Wednesday, February 29, 2012

Writing for Social Justice Group Blog

Injustice in the HEB

Last week after class, Courtney, Julia, and Morgan went to the big HEB in San Marcos to look at the injustice of parents buying unhealthy foods for their families. This is a problem for several reasons:
· First, young children often don’t know enough about health and nutrition to make informed decisions about their diet or contradict their parents’ dietary decisions.
· Second, even if children know better than to eat the unhealthy foods their parents buy, they don’t have the economic means to feed themselves. If their parents choose to buy unhealthy food despite the children’s concerns, the children must eat it or go hungry.
· Third, the unhealthy food choices parents make affect their children doubly. On one level, it’s bad for the children when they eat it. On another level, it is bad for the parents when they eat it and their poor health can have even more negative consequences for the children.

We observed between five and ten parents (single and paired), including one obviously pregnant woman, buying groceries for their families, and all but one set of them had unhealthy food and beverage products in their shopping carts. We assumed the people we observed were parents either because they had products targeted toward children in their cart or they had children shopping with them. Even when the parents had unhealthy foods in their carts, they tended to also have some healthy foods, as well. Additionally, the parents who had more children with them tended to have more unhealthy foods and drinks in their carts. The foods and beverages we viewed as unhealthy included processed foods like American cheese, chips, crackers, hot dogs and sausage, cereal, other boxed snacks, ice cream, frozen pizza, and soda. On the other hand, we considered healthy, whole foods to be products like vegetables, fruits, unprocessed meats, dairy, and eggs.

Other noteworthy observations we made concerned race and sex. Most of the parents we observed buying unhealthy foods were Hispanic. The one set of parents that had only healthy food and drink in their cart looked white, and they had three small children with them. We also noticed that, when comparing the individual female parent shoppers to the individual male parent shoppers (whether they were “single” or not), the females tended to buy more than the males, potentially playing into the stereotypical gender role of mother as homemaker. The fact that one father/son shopping duo only had about three items in their basket, in addition to the time of day we conducted our observation, might also indicate that several of these parents were merely shopping to fill in the gaps of their food stocks. There are several factors involved in these trends as well as several possible explanations behind what we observed. It would be difficult to make assumptions, however, based on the limited information we had.

That said, our primary goal in this observation was to validate our belief that parents frequently buy unhealthy foods and drinks for their families, which we were able to do. If we were to take this observation further—into “action”—we would conduct more research to find out what the patterns of parent grocery shoppers are and the reasons behind those patterns, educate the community about the importance of making healthy food choices when grocery shopping, and find other ways to take action on the issue, for example through legislature, boycotts, organization partnerships with HEB, etc.

(This blog post was collaboratively written by the three of us.)

Thursday, February 23, 2012

From Writing for Social Justice Blog (Rebel Girls)

Youth Perspective on Activism

I really had to stop and think about the role of youth in social activism. I never really thought about the unique perspective that youth have on youth issues. I am used to thinking of youth activists in the adult role of global human rights activists. Having been in groups since I was a teen, I realized that I took on the position that an adult would take. In Taft's example of the different ways that adults and youth focus child labor issues, I found myself somewhat confused. I would, and have, taken the position that child labor should be stopped, but the youth worker organization is more concerned with their rights like improving working conditions and having time for school (57). It never occurred to me that child workers may want to work, and simply need better conditions to work in. Totally mind-blowing...

This made me rethink the groups that target youth like Amnesty International and Invisible Children. Following the same example in Taft's book, I am wondering if say the child soldiers that IC fights for would prefer to have better conditions during war instead of being rescued from it. I don't know if I would agree with that, but I am wondering if it is adults pushing for this instead of really being what the children want. As far as AI goes, I noticed that the youth section still seems to take on the adult view, but gives youth-centered activities (remixing the song) or puts youth on the same level as adults. It still doesn't address a youth perspective about the same human rights issues. I hope that all made sense.

Monday, February 20, 2012

For Computers and Writing (Hypertext 3.0)

I am used to thinking of hypertext in the form of a hyperlink. Possibly because I took some web design courses and had to learn HTML, WYSIWYGs, etc. I tend to think of hypertext as code, and the links/images that it produces on the screen for you to click on. Again, I went searching for answers on YouTube. I easily identified with hypertext in this context:



I think this made the most sense, because it is a traditional view of what hypertext is. After thinking about the reading I think that this may be too narrow a definition for what hypertext really is. If hypertext "reconfigures text in a fundamental way not immediately suggested by the fact of linking", then what else can hypertext be (Landow 84)? The answer seems to be in the fact that hypertext is not just text but includes visual elements (hypermedia) that are not the same as hyperlinks.



I found this video rather interesting in that she had a definition of hypermedia as an "extension of hypertext". The book links the two terms together, because to Landow "hypertext systems link together passages of verbal text with images as easily as they link two or more passages of text" and can be used interchangeably since "hypertext includes hypermedia" (84). I think Landow's view is interesting because when I think of how a print book includes pictures it doesn't suddenly stop being a book. Is it still hypertext if it includes images? I think so. The definition of hypertext is expanding beyond the hyperlink, to includes any method of interaction with a text.

Thursday, February 16, 2012

For Writing for Social Justice (Rebel Girls)

Empowerment?

Did anyone else have music playing in the back of their head? For some reason lyrics in John Mayer's Waiting on the World to Change and the chorus to We Are the World kept popping up in mine. Don't ask me why...

What got me the most was how Taft distinguished between activism and empowerment. This sort of threw me a little because I wanted to believe they were the same, or at least were seeking to accomplish the same thing. The more I think about it the more I realize that activism does emphasize social change, while empowerment tends to focus on personal change (28). When I think back to my Girl Scout days we were learning self-improvement skills instead of attending protest rallies. Not that I would have expected too many rallies to take place in my neighborhood (who would protest suburbia?), but when I think about it the focus was on us being better girls--and selling cookies.

I left Girl Scouts when I was little, and I was in my late teens when I became more of a social activist. I noticed that some friends I know who stayed in Girl Scouts for much longer seemed to focus only on themselves or on girl-only issues. On the other hand, I always found it interesting that there would be babies and young children at the same marches and rallies I was attending as an adult. These children were being exposed to activism at an early age. Some of them I have been able to see grow up and become activists themselves. It seems that activism is empowering, while empowerment doesn't always lead to activism.

Empowerment programs do seem to be rather individualistic (right Alyssa?), and about embracing the ideology of liberal feminism. I question how you can encourage social change and a sense of community when you focus so much on the individual...I also wonder about what this agenda means for girls from more conservative families, and the way they view empowerment and activism. Would conservative girls really be empowered in a liberal feminist program?

Monday, February 13, 2012

For Computers and Writing (Medium is the Massage)

Privacy and the Internet

I got rather tickled when I was reading McLuhan's book. For some reason, I was thinking he was talking about the effect the internet has on us all. When I got to the part about television it threw me for a minute. I had to go back and check the date this book was written. It is rather eerie how relevant his information is today.

A couple of things immediately jumped out at me. The idea that we are losing privacy in gaining technology is something that I keep seeing over and over in my news feeds. When it comes to the real life and death examples of the media in the lives of celebrities (i.e. Michael Jackson, Whitney Houston) the "tyrannical womb-to-tomb surveillance [is] causing a very serious dilemma between our claim to privacy and the community's need to know" (12). While many people won't have their lives scrutinized by the entire world, they can be subjected to it on a smaller scale once someone updates their facebook status. It seems that even with privacy settings there still is very little privacy online. As McLuhan writes, "the older, traditional ideas of private, isolated thoughts and actions--the patterns of mechanistic technologies--are very seriously threatened by new methods of instantaneous electric information retrieval by the electrically computerized dossier bank" (12).

This reminded me of an article I saw on a British couple that were detained by DHS for making terrorist threats on twitter. You can read about it here. I think it is rather creepy to know that everything you type is being watched, even if it is supposed to be in the country's best interest. This could explain why facebook freezes when I am talking about a controversial subject.

The readings also reminded me about another article I read where a young girl complained about her parents on facebook. Not that this is anything out of the ordinary, especially after reading McLuhan's ideas about youth. What makes it interesting is the way that the girl was caught and the resulting aftermath. The girl tried to control her privacy by using the settings to block out her parents, but forgot to block the dog. When the parents logged in to the dog's facebook page they saw the girl's post (which means she didn't take into account her global family/neighborhood had expanded to include the dog). Apparently, the father thought a suitable punishment would be to shoot the computer, and of course it made the news. The article says that the father decided to respond via facebook to the media (which is where the whole problem started) and not do interviews. To me, it illustrates McLuhan's point about propaganda ending where dialogue begins, and how you must "talk to the media, not the programmer" (142). Check out the article here.

While I'm not sure how McLuhan has addressed this same topic today. It isn't the same as once having television characters beamed into your living room. Today friends, family, strangers, and the government can downright intrude into what you think is your own personal space--even with privacy settings. People can enter your thoughts, judge them, and then leave comments to tell you how genius or insane they believe you are. I think that it is important to realize how much more relevant this information is today.

Thursday, February 9, 2012

For Writing for Social Justice (White Privilege)

Silence

Sometimes I wonder just what it is that white people are afraid of when it comes to dealing with antiracism. On the one hand I can understand how someone would fear "isolation..., ostracism..., rejection..., loss of privilege or status..., physical harm...", but part of me just doesn't get what the big deal is (Tatum 146). So it makes a white person uncomfortable to deal with their racism for a while, it makes everyone who isn't white uncomfortable all the time. The reality is that nonwhite people don't get to choose when and where we will deal with racism, and we surely don't get to take a break from being uncomfortable and go back to our regular lives. It just isn't an option.

What is an option is how we deal with the racism. Reading Tatum's article made me remember some of my frustrations with being silent in certain situations. I know that everytime I stay silent I am really disconnecting from my experience, and internalizing my own oppression (148). I think that when you realize that there is nothing you can do to stop racism from happening to you ,and the people you care about, it is easy to just give up, or get angry about it. I just want people to know "why I'm angry and not be offended by it" (149). I want people to know that it is not okay to dismiss racism as just an everyday fact of life, or say that it no longer exists. I want people to know that putting a black face on a racist act doesn't soften the blow or make it any less insulting.

Racism is an uncomfortable subject for us all. It is something that affects all of our lives. I think that it is important that we do break the silence, and not just during a particular situation. We need to have that meaningful dialogue when with one another when we are sitting at the dinner table, on the same pew, or in the same class. I myself recognize the need to understand how racism truly affects the lives of white people. I think that beginning to see how racism affects the lives of others and having a conversation about it takes us out of our comfort zones. The question is how long are we willing to be uncomfortable?

Monday, February 6, 2012

For Computers and Writing Blog (Writing Space)

Understanding Interactive/Hypertext Fiction

I found it rather difficult to wrap my brain around the chapter on interactive fiction. I decided to search the internet for examples only to end up even more confused. I tried to find Michael Joyce's story but the only place I saw it would have made me pay for it. So, I went to YouTube for some visual examples and found Shelly Jackson's Patchwork Girl which really left me even more confused. I just don't see how it is " simultaneously dissected and 'stitched', as the author puts it, into the fabric of the narrative" (157).




The IF sites I found called them games, and they could have graphics or not. To me, the confusion sets in in what IF really is. My mind wants to make it a sort of "interactive" book where you pick what part you want to read. In this sense, Saporta's book actually kind of makes sense to me. Although I do find it somewhat weird to call it a book even though it is unbound, it's the fact that you can "shuffle [the] pages like a deck of cards" that makes it interactive like other books where you might simply flip the pages for an alternate ending (148). I think what makes this unique is that the reader alters the entire narration of the story rather than keeping it in the same order but being able to flip back and forth. I found a video sort of explaining it, but I think that being able to read it would make it a lot easier.




On the other hand, I can sort of see how it could be considered a game where you act out a story. It reminds me of the narration that is in the games I play online, but I consider these games not interactive stories. Still trying to picture this whole thing I came across another video of an example of hypertext fiction. Honestly, this confused me too because it just doesn't seem to have any order to it, but at least I could see what the book was talking about.




While I may never become a fan of interactive/hypertext fiction I think that I have a slightly better grasp on what it is. I honestly think that I am being a late age of print fuddy duddy but I am okay with that. This is somewhat beyond my comfort zone. I am wondering if anyone else had trouble understanding this chapter?

Thursday, February 2, 2012

From Writing for Social Justice Blog (White Privilege)

The Blame Game

So, I might go over the word limit with this, but I am so tired of people playing the blame game when it comes to racism. No, not every problem that black people face has to do directly with a white person. While some issues are directly and indirectly related to racism and prejudice, sometimes a black person really didn't lose their job because of The Man (in the form of their white boss) but because they had been showing up to work late and stealing from the store for months. Sometimes it is what we do, not what has been done to us, that leads to our detriment. Does it then mean that black people really do "suffer deservedly, because they do not take advantage of the opportunities offered them", or are "innately lazy and less intelligent...lack will power...[and prefer] welfare to employment..." (Lipsitz 86)? According to the polls it does.

That aside, what also tires me is when white people get defensive about the effects racism has on their lives. Either they are victims of "reverse discrimination--by which they usually mean race-specific measures designed to remedy existing racial discrimination, that inconvenience or offend whites...", or they are upset at being made to "feel guilty or unduly privileged because of things that happened in the distant past" (86-87). When anyone is dismissive about the legacy that slavery and post-Reconstruction has had (and still haves) on this country I am highly irritated anyway, but to lump all of the exasperation concerning problems plaguing the Black community as "grievances soley with slavery" and that they or their family didn't own slaves negates the reality of the experience black people had/have in this country because of it. What about "racialized social policies, urban renewal, or the revived racism of contempory neoconservatism" (88)? Or how about institutionalized racism, constitutional slavery, Jim Crow and the Black Codes, and all of the other post-Reconstruction practices that have been implemented and have nothing to do with owning slaves?

Not to mention that you didn't have to own slaves to benefit from slavery. As Lipsitz states, "This view [of not owning slaves] never acknowledges how the existence of slavery and the exploitation of black labor after emancipation created opportunities from which immigrants and others benefited, even if they did not personally own slaves" (88). This also applies to people who didn't live during segregation, and don't feel responsible for what their parents or grandparents did. The issue is not if they did anything but whether or not they benefitted from someone else doing it.

On the flip side, these same people never express any concern for what Black people have to live with and had passed down to them. Fear, distrust, anger, shame, pain, depression, etc. are a reality for those who are the descendants of slaves. As a Black person, distancing yourself from slavery means dismissing what your ancestors went through. If you honestly think about it, their ability to endure slavery is the only reason you exist today. Sometimes I really don't think people (white and black) really understand this. Forgetting isn't really an option. I digress...