"In That System, We All Look Like Thieves": Developing Young People's Critical Digital Citizenship

• In Event: Educating Techno-Skeptics: Critical Approaches to Educational Technology in a Dystopian World

Abstract

Introduction

Although technology companies increasingly creep into our lives (Zuboff, 2019), students rarely grapple with the ramifications. Digital citizenship curricula are exceptions, but they typically emphasize personal safety and respectful behavior online, ignoring justice-oriented citizenship (Author, 2017; Heath, 2018; Jones & Mitchell, 2016; Ribble, Bailey, & Ross, 2004).
We consider possibilities for technology education in the preparation of youth as civic actors. Because technology is not neutral (Author, 2020; Benjamin, 2019; Noble, 2018), it influences civic engagement, sometimes in undertheorized ways. Further, civic education pedagogies often minimize student agency (Author, 2019). We argue for a critical lens to understand technology and civic participation.

From Digital Citizenship to Critical Digital Citizenship

Scholars have called for other conceptualizations of digital citizenship, including new ways of civic expression (Choi, 2016; Kane, Ng-A-Fook, Radford, & Butler, 2016). In addition, Black women in particular have confronted biases in emerging digital technologies (Benjamin, 2019; Buolamwini & Gebru, 2018; Kentayya, 2020; Noble, 2018). We seek to join these two lines of scholarship and build a more expansive definition of digital citizenship grounded in critical theory and pedagogy.
Educators have applied critical theory to critique systems of oppression and power (Crowley & King, 2018). Critical pedagogy offers ways youth can combat asymmetric power structures (Freire, 1972, 74; Ladson-Billings, 1995). Critical digital citizenship curricula are therefore a means for educators and students to use technology and interrogate it in order to effect systemic change. Based in critical pedagogy, the Young People’s Race, Power, and Technology (YPRPT) Project is an example of youth civic expression, one that can help educators and scholars reconsider critical digital citizenship.

The Young People’s Race, Power and Technology Project

YPRPT is an out-of-school initiative that uses a research-based curriculum to empower youth, particularly from historically marginalized groups, to explore, critique, and reimagine technology (TREE Lab, n.d.). The program integrates technology “under the hood” investigations with social justice topics, documentary filmmaking, and relationship building among participants.

Initial Results from the Young People’s Race, Power, and Technology Project

YPRPT uses critical theory to understand how digital citizenship empowers youth to transcend the socially placed constraints of race and class (Creswell, 2007). A thematic analysis of the student-produced YPRPT films suggests youth are developing critical digital citizenship.
For instance, in a documentary about facial recognition technology, a Black student raps, “Facial recognition technology, it’s just killing me. It never finds the right identity. Maybe not to you, but to people of color. It uses imagery, and in that system we all look like thieves typically.” This student identified facial recognition technology’s individual bias, systemic injustice, and the criminalization of Black people (Buolamwini & Gebru, 2018; Kentayya, 2020). In addressing race, power, and technology, the student appears to be developing critical digital citizenship.

Conclusion

Traditional digital citizenship curricula struggle to address complex social problems. We propose critical digital citizenship as a way to achieve more just relationships between technology, democracy, and our lives. YPRPT exemplifies one learning experience designed to foster students’ critical digital citizenship and encourage them to cultivate justice-oriented civic identities.

Authors

• Charles Logan, Northwestern University

• Amy Lynn Chapman, Arizona State University

• Daniel G. Krutka, University of North Texas

• Swati Mehta, California State University - Dominguez Hills

• Sepehr Vakil, Northwestern University