Fixing Social Media: Toward a Democratic Digital Commons

In the past few years, big Social Media networks like Facebook, Twitter, and YouTube have received intense scrutiny from the intellectual classes. This article critiques the dominant strain of criticism, the neo-Brandeisian School of antitrust, for its narrow focus on “regulated competition” as an appropriate means to “fix social media”. This essay calls for a socialist alternative: a democratic social media commons based on free and open source technology, decentralization, and democratic socialist legal solutions. It reviews how existing solutions like the Fediverse and LibreSocial work, and how they may provide answers for a better way forward

Digital colonialism: South Africa’s education transformation in the shadow of Silicon Valley

This dissertation investigates the social implications of technology choices for the emerging education transformation of the South African basic education sector. In October 2015, then President Jacob Zuma launched Operation Phakisa Education (OPE), an initiative designed behind closed doors to fast-track digital education into all South African public schools. This study identifies and analyses policy choices and perspectives regarding the technology considered and deployed for the national education rollout. It documents the OPE proposal, and examines how e-education policy choices relate to humanitarian objectives. Theoretically, this study draws upon libertarian socialist theory (anarchism) to examine the sociology of education technology policy. Using anarchist theory, it assesses the perspective, aims, and choices of e-education policy at the national level. It also draws on the Free Software philosophy for society as articulated by Richard Stallman and Eben Moglen. Finally, it compares classic colonialism with global power in the digital era, and posits a theory of digital colonialism. Synthesizing anarchism and the Free Software philosophy into a single theoretical framework – placed into the context of colonial relations – it is the first work to apply anarchist sociological theory to education technology policy, and the first doctoral study on digital colonialism. For its methodology, this dissertation utilizes two qualitative methods: document analysis and semi-structured interviews. Interview subjects include high-level e-education policymakers and administrators in government, key stakeholders, and experts at the intersection of technology innovation and human rights. These methods were used to both identify and interrogate e-education policy as it relates to the humanitarian objectives of education policy at the national level. The findings demonstrate that South African education policy is beholden to largely United States-based corporations and models for e-education. The study found that the types of technologies for consideration in education are rooted in surveillance capitalism, which is spreading across the world. It contends that current e-education policy choices will entrench the power and exploitation of US state-corporate power in South African education, economy, and society. It argues that an alternative set of choices, People’s Technology for People’s Power, is consistent with the spirit of South African technology policy, and should be chosen for South African schools in order to counter the power of foreign power and resist surveillance capitalism. This dissertation is the first publication to document and analyze what the new government education policy is about and how it relates to equality and human rights. It argues that present South African e-education policy constitutes a new form of digitally-driven technocratic neoliberalism which ultimately favors ruling class interests in the United States and South Africa. It also argues that OPE violates South Africa’s Free and Open Source policy and the spirit of democracy outlined in the Phakisa methodology and the Batho Pele principles. This study found that OPE replicates the latest trends in e-education implementation popular in Silicon Valley. Tech multinationals are providing both the products and models for use in South Africa. The dissertation concludes that US technological and conceptual dominance in South African education constitutes digital colonialism. It emphasizes the need for public inclusion in the policy process, and proposes alternative policies and technologies for e-education based on the idea of People’s Technology for People’s Power. It also argues that current scholarship on education technology neglects the political and sociological importance of People’s Technology to education, economy, and society, as well as the global significance of Big Tech dominance vis-a-vis digital colonialism, and that subsequent literature would be enriched by addressing these issues

Handbook of Learning Analytics

The utilization of learning analytics within K12 education has expanded over the last ten years. The availability of new software for both administering school systems and tools for teaching has increased and with it the amount of data collected and analyzed. However, each country is on a different path with respect to how it navigates the availability of these new technologies and the data they produce. Given the heterogeneity of systems, practices and cultures, rather than attempt to comprehensively document learning analytics the following chapter asked six scholars involved in K12 learning analytics research to document what they see as the key benefits and concerns associated with learning analytics within their country. The countries represented are China, Finland, South Africa, Uruguay and The United States of America. Although each is clearly different, a common theme emerges around the difficulties and dangers of moving education systems from data collection to data utilization.Second Editio

Operation Phakisa Education: Why a secret? Mass surveillance, inequality, and race in South Africa's emerging national e-education system

This paper investigates several human rights concerns with respect to the South African government’s secretive plan to transform basic education, Operation Phakisa Education. The first concern is the influence of digital surveillance on education and society by government and corporate institutions. This is evaluated in light of electronic foreign and domestic government and corporate surveillance, as well as the context of socioeconomic inequality. Another is the likelihood of a chilling effect on free speech and inquiry. A third issue is the monitoring and evaluation of teachers and the associated limits on teacher autonomy. Last, it considers democratic process and informed consent. It concludes that Operation Phakisa Education poses serious problems for education and society, and contradicts principles of democratic transparency endorsed in education policy

The conservation status of the world’s reptiles

Effective and targeted conservation action requires detailed information about species, their distribution, systematics and ecology as well as the distribution of threat processes which affect them. Knowledge of reptilian diversity remains surprisingly disparate, and innovative means of gaining rapid insight into the status of reptiles are needed in order to highlight urgent conservation cases and inform environmental policy with appropriate biodiversity information in a timely manner. We present the first ever global analysis of extinction risk in reptiles, based on a random representative sample of 1500 species (16% of all currently known species). To our knowledge, our results provide the first analysis of the global conservation status and distribution patterns of reptiles and the threats affecting them, highlighting conservation priorities and knowledge gaps which need to be addressed urgently to ensure the continued survival of the world’s reptiles. Nearly one in five reptilian species are threatened with extinction, with another one in five species classed as Data Deficient. The proportion of threatened reptile species is highest in freshwater environments, tropical regions and on oceanic islands, while data deficiency was highest in tropical areas, such as Central Africa and Southeast Asia, and among fossorial reptiles. Our results emphasise the need for research attention to be focussed on tropical areas which are experiencing the most dramatic rates of habitat loss, on fossorial reptiles for which there is a chronic lack of data, and on certain taxa such as snakes for which extinction risk may currently be underestimated due to lack of population information. Conservation actions specifically need to mitigate the effects of human-induced habitat loss and harvesting, which are the predominant threats to reptiles