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Sasha Costanza-Chock. Wagoner, Maya M Massachusetts Institute of Technology. Department of Comparative Media Studies. Massachusetts Institute of Technology. Program in Comparative Media Studies/Writing n-us-mi n-us-ny 2017-09-15T15:27:57Z 2017-09-15T15:27:57Z 2017 2017 http://hdl.handle.net/1721.1/111297 1003284260 Thesis: S.M. in Comparative Media Studies, Massachusetts Institute of Technology, Department of Humanities, 2017. Cataloged from PDF version of thesis. Includes bibliographical references (pages 73-79). This thesis develops an intersectional, critical analysis of the field of practice known as Civic Tech and highlights other relevant community-organizing and activist practices that utilize technology as a central component. First, I develop critiques of Civic Tech as a dominant technocratic, neoliberal approach to democracy and bureaucracy and trace the history and intellectual genealogy of this specific movement. I then highlight civic technologies outside of the field of Civic Tech that have resulted in more redistributive and democratic outcomes, especially for Black people and other people of color. Finally, I define a research and design practice called Critical Community Technology Pedagogy that is demystificatory, multi-directional, transferable, and constructive, and draws upon examples from the Civic Lab for Environmental Action Research (CLEAR) in Newfoundland, Data DiscoTechs in Detroit, and the Center for Urban Pedagogy in New York City. by Maya M. Wagoner. S.M. in Comparative Media Studies 79 pages eng Massachusetts Institute of Technology MIT theses are protected by copyright. They may be viewed, downloaded, or printed from this source but further reproduction or distribution in any format is prohibited without written permission. http://dspace.mit.edu/handle/1721.1/7582 Comparative Media Studies. Technology against technocracy : toward design strategies for critical community technology Design strategies for critical community technology Thesis application/pdf false Publication unknown unknown <Publication xmlns="https://www.openaire.eu/cerif-profile/1.1/" id="ff7d1185-b2c6-40e7-999d-3bb7c6a7b1ef"> <Type xmlns="https://www.openaire.eu/cerif-profile/vocab/COAR_Publication_Types">http://purl.org/coar/resource_type/c_1843</Type> <Language>eng</Language> <Title>Technology against technocracy : toward design strategies for critical community technology</Title> <Subtitle>Design strategies for critical community technology</Subtitle> <PublishedIn> <Publication> </Publication> </PublishedIn> <PublicationDate>2017</PublicationDate> <Authors> <Author> <DisplayName>Wagoner, Maya M</DisplayName> <Affiliation> <OrgUnit> </OrgUnit> </Affiliation> </Author> </Authors> <Editors> </Editors> <Publishers> <Publisher> <DisplayName>Massachusetts Institute of Technology</DisplayName> <OrgUnit /> </Publisher> </Publishers> <License>http://dspace.mit.edu/handle/1721.1/7582</License> <Keyword>Comparative Media Studies.</Keyword> <Abstract>This thesis develops an intersectional, critical analysis of the field of practice known as Civic Tech and highlights other relevant community-organizing and activist practices that utilize technology as a central component. First, I develop critiques of Civic Tech as a dominant technocratic, neoliberal approach to democracy and bureaucracy and trace the history and intellectual genealogy of this specific movement. I then highlight civic technologies outside of the field of Civic Tech that have resulted in more redistributive and democratic outcomes, especially for Black people and other people of color. Finally, I define a research and design practice called Critical Community Technology Pedagogy that is demystificatory, multi-directional, transferable, and constructive, and draws upon examples from the Civic Lab for Environmental Action Research (CLEAR) in Newfoundland, Data DiscoTechs in Detroit, and the Center for Urban Pedagogy in New York City.</Abstract> <Access xmlns="http://purl.org/coar/access_right" > </Access> </Publication>