Tuesday, March 10, 2009

Nilofar's AEC1131 Blog Entry 3


The Women's Cause and the Internet


picture courtesy: http://www.thestar.com


As I came towards Bloor street on March 7, the sounds of drums, tambourines and claps greeted me. I walked forward and was greeted with the colourful sight of hundreds of women and men holding placards, drenched in the rain but chanting slogans for equality and dignity for women. Yes, it was the 2009 United Nations International Women’s Day parade taking place a day earlier in the Greater Toronto Area.

“Women’s rights are human rights!” I heard someone shout making me suddenly realize that even though this is Canada, promoting women’s rights is as important an issue here as in any other under-developed country of the so-called Third World. The United Nations had decided the day’s theme to be: “Women and men united to end violence against women and girls.” The slogan chosen for Canada was "good jobs and dignity for all"—a topic that is older than just in reference to the current economic crisis. I decided to join in the parade with my daughter to support the cause of respect, safety and equal opportunity for all women and girls no matter what their age, the colour of their skin or language. I feel the International Women’s Day is a symbolic gesture. It is not the beginning nor the end but just a part of a journey that represents the basic desire for respecting human life and existence. Everyone is valuable…I thought this as I smiled and joined in the shouting. “Women’s rights are human rights!”

History lovers can get more information on the United Nation’s International Women’s Day at http://www.un.org/womenwatch/feature/iwd/ and on the 1993 Vienna Declaration which proclaimed that the “human rights of women and of the girl-child are an inalienable, integral and indivisible part of universal human rights” (I,18,1993) at http://www.cwgl.rutgers.edu/globalcenter/whr.html.

When I came back from the parade and sat down to write this blog, I thought that I should focus on how the Internet had impacted the women’s cause over the years. Being in the Internet, Adult Education and Community Development course has made me think of everything in reference to the Internet! Researching on the subject made me realize that a majority of women’s organizations all over the world seem to have already understood the importance of the Internet and have made a strategic effort to maintain an online presence in some form or the other.

Canadian and Global online efforts for women empowerment:
There are hundreds of websites on the Internet that promote topics that interest women ranging from information on health and beauty to activist content demanding more rights, respect and resources for women. For example, The World March of Women movement (http://www.worldmarchofwomen.org/) that started in the year 2000 now has an extensive online presence with an international agenda that involves more than 146 countries. According to the details on their website, the aim of this activist movement is to help eradicate poverty, inequality, discrimination and violence against women. Interestingly, activists from Montreal, Canada were the first to introduce the idea of this movement during the United Nations’s landmark International Women's Conference in Beijing in 1995 (http://www.greenleft.org.au/2000/395/24274). The Beijing conference is well known for having played an important role in revamping women’s movements all over the world. I believe that since this was approximately the time when the Internet was beginning to seep into our daily lives, this was the time when activists were already considering using it as an integral part of their future action plans. Another example of a Canadian women's online activist movement is “Step it Up Ontario” that demands an end to physical and mental violence against women (http://www.stepitupontario.ca/).

The Internet appears to play a significant role in women’s movements in other parts of the world as well. In Mexico, the Association for Progressive Communication (APC) has played a significant role in empowering the women’s movement by promoting the use of the Internet (https://www.isoc.org/oti/printversions/1197prsmith.html).

An important aspect of the women’s cause is the empowerment of women. Since knowledge is power, the best way to empower someone is to provide them with information, training and self-reliance. In this connection, when I was researching for this blog, I came across a very interesting project of the International labour Organization (ILO) which aims to use the Internet to train professional women from Saudi Arabia. (http://www.ilo.org/public/english/employment/skills/hrdr/init/sau_1.htm). If we consider that in a culture where Saudi women can neither drive, travel alone, vote or work freely, the ILO's plan to use the Internet to improve their lives by empowering them with information and professional training seems to be a great idea.

I think women’s empowerment through knowledge is also a kind of activism. Activism need not always be vocal or violent but it can also mean bringing about a silent but steady change that helps to improve the lives of women on a long-term basis. In the challenging scenario of empowering Saudi women, the Internet appears to be an extremely useful tool. At this point, I have to disagree with Susan Kohn who asserts in her Christian Science Monitor article (http://www.csmonitor.com/2008/0630/p09s01-coop.html) that real change can only be brought about with offline activities and not merely by a few clicks of a mouse. I disagree with her because I think the Internet is not an “either or” matter. For a cause as great as the women’s movement, any and every facility available should be utilized.

Facebook, Twitter, blogging and women:
As already mentioned in our class presentation on social movements the other day, the organizers of the International Women’s Day successfully used Facebook (http://www.facebook.com/event.php?eid=46471953703#/event.php?eid=46471953703) to invite more supporters to their cause and promote and organize their event. Here are a few more links to show how online social networking tools are being used to benefit women’s causes:

The National Organization for Women in the United States on (http://www.facebook.com/pages/National-Organization-for-Women/16900111951), The Breast Cancer Site: Help Women with a Click on http://apps.facebook.com/causes/199660, and Equality for Women, Expanding the possibilities for women, girls, and families on http://apps.facebook.com/causes/view_cause/49138.
The health section of the Facebook's Causes application has a considerable number of pages dedicated to collecting donations for women’s diseases: (http://apps.facebook.com/causes/causes?category_id=5&m=5e8b17e0).

In fact, using Facebook for social causes has proved to be so successful that Chris Eldredge notes in the Daily Bruin article, Philanthropic causes capitalize on Facebook’s resources, users’ contributions, (http://www.dailybruin.ucla.edu/news/2007/sep/23/philanthropic_causes_facebooks_resources/) that “Marathons for breast cancer research are successful largely because they often encourage donations from friends of the participant who might not have otherwise contributed, and now this same connection between friends is being used to encourage donations over the Internet… Almost $400,000 has been donated and 3.5 million people are using the Facebook’s Causes site.” Similarly, another article in Newsweek magazine, Facebook-ing Philanthropy (http://www.newsweek.com/id/62168/output/print), also says that the online social networking tool is creating a “revolution in charitable giving” through its Causes application. A large number of the 27,000 Causes pages are dedicated to causes for women.

When talking about Facebook and women, it is perhaps appropriate to also mention here the controversy between some feminist groups and Facebook over the latter’s refusal to allow pictures of mothers breast-feeding their babies. Time magazine reported that “as a form of protest, 11,000 protesters held a virtual nurse-in by uploading breast-feeding photos onto their Facebook profiles, and 20 or so women showed up at the company's headquarters in Palo Alto, Calif. to breast-feed there” (http://www.time.com/time/nation/article/0,8599,1869128,00.html). Regardless of the fact that some women might actually disagree with the feminist stand on open breast feeding, the encouraging point to note here is that women today are trying to assert their views and are not allowing their perceived sexual vulnerabilities to hinder their confidence in the real as well as the virtual world.

Women all over the world seem to have realized the power of networking to connect and express themselves. Two other online networking tools that are becoming increasingly popular with women are Twitter and blogging. To get an idea of how useful online tools are becoming for the women’s cause, here are some more links again. Supporters of the National Organization for Women and The WomensMuseum can track the listed twitter updates of their organizations on the links: http://twitter.com/statuses/user_timeline/17789578.rss and http://twitter.com/TheWomensMuseum respectively. The list of posts by an international women's rights organization, Equality Now, can be viewed on http://twitter.com/equalitynow. The CauseWired Communications website on http://causewired.com/2009/03/03/twitter-for-womens-rights/ highlights the concept of “Tweet-a-thon” to raise money. Under the title, Twitter for Women’s Rights, it explains that the “short-messaging mini-blogging tool is quickly emerging as a potent fundraising and attention-gathering tool whether it is for a particular cause or for marking the International Women’s Day.” Another informational women’s blog website can be accessed on the link: http://www.blogher.com/twitter-charitable-giving-spreader-meta-analysis. The most exciting thing for the modern day woman is that women all over the world are using online tools like Facebook and Twitter to raise money and awareness and are writing about their achievements on their blogs which in turn results in more distribution of information and awareness and empowerment for women.

Challenges for women in using the Internet:
Although the increased online presence of resources for women has made it easier for them to use the Internet, there are still many challenges to overcome. I feel that there are still leaps and bounds to be covered to help women achieve complete equality and social justice. For example, the digital divide between women living in rich and poor countries makes it difficult for women in under-developed nations to afford and maintain a computer and Internet connection. Furthermore, the disparity in their literacy capabilities and social and family pressures to restrict computer use can make the Internet appear like an inaccessible luxury for many. Jennifer Brayton, in her article, Women's Love/Hate Relationship with the Internet (http://www.unb.ca/PAR-L/win/essay.htm), says that real life biases and social realities can influence the internet, making it an environment where women can feel insecure and intimidated because of male dominated content on most websites. Brayton adds that women can face inhibition in using the Internet also because of other women who might “hold contrary agendas and motivations for using the Internet” as not all women share the same beliefs and experience the Internet in the same way. The author concludes that women end up experiencing a love-hate relationship with the Internet.

Reflection on course readings:
I am reminded of the article in our course readings, Real-Time Politics: The Internet and the Political Process, in which Philip E. Agre expresses the opinion that the Internet itself does not automatically ensure freedom of access to information but that it is the society or culture in which it operates that influences the nature of information available on the Internet. If this is the case then it is important that women and those who care for them work towards an enlightened society that ensures the availability of more offline support programmes to supplement the power of the Internet in achieving the goals of the women’s movement. I found another article, Social Movement Learning: Theorizing a Canadian Tradition (http://web.uvic.ca/ocbr/assets/pdfs/learning_and_social_movements.pdf ), by Budd Hall who states that through the women’s movement, our mothers, partners, daughters and friends have created a learning environment for the society to learn about gender and power relations. Keeping this in mind, it is then important that society uses this learning to create an environment that Philip Agre describes as being one in which there is freedom of information and empowerment for all --equally for both men and women.


This short and simple video briefly relates the history of the feminist movement.

(http://www.youtube.com/watch?v=UwTblxz4t5I)



-Nilofar






Monday, February 16, 2009

Nilofar's AEC1131 Blog Entry 2


Digital Story Telling: An Evolving Adult Education Tool



Digital Story Telling is the modern technological face of the ancient art of story telling. A digital story is a short movie clip that displays a personal story or experience in a creative way using multimedia technology like audio and video. Digital stories are a means of personal self-expression and are created by arranging a series of mostly static and sometimes moving images in a logical manner with a voice-over narration explaining the significance of the images. Background music can be used if needed. Various movie making software like Adobe Premier, Microsoft Movie Maker and Photo Story 3, Apple’s iMovie and open source Movie Masher cab be used to convert images and video clips into a media file after adding graphics and titles. This media file can be played on a computer, DVD player or uploaded on a website. For more information on how to create digital stories please refer to: http://www.umass.edu/wmwp/DigitalStorytelling/How%20to%20Create%20a%20digital%20story.htm

For visual learners who would like to see how a digital stories are made, here is a simple video that explains the process clearly http://www.youtube.com/watch?v=3yU8zE5LBBY&feature=related . I would also like to share another interesting video dated February 2009 that shows a new software being introduced by the Mitsubishi Electric Research Laboratories to test the making of a digital story by multiusers.





A sample collection of online digital stories can be viewed on this link: http://www.bbc.co.uk/wales/audiovideo/sites/galleries/pages/capturewales.shtml
The following video I found on the internet touched my heart because it closely portrays what I witness frequently in my work with new immigrant women:







Success in the field: Digital story telling has been used as a powerful tool in adult education and life long learning. It has been used successfully as an add-on program to formal education, but personally, I have seen it achieve extraordinary results in a non-formal learner setting as part of a community support project.

My fascination with Digital Story Telling as a tool for adult education is almost two and a half years old. It all started when I was working in a local community centre/women’s shelter * with a group of new immigrant women who had escaped violence or war situations in their own countries before migrating to Canada. The centre conducted group activities for these women to help them reconcile with their past and adjust to their lives in a new country. As an activity, the women were told to share their stories of struggles, pain and courage by painting watercolour images on sheets of paper. As soon as the women began pouring out their feelings with the help of a paint brush, we realized that their desire to express themselves was so intense, almost furious, that we had to arrange for something more powerful to help them in their catharsis. It was at that time that we decided to make videos of their paintings with the added feature of a voice-over narration by the women explaining the significance of what they had painted. The result was a video collection of extremely moving tales of the triumph of the human spirit over all obstacles. The videos were then digitized and put on CDs which the women took with them to share with their families and friends. The whole experience allowed the women to start their healing process because they had learned so much about themselves, their surroundings, their past and new skills for their future.

As the women created their digital stories with other women in several workshops, they were able to enrich their learning experience on multiple levels. The process helped them gain self-confidence as they improved their communication skills and overcame their English language barrier while preparing for their narration scripts. They learned to write about and articulate their feelings effectively. They experienced a renewed sense of accomplishment as they improved their computer skills and familiarized themselves with a number of multi media techniques like video making and sound recording. In this particular case, because of the sensitivity of their experience, the group of women did not want their digital stories to be uploaded on a website. They just wanted to share it on a personal level with the people they knew.

In early 2007, I had prepared a wiki as part of another course requirement in which I had mentioned this project which was still under consideration at that time. (http://innovations.oise.utoronto.ca/edtech/index.php/Digital_Story_Telling). The power of this educational tool is evident to me now that I have witnessed the implementation and success of digital story telling in that community support program.

Reflection on the course readings: As I learn about how adults learn as part of my studies at OISE, I am now able to analyze the learning processes and achievements of the women during their digital story making activity. I understand their learning behaviour in the light of andragogical assumptions that Merriam (2001) has highlighted to describe the adult learner. The women were using their “reservoir of life experiences” as “a rich resource” for their learning that had been necessitated by their “needs closely related to changing social roles.” During the first phase of the project (painting their experiences), we only provided the women with a general guideline about how to use paints and brushes, but it was their own minds that reflected on their experiences and took independent decisions on what lines and colours would best depict their true feelings.

The women appeared eager to learn and seemed to have an internal driving force (which I think was their desire to heal their lives) rather than external stimuli (which could have been the challenges of settling into a new country). They wanted to take an initiative in learning new techniques on how to convert their static paintings into digital stories which reflects what Merriam has pointed out as being characteristic of an “autonomous and self-directed” adult learner. In addition, the women seemed clear in their minds about why they were participating in the group. This points to what Mezirow (1985 & 2000) calls the result of “critical reflection” that emerges from an “understanding of the historical, cultural, and biographical reasons for one’s needs, wants, and interests.”

Digital story telling can add an interesting dimension to any educational program whether formal or informal. The following link provides information on how to create a rubric to help the teacher/instructor assess and grade the skills learned by the students in a digital story telling activity. http://www.umass.edu/wmwp/DigitalStorytelling/Lesson%20Plans%20for%20Digital%20Storytelling.htm

In the realm of Web 2.0: Digital story telling is slightly different from video blogging or vlogging and video sharing on the Youtube website. Although video is the common factor in all these forms of self-expression, the first two are internet based while it is the digital story creator’s choice whether to upload their digital stories on the internet or simply share them with a selected few. All three video forms satisfy a creator’s desire to share their personal ideas and communicate with the world.

Currently, there is talk of a newer version of digital story telling called Web 2.0 Story Telling. Bryan Alexander and Alan Levine in their 2008 article: Web 2.0 Story Telling, Emergence of a New Genre, (http://connect.educause.edu/Library/EDUCAUSE+Review/Web20StorytellingEmergenc/47444) discuss the idea of interactive story telling on the internet which can combine the main story told by the author with input or commentary by readers. The authors talk of a new “rapidly evolving genre” of storytelling where “Web 2.0 has eased the method of content creation offering many points of entry, both for readers and for co-writers.” In this article, Alexander and Levine mention a website: http://www.dreamingmethods.com/

Alexander and Levine point to a significant danger to preserving the sanctity of intellectual property in Web 2.0 Story Telling. They assert that even though more and more story telling is happening online and “developing in interesting ways…this sort of content repurposing, redesign, and republication can open up problems of version or content control, yet in return, it offers the possible harvesting of the story telling energies of the creative world.” An interesting open public discussion on the concept of Web 2.0 Story Telling is present on another website http://web2storytelling.wikispaces.com/ created by the same authors.
that has introduced the idea of “multi-layered” digital stories on the internet that combine “hypertext with rich media” producing digital stories that use sounds, animation, images and interactivity with the viewer. The website, describing their interactive digital stories says that “they're also playing with interactivity for the reader - pointing and clicking with the mouse or using the keyboard to choose, change or manipulate things that happen on-screen.”

Things to keep in mind: As I advocate the usefulness of digital story telling in an adult education program, I would also like to mention a few factors that must be kept in mind when implementing this tool. Before the start of the program, it is important to assess the particular nature and needs of the group of learners. Also, the ability of the instructors to use the required multimedia software and their qualification to teach it to others must be assessed. Care must also be taken to outline a plan on how to guide students to express their ideas and feelings in a meaningful manner. Special care is required for providing adult learners with a comfortable and non-threatening environment where they feel free to talk about their personal, sometimes emotional, experiences. The students must also be informed about copyright laws and encouraged to use their own original music and pictures in their digital stories. After all, that’s what digital stories are all about: original self-expression. As in any other educational tool, digital story telling also depends on how it is implemented and managed by the educator.

*- The names of the community centre and its clients have not been disclosed in this blog due to privacy constraints of the organization.

-Nilofar




Tuesday, January 27, 2009

Nilofar's AEC1131 Blog Entry 1


Social But Uncontrollable Facebook

I admit I was drawn to Facebook a little later than most people. I also admit that I am totally fascinated by it and am thoroughly enjoying the ease with which I can connect with my friends and relatives. Facebook is the new fashion and everyone wants to jump on the bandwagon. That’s why, this picture below of an overloaded bus reminds me of Facebook.


(http://picasaweb.google.com/genbi5/Banaue#5226555913991170930)

There are some aspects of this Internet phenomenon that make me uncomfortable and I would like to analyze them further.

Firstly, in my opinion, using Facebook can be a time consuming activity. The very structure of Facebook, with its numerous attractive features like unlimited picture, video uploading, personal status updating, constant new wall messaging and the capability to join millions of groups and their interesting activities, can entangle the user to an extent where they have little power to control their usage of time. In one of our course readings, The Internet in Everyday Life, Wellman and Hogan (2004) say that the “internet’s technical characteristics provide a possible means of organizing relationships with other people, not a blueprint of how the action will or should take place.” So, keeping in mind what this article says, since Facebook is an application of the Internet, it is up to the users to dictate the level and method in which they use it for communicating with others. This is, however, not easy for Facebook users because they get in the habit of perpetually wondering if there is an update on their wall, if a friend of a friend uploaded some exciting pictures, or if a long lost friend invited them to join their friends’ list. Facebook is downright addictive. Obviously, true to what Wellman and Hogan later point out in their article, “the extra communication and information seeking of internet users affect available time, as the increased use of the internet is correlated with decreased time at housework, television and time spent in person with family members.”

Secondly, people seem to be getting stuck on Facebook because of its apparent “all-are-welcome” sociable and open nature. Users may find themselves part of a list of hundreds of friends or acquaintances making them believe that they are actually part of a community. Let’s consider a quote in the article “Using Web 2.0 for learning in the community” by Robin Mason and Frank (2007): “…the social web-or Web 2.0…is a place for networking, community building and sharing collective experience…” Advocates of Facebook may claim that the words “collective experience” and “community building” describe their experience. I am doubtful about how much value this “community building” concept holds for Facebook when communication there is confined to a small messaging space that may limit users from fully expressing themselves. It seems that Facebook is not meant for an in-depth exchange of ideas or feelings.

Furthermore, the “collective experience” mentioned in the above article becomes a bit too literal and inconvenient in Facebook when all conversations between two people are also visible to hundreds of other people on the friends list. Onlookers also have the capability to intervene and add their comments to the conversations. It is as if all conversations take place via a loudspeaker. I remember an incident when I was chatting with my sister about our family and an acquaintance intervened and bombarded my Facebook wall with comments on our discussion. The situation became embarrassing for all three of us. Obviously, the “collective experience” mentioned in the above article can become pretty uncontrollable in Facebook.

So, let’s ponder over the true virtues or disadvantages of this social networking tool. Surely, if we understand it more, we can use it to our greatest advantage. To help us understand various other aspects of social networking, here are links to two interesting articles:
http://www.economist.com/business/displaystory.cfm?story_id=10880936 ,
http://www.msnbc.msn.com/id/5488683/.

In the meantime, I’ll just check if someone wrote on my Facebook wall…!

-Nilofar