I mean, it’s a little bit on them if we take the time to explain to how it is fraudulent and deskilling them. I find most students get it & would rather do the work if they think you take them seriously. But if they still don’t give a shit, I ain’t wasting my time policing & punishingZ

I’m hoping it will help them think through the scale & severity of climate change without lapsing into despair or banking on cheap hope. There are more affective registers of climate change to think with (and I don’t want them to leave my class depressed as I think they often do).

I’m planning on using some of this book in my “Reimagining Climate Change” seminar next semester!

The manipulation of ableism here too is wild considering that it is being marshaled in defense of technologies that deskill their users while extracting their data & profiting from it all. Inclusive pedagogy isn’t a problem awaiting a magical solution from the tech-bros.

These dynamics of antidemocratic governance, deprioritized education, & growthism will accelerate, I would guess, with the gleeful, uncritical embrace of AI, which, needless to say, will not end well for us or our students.

I did it this semester & my students have been way into it. The conversations in class and the work I’m getting is among the best I’ve had in years. A lot of them know that the edtech complex is deskilling them. Please report back.

This play is also being staged simultaneously at Ohio State.

As an OSU professor, thank you for this!

I should say too that the students helped devise the questions they felt captured what we discussed & would give them latitude to respond in a variety of ways.

That was my first thought! What does it mean if “fight fascism“ triggers you?!