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Cyber-Proletariat
Global Labour in the Digital Vortex
Nick Dyer-Witheford
Pluto Press, 2015
The utopian promise of the internet, much talked about even a few years ago, has given way to the information highway’s brutal realities: coltan mines in the Congo, electronics factories in China, devastated neighborhoods in Detroit. In Cyber-Proletariat, Nick Dyer-Witheford shows the dark side of the information revolution through an unsparing analysis of class power and computerization. He reveals how technology facilitates growing polarization between wealthy elites and precarious workers and how class dominates everything from expanding online surveillance to intensifying robotization. At the same time he looks at possibilities for information technology within radical movements, casting contemporary economic and social struggles in the blue glow of the computer screen.
            Cyber-Proletariat brings Marxist analysis to bear on a range of modern informational technologies. The result is a book indispensable to social theorists and hacktivists alike and essential reading for anyone who wants to understand how Silicon Valley shapes the way we live today.
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Digital Cultures
Milad Doueihi
Harvard University Press, 2011

In a world largely divided between giddy celebrants and dire detractors of digital culture, Milad Doueihi is one of the very few who speak with broadly informed and measured authority about what the rise of the digital means. Writing as a philologist and intellectual historian, Doueihi argues that digital culture is or will be akin to religion in the scope of its influence and power, and that because of its omnipresence it requires special analysis. Digital Cultures is the culmination of his deep and far-reaching attempts to meet this need.

Doueihi shows clearly how applying the notions of print culture to digital textuality distorts the logic and promise of the new literacy. He then moves on to examine a number of inherent contradictions or tensions in digital culture: between digital technology’s capacity to create a public sphere and its use as an instrument of control and censorship; between the possible collective and anonymous construction of knowledge in the Wikisphere and the dissemination of errors. Throughout, he strives to give a balanced account of digitization’s potential for both disruption and innovation.

Writing accessibly about the underlying technology, Doueihi explores the multidimensional question of what it means to participate in online culture—from literacy and citizenship to texts, archiving, and storage. By bringing together topics explored separately elsewhere—such as copyright, digital subjectivity, and social networks—Digital Cultures offers a rare, comprehensive view of the emerging digital space.

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Digital Divisions
How Schools Create Inequality in the Tech Era
Matthew H. Rafalow
University of Chicago Press, 2020
In the digital age, schools are a central part of a nationwide effort to make access to technology more equitable, so that all young people, regardless of identity or background, have the opportunity to engage with the technologies that are essential to modern life. Most students, however, come to school with digital knowledge they’ve already acquired from the range of activities they participate in with peers online. Yet, teachers, as Matthew H. Rafalow reveals in Digital Divisions, interpret these technological skills very differently based on the race and class of their student body.
 
While teachers praise affluent White students for being “innovative” when they bring preexisting and sometimes disruptive tech skills into their classrooms, less affluent students of color do not receive such recognition for the same behavior. Digital skills exhibited by middle class, Asian American students render them “hackers,” while the creative digital skills of working-class, Latinx students are either ignored or earn them labels troublemakers. Rafalow finds in his study of three California middle schools that students of all backgrounds use digital technology with sophistication and creativity, but only the teachers in the school serving predominantly White, affluent students help translate the digital skills students develop through their digital play into educational capital. Digital Divisions provides an in-depth look at how teachers operate as gatekeepers for students’ potential, reacting differently according to the race and class of their student body. As a result, Rafalow shows us that the digital divide is much more than a matter of access: it’s about how schools perceive the value of digital technology and then use them day-to-day.
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The Digitally Disposed
Racial Capitalism and the Informatics of Value
Seb Franklin
University of Minnesota Press, 2021

Locates the deep history of digitality in the development of racial capitalism

Seb Franklin sets out a media theory of racial capitalism to examine digitality’s racial-capitalist foundations. The Digitally Disposed shows how the promises of boundless connection, flexibility, and prosperity that are often associated with digital technologies are grounded in racialized histories of dispossession and exploitation. Reading archival and published material from the cybernetic sciences alongside nineteenth-century accounts of intellectual labor, twentieth-century sociometric experiments, and a range of literary and visual works, The Digitally Disposed locates the deep history of digitality in the development of racial capitalism.

Franklin makes the groundbreaking argument that capital’s apparently spontaneous synthesis of so-called free individuals into productive circuits represents an “informatics of value.” On the one hand, understanding value as an informatic relation helps to explain why capital was able to graft so seamlessly with digitality at a moment in which it required more granular and distributed control over labor—the moment that is often glossed as the age of logistics. On the other hand, because the informatics of value sort populations into positions of higher and lower capacity, value, and status, understanding their relationship to digitality requires that we see the digital as racialized and gendered in pervasive ways.

Ultimately, The Digitally Disposed questions the universalizing assumptions that are maintained, remade, and intensified by today’s dominant digital technologies. Vital and far-reaching, The Digitally Disposed reshapes such fundamental concepts as cybernetics, informatics, and digitality.

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A Hacker Manifesto
McKenzie Wark
Harvard University Press, 2004

A double is haunting the world--the double of abstraction, the virtual reality of information, programming or poetry, math or music, curves or colorings upon which the fortunes of states and armies, companies and communities now depend. The bold aim of this book is to make manifest the origins, purpose, and interests of the emerging class responsible for making this new world--for producing the new concepts, new perceptions, and new sensations out of the stuff of raw data.

A Hacker Manifesto deftly defines the fraught territory between the ever more strident demands by drug and media companies for protection of their patents and copyrights and the pervasive popular culture of file sharing and pirating. This vexed ground, the realm of so-called "intellectual property," gives rise to a whole new kind of class conflict, one that pits the creators of information--the hacker class of researchers and authors, artists and biologists, chemists and musicians, philosophers and programmers--against a possessing class who would monopolize what the hacker produces.

Drawing in equal measure on Guy Debord and Gilles Deleuze, A Hacker Manifesto offers a systematic restatement of Marxist thought for the age of cyberspace and globalization. In the widespread revolt against commodified information, McKenzie Wark sees a utopian promise, beyond the property form, and a new progressive class, the hacker class, who voice a shared interest in a new information commons.

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Inequity in the Technopolis
Race, Class, Gender, and the Digital Divide in Austin
Edited by Joseph Straubhaar, Jeremiah Spence, Zeynep Tufekci, and Roberta G. Lentz
University of Texas Press, 2012

Over the past few decades, Austin, Texas, has made a concerted effort to develop into a “technopolis,” becoming home to companies such as Dell and numerous start-ups in the 1990s. It has been a model for other cities across the nation that wish to become high-tech centers while still retaining the livability to attract residents. Nevertheless, this expansion and boom left poorer residents behind, many of them African American or Latino, despite local and federal efforts to increase lower-income and minority access to technology.

This book was born of a ten-year longitudinal study of the digital divide in Austin—a study that gradually evolved into a broader inquiry into Austin’s history as a segregated city, its turn toward becoming a technopolis, what the city and various groups did to address the digital divide, and how the most disadvantaged groups and individuals were affected by those programs.

The editors examine the impact of national and statewide digital inclusion programs created in the 1990s, as well as what happened when those programs were gradually cut back by conservative administrations after 2000. They also examine how the city of Austin persisted in its own efforts for digital inclusion by working with its public libraries and a number of local nonprofits, and the positive impact those programs had.

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Virtual Inequality
Beyond the Digital Divide
Karen Mossberger, Caroline J. Tolbert, and Mary Stansbury
Georgetown University Press, 2003

That there is a "digital divide"—which falls between those who have and can afford the latest in technological tools and those who have neither in our society—is indisputable. Virtual Inequality redefines the issue as it explores the cascades of that divide, which involve access, skill, political participation, as well as the obvious economics. Computer and Internet access are insufficient without the skill to use the technology, and economic opportunity and political participation provide primary justification for realizing that this inequality is a public problem and not simply a matter of private misfortune.

Defying those who say the divide is growing smaller, this volume, based on a unique national survey that includes data from over 1800 respondents in low-income communities, shows otherwise. In addition to demonstrating why disparities persist in such areas as technological abilities, the survey also shows that the digitally disadvantaged often share many of the same beliefs as their more privileged counterparts. African-Americans, for instance, are even more positive in their attitudes toward technology than whites are in many respects, contrary to conventional wisdom. The rigorous research on which the conclusions are based is presented accessibly and in an easy-to-follow manner.

Not content with analysis alone, nor the untangling of the complexities of policymaking, Virtual Inequality views the digital divide compassionately in its human dimensions and recommends a set of practical and common-sense policy strategies. Inequality, even in a virtual form this book reminds us, is unacceptable and a situation that society is compelled to address.

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