That Doesn't Happen Here

 Yesterday and today (yay block scheduling!) eighth graders watched TEDTalks, responded to some curated questions, and participated in a class discussion. Some had time to reflect on a sticky note, some did not, but all of the conversations were very insightful.

The two TedTalks were Alex Gendler's "How to Recognize a Dystopia" and Dr. Ruha Benjamin's "Is Technology Our Savior - or Our Slayer?". While none of the classes watched both videos, there was an underlying ... understanding ... that ran through all of them. 

In each class, we talked about the "tools of control" that a government can use to keep citizens "in line": surveillance, limited information, weaponry, propaganda, etc. Many students identified the harms in these "tools" and many went so far as to give specific examples. On a separate question, many students were able to identify that billionaires/the ultra-wealthy are "in it" for themselves and cannot see what "regular" people need or want from technology. Where do these things: tools of control and self-involved billionaires occur? The group's understanding was apparent: North Korea. China. Russia. 

One student mentioned Australia, but when asked a follow up question, admitted they thought we were simply naming places we knew 😁.

Knowing that I walk a fine line on a daily basis, as we all do in our line of work, I pushed only slightly further: what kinds of ads do you get on your social media? Why do you think you get different ones from your peers? Is that surveillance? *A few light bulbs click on* What about limited information? There's only so much time in a day that we have to teach you information, so what do you mean by limiting information? *A few more click on, some bulbs are appearing like those old LEDs that need to warm up first, but you can tell there's electricity there*. Are slogans propaganda? Phrases like "I'm lovin' it" or "Just Do It", do they count? Who is controlling those tools? What might that impact be in 20 years on our global society? *The room lights up with ideas and opinions*.

In each class, I made sure to explain that those in power must have some type of surveillance, limit some information, and even dole out some propaganda. Otherwise, how do you keep tabs on people who might be trouble, prevent mass panic with every news story, or help people to believe in a cause? Think about those who are responsible for you: teachers, parents, family, mentors. Do they not surveil, limit some details/opinions, and sell you on ideas/plans? I highlighted that it was important to make sure we understood our own power to control the narrative, as "characters" living in a global society made up of many kinds of power.

The list of "what I wanted to say"s is long.

But! I have to remember that at 13/14 we only see what we think we look like. We are comfortable in the status quo, because nothing has disrupted that peace for many of us. It's not developmentally appropriate to want to save the world yet, it's more appropriate to appreciate the Katniss Everdeens and June Iparises as they take on their world's problems. The empathy and connection-making comes in waves, it's not an avalanche of understanding, but rather small pavers that combine to make a beautiful footpath.

The light bulbs are flickering, but there is power there. As their teacher, I hope they can make the connections necessary to see themselves in the texts. As a human, I'm hoping the lessons stay with them long past middle school.