[-empyre-] More info about FemTechNet DOCC

[Anne Balsamo]

The DOCC 2013: “Dialogues in Feminism and Technology” involved participants from fifteen institutions (mostly in North America) who taught "NODAL courses" configured within a particular educational institutional setting.  There is no SINGLE credit granting institution.  Credit was offered to students through mechanisms already established within particular/situated institutions.  Learning activities were collaboratively developed among FemTechNet participants, some of who will teach NODAL courses, and others who are providing specific topic expertise.  Each instructor of a NODAL course created a course that was best suited to her or his students, institution, locale, and discipline. 

Participants in the network established a basic web site to serve as he hub for the exchange of learning materials.  Participants were encouraged to share materials, assignments, activities, comments, and observations so as to link learners across disciplines and institutions.  These efforts have become part of an extended archive, database and dialogue on the topics of feminism and technology.  These materials are available at the FemTechNet Commons site.  Femtechnet.org

The DOCC 2013: “Dialogues in Feminism and Technology” addressed both the histories and cutting edge scholarship on feminism and technology produced through art, science and visual studies.  The spine of the DOCC consisted of a 10-week series of online “Video Dialogues” that feature prominent feminist scholars of science and technology in paired discussions on a specific topic.  The point of these video pieces was to demonstrate and model a feminist mode of knowledge production THROUGH DIALOGUE.  The list of speakers who participated in the video dialogues and the topics addressed were developed in conversation among FemTechNet participants in distributed discussions during 2012.

The list of themes addressed key topics in the histories of feminism, science, and technology:  archive, bodies, differences, discipline, ethics, labor, machine, place, race, sexualities, systems.

If anyone is interested, I could describe some of the pedagogical activities we initiated in teaching the first four seasons of the FTN DOCC.

Cordially,

Anne Balsamo
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