Reframing the ordinary: cyberspace and education
Abstract In an era dominated by social media, reportedly more concerned with self-expression than self-reflection, the classical injunction to ‘Know Thyself’ has renewed purchase. Increased self-knowledge on the whole enables a student to become more self-determining by exercising a choice, a ‘freedom to be’ that is central to the human condition. Identity construction, development and formation are all considered important functions within education, and many teachers adopt a pedagogical approach that stimulates adolescents to connect what they are taught to who they are and want to be. However, much of this development of self-knowledge takes place in non-formal learning environments, be they co-curricular clubs or activities outside of school. It is my contention that social media offers as much in terms of exploring new identity positions as these more traditional locations for self-learning. Although many do not feel a need to articulate and share in order to believe they are present in the world there are an increasing number of those, who believe that to be is to be perceived through online expression. Rather than focusing upon the envy inducing ‘Perfect Me’ posts that are so often linked to the decline in adolescent mental health and wellbeing, this paper explores how mundane and banal posts on social media can be used to frame and reframe aspects of modern life which in turn promotes self-learning. By drawing attention to the average, everydayness of existence, the relationship between the seemingly ordinary and self-knowledge becomes more apparent. This paper considers the potential individuals have for coming to know themselves a little more deeply as they move through a process of self expression, to self curation, to self construal, to self construction. Rather than asking ‘What is it to be in the [online] world?’ it poses the slightly different question: ‘What is it to present being?’. It also considers the space between these two questions as offering potential for fostering the wider educational ideal, that of greater self-knowledge.
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Biesta, G. J. (2014). The Beautiful Risk of Education. Boulder: Paradigm Publishers. https://doi.org/10.4324/9781315635866
Belk, R. (2013). Extended Self in a Digital World. Journal of Consumer Research, 40(3), 477-500. https://doi.org/10.1086/671052
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Bloomingdale, H. (2015). The Instagram Rules, the good the bad and the very boring. Vogue, August 26. Recuperado de: https://www.vogue.com/article/instagram-rules-social-media (Consultado el 03/05/2020).
Boyd, D. (2014). It's Complicated: the social lives of networked teens. New Haven and London: Yale University Press.
Carr, N. (2010). The Shallows: How the internet is changing hose we think, read and remember. New York: W. W. Norton and Company.
Cavell, S. (1984). Themes Out of School: Effects and Causes. San Francisco: North Point Press.
Cavell, S. (2003). Disowning Knowledge. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139165129
Chou, H. G., y Edge, N. (2012). «They are happier and having better lives than I am». The impact of using facebook on perceptions of others' lives. Cyberpsychology, Behavior and Social Networking, 15(2), 117-121. https://doi.org/10.1089/cyber.2011.0324
Denegri-Knott, J., y Molesworth, M. (2010). Concepts and Practices of Digital Consumption. Consumption Markets and Culture, 13(2), 109-32. https://doi.org/10.1080/10253860903562130
Earle, S. (2020). Visually Speaking: The new ubiquity of photographic images. Times Literary Supplement, Issue 6094, January 17. Recuperado de: https://www.the-tls.co.uk/articles/visually-speaking/ (Consultado el 03/05/2020).
Edwards, S. (2006). Photography: a very short introduction. Oxford: Oxford University Press. https://doi.org/10.1093/actrade/9780192801647.001.0001
Fang, T. (2019). MIT Technology Review: We asked teenagers what adults are missing about technology. This was the best response. MIT Technology Review Humans and Technology, December 21. Recuperado de: https://www.technologyreview.com/s/614897/youth-essay-contest-adults-dont-understand-kid-technology/ (Consultado el 03/05/2020).
Goffman, E. (1959). The Presentation of Self in Everyday Life. Garden City, NY: Doubleday.
Gosling, S. (2009). University of Texas Newsletter, December 01. Recuperado de: http://utexas.edu/news/2009/12/01/facebook_psychology (Consultado el 03/05/2020).
Greenfield, S. (2014). Mind Change: How digital technologies are leaving their mark on our brains. London: Random House.
Hartwig, M. (2007). Dictionary of Critical Realism. London & New York: Routledge.
Hogan, B. (2010). The Presentation of Self in the Age of Social Media: Distinguishing Performances and Exhibitions Online. Bulletin of Science Technology & Society, 30, 377-386. https://doi.org/10.1177/0270467610385893
Humphreys, L. (2018). The Qualified Self: Social Media and the Accounting of Everyday Life. Cambridge, MA: MIT Press. https://doi.org/10.7551/mitpress/9990.001.0001
Humphreys, L., Gill, P., Krishnamurthy, B., y Karnowski, V. (2013). Evolving Mobile Media: Uses and Conceptualisations of the Mobile Internet. Journal of Computer- Mediated Communication, 18(4), 491-507. https://doi.org/10.1111/jcc4.12019
Jurgenson, N. (2019). The Social Photo: On photography and social media. London & NY: Verso.
Lehdonvirta, V. (2010). Online Spaces have Material Culture: Goodbye to Digital Post Materialism and Hello to Virtual Consumption. Media, Culture and Society, 32(5), 883-889. https://doi.org/10.1177/0163443710378559
Lobinger, K. (2016). Photographs as things -photographs of things. A texto-material perspective on photo-sharing practices. Information, Communication & Society, 19(4), 475-488. https://doi.org/10.1080/1369118X.2015.1077262
Lupton, D. (2016). The Quantified Self. Cambridge: Polity Press.
MacArthur, D. (2014). What goes without seeing: Marriage, Sex and the Ordinary in 'The Awful Truth'. Film-Philosophy, 18, Special Section on Stanley Cavell, 92-109. https://doi.org/10.3366/film.2014.0007
Marvin, C. (1988). When old technologies were new: Thinking about Electric Communication in the Late Nineteenth Century. New York: Oxford University Press.
Memon, A., Sharma, S., Mohite, S., y Jain, S. (2018). The role of online social networking on deliberate self-harm and suicidality in adolescents: A systematized review of the literature. Indian Journal of Psychiatry, 60(4), 384-392. Recuperado de: https://www.ncbi.nlm.nih.gov/pubmed/30581202 (Consultado el 03/05/2020).
Mihailidis, P. y Cohen, J. (2013). Exploring Curation as a core competency in digital and media literacy education. Journal of Interactive Media in Education, (1). https://doi.org/10.5334/2013-02
Miller, D. (2016). Social Media in an English Village. London: UCL Press. https://doi.org/10.14324/111.9781910634431
Miller, V. (2008). New media, networking and phatic culture. Convergence, 14(4), 387-400. https://doi.org/10.1177/1354856508094659
Neff, G., y Nafus, D. (2016). The Quantified Self. Cambridge MA: MIT Press.
Norris, A. (2017). Becoming who we are: politics and practical philosophy in the work of Stanley Cavell. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780190673949.001.0001
Pantic, I. (2014). Social Networking and depression: an emerging issue in behavioral physiology and psychiatric research. The Journal of Adolescent Health, 54(6), 745-746. https://doi.org/10.1016/j.jadohealth.2013.10.199
Papachrissi, Z. (2015). Affective Publics: Sentiment, Technology and Politics. New York: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199999736.001.0001
Rubenstein, L. (2013). Garry Winogrand: behind the legend. Recuperado de: https://www.lensculture.com/articles/garry-winogrand-garry-winogrand-behind-the-legend (A. Strecker, Interviewer) (Consultado el 03/05/2020).
Sartre, J. (1964). Nausea. New York: New Directions.
Sartre, J. (1964b). Words. London: Hamish Hamilton.
Sayer, A. (2000). Realism and Social Science. London: Sage. https://doi.org/10.4135/9781446218730
Strecker, A. (2013). lensculture. Recuperado de:https://www.lensculture.com/articles/garry-winogrand-garry-winogrand-behind-the-legend (Consultado el 03/05/2020).
Szarkowski, J. (1976). William Eggleston's Guide. New York: Museum of Modern Art.
Taylor, E. (2014). The curation of self in the age of the internet. IUAES / JASCA Conference. Tokyo. Erin B Taylor Anthropologist and Consultant (blog). Recuperado de: https://erinbtaylor.com/entry/the-curation-of-the-self-in-the-age-of-the-internet (Consultado el 03/05/2020).
Vianna, E. y Stetsenko, A. (2011). Connecting learning and identity development through a transformative activist stance: application in adolescent development in a child welfare program. Human Development, 54(5), 313-338. https://doi.org/10.1159/000331484
Wittgenstein, L. (1984). Culture and Value. Chicago: University of Chicago Press.
Wittgenstein, L. (1958). Philosophical Investigations. Oxford: Blackwell.
Wittgenstein, L., y (ed G. H. von Wright and Nyman, H. T.) (1982). Last Writings on the Philosophy of Psychology. Oxford: Wiley-Blackwell.
Wolf, G. (2010). The Quantified Self. Recuperado de: http://www.ted.com/talks/gary_wolf_the_quantified_self.html (Consultado el 03/05/2020). https://doi.org/10.1037/e609302010-001
Mace, R. (2020). Reframing the ordinary: cyberspace and education. Teoría De La Educación. Revista Interuniversitaria, 32(2), 109–129. https://doi.org/10.14201/teri.22473
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