Theme
Reading digital knowledge for power, perspective, access, authorship, and the choices hidden inside every version of reality.
Journal entries
Research ideas
exploring
A developing frame for studying not only whether information is accessible online, but who produced it, whose knowledge authenticates it, which systems amplify it, and whether people can answer back.
Reading & influences
Book · Joy Buolamwini
Buolamwini's account keeps my reflection on belonging accountable to power. Feeling socially outside is real, but it is not interchangeable with racialized and gendered exclusion. Her work asks who technology recognizes, whose intelligence receives legitimacy, and who bears the cost when systems reproduce an unequal gaze.
Article · Douglas Kellner & Jeff Share
This is the clearest scholarly foundation for what I am trying to say: digital literacy cannot stop at operating a tool or checking a source. It has to ask how media construct reality, how power shapes representation, and how learners can become producers rather than passive consumers. The emancipatory promise and the obligation to verify belong together.
Book · Mikhail M. Bakhtin
Bakhtin gives me a way to understand knowledge as many-voiced and unfinished. Meaning emerges between voices, histories, and contexts. That makes dialogue more than a teaching strategy: it is how knowledge is made, challenged, and changed.
Book · Michel Foucault
Foucault keeps me from treating information as separate from authority. Who can name something, classify it, publish it, suppress it, or make it searchable is part of what that knowledge becomes. Digital platforms distribute voice, but they also build new and often invisible forms of control.
Book · Aldon D. Morris
Morris's Indigenous Perspective explains collective action through the institutions, leadership, relationships, and resources developed within Black communities. Here indigenous means internally generated, not Indigenous or Native identity. This helps me read digital organizing as strategy and infrastructure rather than spontaneous crowd behavior.
Article · Bojan Šavrič, Tom Patterson, & Bernhard Jenny
A map is a powerful lesson in constructed knowledge. Every projection enlarges, compresses, or distorts something; the familiar view only feels neutral because I learned it first. Equal Earth gives me a concrete visual analogy for reading a news feed: ask what the representation makes large, what it makes small, and who chose the frame.
Website · Khaby Lame
A primary digital artifact, not scholarly literature. His nearly wordless visual commentary travels across languages and borders, making him useful for thinking about audience, accessibility, platform power, and whose communication becomes globally legible without traditional knowledge keepers.
Book · Paulo Freire
From my first presentation: Freire's banking model is the ancestor of every 'sit still and receive' classroom. Dialogue is not a nicety — it is the method. This is why my dissertation treats teacher and student perceptions as data to be put in conversation, not scores to be ranked.
Article · Aldon Morris
Morris — the sociologist of the civil rights movement as an organized, indigenous, strategic effort — traces the line from Emmett Till and Rosa Parks through to Black Lives Matter. Two things I keep turning over: his account of Bayard Rustin, a brilliant tactician of the March on Washington who could not safely be made the public face of the movement because he was gay; and the dismantling of the collective-behavior picture of protest as spontaneous emotion. Movements succeed through planning and discipline. Whoever gets described as irrational gets managed instead of heard — which is exactly the mechanism my racialized rigor work studies at classroom scale.