Southland Institute

Creative Computing in Education Course Showcase

This event will showcase creative computing final projects from a College of Staten Island course that explores how P-12 in-service teachers can use code for artistic expression. These projects will […]

Projects – discover our non-empty spaces

Fostering spaces for growth is an important part of our trajectory. We seek to harness the combined power of practice, critical inquiry and creativity to address some of the issues of our times - health, environmental awareness, social equality and multilingual, trans-cultural collaborations.

“Just a Tool” and Other Fictions — Natalia Ilyin

Ever one to hope for the best, last semester I suggested that students use ChatGPT as a “research partner” in the big bibliographic project they do in the Fall term of Parallel Narratives , their Junior-level history-and-criticism class. In a 27-person class, only one student took me up on the idea

Interface Realisms: The Interface as Aesthetic Form

Until now, digital arts have largely been understood to belong in traditional genres or forms of art: we are said to have electronic literature, net.art, or electronic, techno music. Sometimes interesting discussions have arisen concerning the very ontology of digital art, and questions such as whether net.art should be seen within the tradition of the visual arts or as a form of literature connecting it to the different traditions and questions regulating these arts.[1] While it is not my intent to disconnect digital art from traditional art, or to argue for the irrelevance of the traditional forms of art, I will in the following establish the interface as an aesthetic and critical framework for digital art.

Welcome to the Department of Arts, Culture and Media (ACM) | Department of Arts, Culture and Media

Welcome to the Department of Arts, Culture and Media (ACM) at the University of Toronto Scarborough.

Intersections in Music Education: Implications of Universal Design for Learning, Culturally Responsive Education, and Trauma-Informed Education for P–12 Praxis

To increase equity in music education, teachers can strive to know each student as a whole child, proactively remove barriers to learning, and seek to honor students’ multifaceted and intersectional identities. In this article, we first define intersectionality and examine demographics in music education. Then, we summarize three asset-based pedagogical approaches (Universal Design for Learning, Culturally Responsive Education, and Trauma-Informed Education) and synthesize their similarities. Finally, we present implications in the form of generative ideas for music educator praxis, or values-guided action. We hope our suggestions help music educators create music experiences where students (and families) feel seen, safe, welcomed, and valued as musicians and people. We also hope our suggestions can contribute to music teacher collegiality and collaboration by providing educators with tools to develop positive relationships with colleagues who are different from themselves.

Information Access of the Oppressed: Freirean Design for Emancipatory Information Access

Online information access (IA) platforms are targets of authoritarian capture. We explore the question of how to safeguard our platforms and ensure emancipatory outcomes through the lens of Paulo Freire's theories of emancipatory pedagogy. Freire's theories provide a radically different lens for exploring IA's sociotechnical concerns relative to the current dominating frames of fairness, accountability, and transparency. We make explicit, with the intention to challenge, the technologist-user dichotomy in IA platform development that mirrors the teacher-student relation in Freire's analysis. By extending Freire's analysis to IA, we critique the technologists-as-liberator frame where it is the burden of (altruistic) technologists to mitigate the risks of emerging technologies for marginalized communities. Instead, we advocate for Freirean Design whose goal is to structurally expose the platform for co-option and co-construction by community members in aid of their emancipatory struggles.

DeepSeek

Maggie's digital garden filled with visual essays on programming, design, and anthropology

Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective

Toward an Anti-Racist Music Education: A Critical Pedagogy of Popular Music Teacher Education

In this article, we propose a framework for a critical pedagogy of popular music for teacher education to better prepare music teachers to enact anti-racist praxis within their classrooms. Although a growing body of literature in music education addresses issues of racism within the field, fewer scholars have studied this within teacher education. Drawing from critical pedagogy, our framework centers popular music as a means for music teacher educators to interrogate issues of identity and power and (re)contextualize pedagogy, considering the socio-political contexts and communities from which music practices originate. These processes facilitate reflection on how racisms shape taken-for-granted practices within music education by centering the socio-political contexts of popular music. Through our framework, music teacher educators could prompt pre-service music educators to consider the multiple racialized epistemologies of musical value students and teachers bring to the classroom, working toward the possibility of enacting a multicentric approach to music education.

Maggie Appleton

Maggie's digital garden filled with visual essays on programming, design, and anthropology

Glitch feminism: a manifesto

"A new manifesto for cyberfeminism. The divide between the digital and the real world no longer exists: we are connected all the time. How do we find out who we are within this digital era? Where do we create the space to explore our identity? How can we come together and create solidarity? The glitch is often dismissed as an error, a faulty overlaying, but, as Legacy Russell shows, liberation can be found within the fissures between gender, technology and the body that it creates. The glitch offers the opportunity for us to perform and transform ourselves in an infinite variety of identities. In Glitch Feminism, Russell makes a series of radical demands through memoir, art and critical theory, and the work of contemporary artists who have travelled through the glitch in their work. Timely and provocative, Glitch Feminism shows how the error can be a revolution."--

Weird Studies

Professor Phil Ford and writer J. F. Martel host a series of conversations on art and philosophy, dwelling on ideas that are hard to think and art that opens up rifts in what we are pleased to call "reality."