives, to school and university programmes, living rooms and public spaces, relationships and our bodily lived realities. It becomes necessary to reconfigure our existing concepts, frameworks and ideas to make sense of the rapidly digitising world around us. The Internet is no longer contained in niche disciplines or specialised everyday practices. LOCATING INTERNETS invites scholars, teachers, researchers, advanced research students and educationalists from any discipline to learn and discuss how to ask new questions and design innovative curricula in their discipline by introducing concepts and ideas from path-breaking research in India.</p>
<p>Comprised of training, public lectures, open discussion spaces, and hands-on curriculum building exercises, this workshop will introduce the participants to contemporary debates, help them articulate concerns and problems from their own research and practice, and build knowledge clusters to develop innovative and open curricula which can be implemented in interdisciplinary undergraduate spaces in the country. It showcases the research outputs produced by the Centre for Internet and Society’s Researchers @ Work Programme, and brings together nine researchers to talk about alternative histories, processes, and bodies of the Internets, and how they can be integrated into mainstream pedagogic practices and teaching environments.</p>
<h3>Knowledge Clusters for the Workshop</h3>
<p>LOCATING INTERNETS is designed innovatively to accommodate for various intellectual and practice based needs of the participants. While the aim is to introduce the participants to a wide interdisciplinary range of scholarship, we also hope to address particular disciplinary and scholarly concerns of the participants. The workshop is further divided into three knowledge clusters which help the participants to focus their energies and ideas in the course of the four days.</p>
<ul><li><strong>Bridging the Gap</strong>: This workshop seeks to break away from the utopian public discourse of the Internets as a-historical and completely dis-attached from existing technology ecologies in the country. This knowledge cluster intends to produce frameworks that help us contextualize the contemporary internet policy, discourse and practice within larger geo-political and socio-historical flows and continuities in Modern India. The first cluster chartsdifferent pre-histories of the Internets, mapping the continuities and ruptures through philosophy of techno-science, archiving practices, and electronifcation of governments,to develop new technology-society perspectives.</li><li><strong>Paradigms of Practice</strong>:One of the biggest concerns about Internet studies in India and other similar developed contexts is the object oriented approach that looks largely at specific usages, access, infrastructure, etc. However, it is necessary to understand that the Internet is not merely a tool or a gadget. The growth of Internets produces systemic changes at the level of process and thought. The technologies often get appropriated for governance both by the state and the civil society, producing new processes and dissonances which need to be charted. The second cluster looks at certain contemporary processes that the digital and Internet technologies change drastically in order to recalibrate the relationship between the state, the market and the citizen.</li><li><strong>Feet on the Ground</strong>: The third cluster looks at contemporary practices of the Internet to understand the recent histories of movements, activism and cultural practices online. It offers an innovative way of understanding the physical objects and bodies that undergo dramatic transitions as digital technologies become pervasive, persuasive and ubiquitous. It draws upon historical discourse, everyday practices and cultural performances to form new ways of formulating and articulating the shapes and forms of social and cultural structures.</li></ul>
<h3>Workshop Outcomes</h3>
<p>The participants are expected to engage with issue of Internet and it various systemic processes through their own disciplinary interests. Apart from lectures and orientation sessions, the participants will actively work on their own project ideas during the period in groups and will be guided by experts. The final outcome of the workshops would be curriculum for undergraduate and graduate teaching space of various disciplines in the country.</p>
<h3>Participation Guidelines</h3>
<p>LOCATING INTERNETS is now accepting submissions from interested participants in the following format:</p>
<ol><li>Name:</li><li>Institutional affiliation and title:</li><li>Address:</li><li>Email address:</li><li>Phone number:</li><li>A brief resume of work experience (max. 350 words)</li><li>Statement of interest (max. 350 words)</li><li>Key concerns you want to address in the Internet and Society field (max. 350 words)</li><li>Identification with one Knowledge-cluster of the workshop and a proposal for integrating it in your research/teaching practice (max. 500 words)</li><li>Current interface with technologies in your pedagogic practices (max. 350 words)</li><li>Additional information or relevant hyperlinks you might want to add (Max. 10 lines)<br /></li></ol>
<pre>Notes:</pre>
<ul><li>Submissions will be accepted only from participants in India, as attachments in .doc, .docx or .odt formats at <a class="external-link" href="mailto:locatinginternets@cis-india.org">locatingInternets@cis-india.org</a></li><li>Submissions made beyond 26th July 2011 may not be considered for participation. <br /></li><li>Submissions will be scrutinized by the organisers and selected participants will be informed by the 30th July 2011, about their participation.</li><li>Selected participants will be required to make their own travel arrangements to the workshop. A 2nd A.C. train return fare will be reimbursed to the participants. Shared accommodation and selected meals will be provided at the workshop.</li><li>A limited number of air-fare reimbursements will be available to participants in extraordinary circumstances. All travel support is only available for domestic travel in the country.<br /></li></ul>
<p><strong>Chairs</strong>: Nishant Shah, Director-Research, Centre for Internet and Society Bangalore;</p>
<p>Pratyush Shankar, Associate Professor & Head of Undergraduate Program, Faculty of Architecture, CEPT University</p>
<p><strong>Supported by</strong>: Kusuma Foundation, Hyderabad</p>
<p><strong>Experts</strong>:Anja Kovacs, Arun Menon, Asha Achuthan, Ashish Rajadhykasha, Aparna Balachandran, Namita Malhotra, Nithin Manayath, Nithya Vasudevan, Pratyush Shankar, Rochelle Pinto and Zainab Bawa</p>
<p>
For more details visit <a href='http://editors.cis-india.org/research/conferences/conference-blogs/workshop'>http://editors.cis-india.org/research/conferences/conference-blogs/workshop</a>
</p>
No publisherpraskrishnaDevelopmentGamingDigital ActivismDigital GovernanceResearchCISRAWFeaturedCyberculturesarchivesNew PedagogiesWorkshopIT Cities2011-07-21T06:00:39ZBlog EntryThe Digital Classroom: Social Justice and Pedagogy
http://editors.cis-india.org/digital-natives/pathways/facultyworkshop
<b>What happens when we look at the classroom as a space of social justice? What are the ways in which students can be engaged in learning beyond rote memorisation? What innovative methods can be evolved to make students stakeholders in their learning process? These were some of the questions that were thrown up and discussed at the 2 day Faculty Training workshop for participant from colleges included in the Pathways to Higher Education programme, supported by Ford Foundation and collaboratively executed by the Higher Education Innovation and Research Application and the Centre for Internet and Society, Bangalore.</b>
<p></p>
<p>The workshop focused on 3 chief challenges in contemporary
pedagogy and teaching in higher education in India as identified by <a class="external-link" href="http://heira.in/">HEIRA</a>: The need for innovative
curricula, challenges to social justice in education, and possibilities offered
by the intersection of digital and internet technologies with classroom
teaching and evaluation. In the open discussions, the participating faculty
members used their multidisciplinary skills and teaching experience to look at possibilities that we might implement in our classrooms to create a more
inclusive and participatory environment. The conversations were varied, and
through 3 blog entries I want to capture the focus points of the workshop. In
this first post, I focus specifically on the changing nature of student
engagement with education and innovative ways by which we can learn from the
digital platforms of learning and knowledge production and implement certain
innovations in pedagogy that might better help create inclusive and just learning
environments in the undergraduate classroom in India.</p>
<p><strong>Peer 2 Peer:</strong> One of the observations that was made
unanimously by all the faculty members was that students respond better, learn
faster, engage more deeply with their syllabus when the instructor has a
personal rapport with them. Traditionally, the teachers who have established
human contact which goes beyond the call of duty are also the teachers that
have become catalysts and inspirations for the students. Especially with the
digital aesthetics of non-hierarchical information interaction, this has become
the call of the day.</p>
<p>Establishing the teacher as a peer within the classroom,
rather than the fountainhead of information flow, is an experiment worth
conducting. Like on other digital platforms, can we think of the classroom as a
space where the interlocutors each bring their life experience and learning to
start an information exchange and dialogue that would make them stakeholders in
the process of learning? This would mean that the teacher would be a <em>facilitator</em> who builds conditions of
knowledge production and dissemination, thus also changing his/her relationship
with the idea of curriculum and teaching.</p>
<p><strong>Reciprocal evaluation</strong>: It was pointed out that the grade
oriented academic system often leads to students disengaging with innovative
and meaningful learning practices. With the pressure of completing the
curriculum, the students’ instrumental relationship with their classroom
learning and the highly conservative structures of higher education that do not
offer enough space to experiment with the teaching methods, it often becomes
difficult to initiate innovative pedagogic practices. Learning from the
differently hierarchised digital spaces, it was suggested that one of the ways
by which this could be countered is by introducing reciprocal evaluation
patterns which might not directly be associated with the grades but would
recognise and appreciate the skills that students bring to their learning.</p>
<p>Inspired by the Badges contest at <a class="external-link" href="http://hastac.org/tag/badges">HASTAC</a>,
it was suggested that evaluation has to take into account, more than grades.
Different students bring different skills, experiences, personalities and
behaviours to bear upon the syllabus. They work individually and in clusters to
understand and analyse the curriculum. Recognising these skills and the roles
that they play in their learning environments is essential. Getting students to
offer different badges to each other as well as to the teachers involved, helps
them understand their own learning process and engages them in new ways of
learning.</p>
<p><strong>Role based learning: </strong>Within the Web 2.0 there is a peculiar
condition where individuals are recognised simultaneously as experts and
novices. They bring certain knowledges and experiences to the table which make
them credible sources of information and analysis in those areas. At the same
time, they are often beginner learners in certain other areas and they harness
the power of the web to learn. Such a distributed imagination of a student as
not equally proficient in all areas, but diversely equipped to deal with
different disciplines is missing from our understanding of the higher education
classroom.</p>
<p>We discussed the possibility of making the student responsible not
only for his/her own learning but also the learning of the peers in the
classroom. Making the student aware of what s/he is good at and where s/he is
lacking allows them to gain confidence and also realise that everybody has
differential strengths and aptitudes. Such a classroom might look different
because the students don’t have to be pitched in stressful competition with
each other but instead work collaboratively to learn, research and produce
knowledge in a nurturing and supportive learning environment.</p>
<p>These initial discussions look at the possibility of
innovative classroom teaching that can accommodate for the skills and
differences of the students in higher education in India. The conversations
opened up the idea that the classroom can be reshaped so that it becomes a more
inclusive space where the quality of students’ access to education can be
improved. It also ties in with the larger imagination of classrooms as spaces
where principles of social justice can be invoked so that students who are
disadvantaged in language, learning skills, socio-economic backgrounds, are not
just looked at as either ‘beyond help’ or ‘victims of a system’. Instead, it
encourages to look at the students as differential learners who need to be made
stakeholders in their own processes of learning and education.</p>
<p> </p>
<p>
For more details visit <a href='http://editors.cis-india.org/digital-natives/pathways/facultyworkshop'>http://editors.cis-india.org/digital-natives/pathways/facultyworkshop</a>
</p>
No publishernishantHigher EducationAccess to KnowledgeDigital NativesFeaturedNew PedagogiesResearchers at WorkDigital Pluralism2015-05-08T12:36:29ZBlog EntryFill The Gap: Global Discussion on Digital Natives
http://editors.cis-india.org/research/grants/digital-natives-with-a-cause/dntweet
<b>More often than not people don't understand the new practices inspired by Internet and digital technologies. As such a series of accusations have been leveled against the Digital Natives. Educators, policy makers, scholars, and parents have all raised their worries without hearing out from the people they are concerned about. Hivos has initiated an online global discussion about Digital Natives. So, to voice your opinion, start tweeting with us now #DigitalNatives.</b>
<div class="content-view-full">
<div class="class-event">
<div class="pagecontent">
<h2>If you cannot attend Fill The Gap, you can also join us in a global discussion on some of the issues being discussed at #DigitalNatives<br /></h2>
<br />
<p>1.
Are
you an apolitical consumer, or do you have ambitions?</p>
<p><a href="http://www.tweetworks.com/groups/view/DigitalNatives" target="_blank">http://www.tweetworks.com/groups/view/DigitalNatives</a></p>
<p>2.
Are
you a little prince or princess, who only wants to talk to like minded people
or are you different?</p>
<p><a href="http://www.tweetworks.com/groups/view/DigitalNativesPrincess" target="_blank">http://www.tweetworks.com/groups/view/DigitalNativesPrincess</a></p>
<p>3.
Is
Wikipedia your bible or do you really know something?</p>
<p><a href="http://www.tweetworks.com/groups/view/DigitalNativesWiki" target="_blank">http://www.tweetworks.com/groups/view/DigitalNativesWiki</a></p>
<p>4.
Are
you a digital dinosaur? They say you don’t know anything about ICT!</p>
<p><a href="http://www.tweetworks.com/groups/view/DigitalDinosaur" target="_blank">http://www.tweetworks.com/groups/view/DigitalDinosaur</a></p>
<p>5.
Why
use the Internet, why don’t you march the streets?</p>
<p><a href="http://www.tweetworks.com/groups/view/DigitalNativesProtest" target="_blank">http://www.tweetworks.com/groups/view/DigitalNativesProtest</a></p>
<p>6.
Plans
to change the world? What do you need?</p>
<p><a href="http://www.tweetworks.com/groups/view/DigitalNativesChanceTheWorld" target="_blank">http://www.tweetworks.com/groups/view/DigitalNativesChanceTheWorld</a></p>
<br />If you are in Amsterdam, here is the information you will need to attend the event:<br />
<h2>Fill the Gap! - 7</h2>
<h3>
R U Online?</h3>
<div class="date">Date: 15 January 2010 </div>
<div class="date">Time: 12.30 until
17.00 hour</div>
<div class="date">Location: Het Sieraad, Postjesweg 1, Amsterdam</div>
<br />
<strong></strong>The seventh edition of Fill the Gap! is all about the power of youth
and IT in developing countries. How can their skills be strengthened
and put to use for a better world? Hivos, apart from cohosting the
event, will be involving digital natives to hear their stories about
ICT and engagement.
<br />
<p>
An Open Space event on the potential of new (mobile) media and youth in
developing countries. For everyone in politics, the profit and the
non-profit sectors who is interested in ICT and international
development cooperation.</p>
<p>
The use of new (mobile) technology is the most natural thing in the world for the youth of today.</p>
<p>
Shaped by the digital era and at ease with creativeity, these
innovators use new media to change the world. Just think of the Twitter
revolution in Iran. What can the international development sector learn
from this? How could international development cooperation use the
potential power of youth to tackle development problems?</p>
<p> The seventh edition of Fill the Gap! is all about the power of
youth and IT in developing countries. How can their skills be
strengthened and put to use for a better world? The kick-off will be
hosted by Jennifer Corriero, co-founder of Taking IT Global: the
international platform for youth and the use of new media for a better
world. Then the floor is open to discuss your own ideas with people
from new media, the business world and the international development
sector during the Open Space sessions. Join in: come to Amsterdam on
Friday January 15th and be inspired during Fill the Gap!<br />
<br /> Registration is free. The programme is in English.</p>
<br /><a href="http://www.fill-the-gap.nl/Fill_the_gap_7?" target="_blank">» Fill the Gap</a></div>
</div>
</div>
<p>
For more details visit <a href='http://editors.cis-india.org/research/grants/digital-natives-with-a-cause/dntweet'>http://editors.cis-india.org/research/grants/digital-natives-with-a-cause/dntweet</a>
</p>
No publishernishantSocial mediaDigital ActivismDigital GovernanceDigital NativesAgencyYouthFeaturedCyberculturesNew PedagogiesDigital subjectivitiesICT2010-01-22T10:54:13ZBlog EntryCollaborative Projects Programme
http://editors.cis-india.org/research/grants/collaborative-projects-programme
<b></b>
<p>The Centre for Internet and Society recognises collaboration and
consultation as its primary mode of engaging with research and
intervention. The <strong>Collaborative Projects Programme (CPP)</strong> is CIS’
platform for partnering (intellectually, logistically, financially,
and administratively) with other organisations, individuals and
practitioners in projects which are of immediate concern to the work
that CIS is committed to.</p>
<p>The Collaborative Projects Programme also expands the scope of
research to produce a synergy between research and praxis. The
CPP is, in many ways, the in-house research that CIS undertakes, in
collaboration and consultation with other organisations, institutions
and individuals who have a stake and a say in the field of Internet
and Society. The CPP is not bound by any theme of programmatic
modalities and is envisioned more as a way for CIS to extend its
field and establish a strong network with other exciting spaces in
the Global South.</p>
<p>The Collaborative Projects Programme can include, but is not
limited to, organising of large conferences or workshops; developing
tools for better research and advocacy; data mining towards a
specific goal that complements CIS’ vision; producing original
monographs/publications/books targeted at different audiences;
experimenting with new technologies to affect policy and usage;
implementing pilot studies and instances of existing ideas;
developing schemes to integrate education and technology; public
intervention and awareness campaigns geared towards particular
outcomes; celebrating certain aspects of internet technologies;
engaging with digital natives; and creating new environments of
learning and participation online.</p>
<p>The CPP is <strong>NOT</strong> a grant making programme. However, we are
interested in partnering on new and innovative ideas and would
welcome conversations with people and organisations in the field. If
you have an interesting idea that you think fits our larger vision,
please contact us and we can begin the discussions.</p>
<p> </p>
<p><strong>List of Projects under the Collaborative Projects Programme:</strong></p>
<p>1. The Promise of Invisibility: Technology and the City - A seven month research project initiated by Nishant Shah, in collaboration with the Centre for Contemporary Cultural Studies, Shanghai University, enabled by a grant from the Asia Scholarship Foundation, Bangkok.</p>
<p>2. Disability, Learning and Digital Participation - in partnership with <a class="external-link" href="http://www.inclusiveplanet.org/">Inclusive Planet</a></p>
<p>
For more details visit <a href='http://editors.cis-india.org/research/grants/collaborative-projects-programme'>http://editors.cis-india.org/research/grants/collaborative-projects-programme</a>
</p>
No publishernishantCyberspaceFamilyDigital NativesPublic AccountabilityObscenitye-governanceCyborgsCyberculturesProjectsNew PedagogiesCommunitiesDigital subjectivitiesDigital Pluralism2011-08-23T03:04:56ZPage