MOOCs and Their Afterlives: Experiments in Scale and Access in Higher Education by Elizabeth Losh

Author:Elizabeth Losh
Language: eng
Format: azw3
ISBN: 9780226469591
Publisher: University of Chicago Press
Published: 2017-08-17T04:00:00+00:00

My anger is a response to racist attitudes, to the actions and presumptions that arise out of those attitudes. . . . My anger and your attendant fears, perhaps, are spotlights that can be used for your growth in the same way I have had to use learning to express anger for my growth. (Lorde 1997, 287)

How many of us, though, are ready, willing and/or able to deal with this rage in our classrooms? How do we engage, rather than shut down the rage expressed in online pedagogical publics—that is, the anger that Lorde reminds us is the result of the (political, social, and consciousness) labors of achieving this generative affect? This is some of the affective and epistemological hybrid context that has shifted the pedagogical dynamics and possibilities of the (online or F2F) feminist classroom, from which the DOCC emerges and lives.

Goldberg’s (2014) “Toxic Twitter Wars” story in the Nation with its sanctimonious discourses of disciplinary white liberalism might have been dismissed and forgotten without much comment had it not taken aim at precisely the thriving coalitional feminist intellectual and activist public that the article insists is imperiled. The article set out to show that online feminism is failed and broken: “mean,” “bullying,” “insular, protective, brittle, depressing,” suffocatingly “dogmatic,” “chastising,” in a state of “perpetual psychodrama,” “furious,” “angry,” “vitriolic,” and “misinformed.” That is, it repeats the predictable cliché that feminism is always already dead:

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