This course presents technology in several perspectives. Above all, the course asks students to go beyond grasping technologies as finished “things” in the world, emerging fully formed—as if by magic— delivered to a doorstep. Instead, we explore the ways in which technology is socially constructed, contested, and continually transformed. Furthermore, we will study the ways in which technology shapes—and is shaped—by culture. Students are expected to produce original writing on these processes. Technology in American Lives (TIAL) draws from interdisciplinary readings that will have several characteristics. More specifically, TIAL is informed by several bodies of scholarly work— including (but not limited to) critical race, cultural, and ethnic studies; feminist, women, gender, and sexuality studies; architectural and landscape history; and, militarization and infrastructure studies. The texts we will read and interpret together are situated in specific geographic, temporal (historical and contemporary), and material contexts. As an intro-level class, TIAL puts the messy world of technologies into an order that we can follow, tracing an arc from the earth to waste over the length of the quarter. Furthermore, we will traverse through many different spatial scales to better understand where technologies come from and how they are developed, drawing from feminist, Marxian, and environmentalist critiques of production. Students that wish to take this course should be aware that we do look critically at technologies, but it is not a rejection of technology; instead, it’s a course devised to begin to introduce students to an imagination of different socio-technical possibilities.TIAL AMS 5 2017 Syllabus
Posting this here, quickly, for discussion and feedback… I have been developing the final reading list for Winter quarter, AMS 5, Technology in American Lives, in preparation of the final syllabus. I previously posted about the course here. This is a test. This is only a test. N.B. The readings are geared toward an intro level course.
10 – What is a technology? What are “American lives”?
12 – Mumford (1934; 2010), Technics and Civilization, Ch. II –OR– Langdon Winner (1980), “Do Artifacts Have Politics”
ELEMENTS AND EXTRACTION
17 – Brechin (2006), “The Pyramid of Mining,” Imperial San Francisco
19 – Cronon (1992), Rails and Water, Nature’s Metropolis [&/OR excerpt from Voyles’ Wastelanding]
BODIES AND EMBODIMENTS
24 – Laura Briggs (2003), “Debating Reproduction: Birth Control, Eugenics, and Overpopulation in Puerto Rico, 1920-1940,” from: Reproducing Empire: Race, Sex, Science, and U.S. Imperialism in Puerto Rico
26 – Nayan Shah (2001), from: Contagious Divides: Epidemics and Race in San Francisco’s Chinatown –OR– Kim TallBear (2013), selection from: Native American DNA: Tribal Belonging and the False Promise of Genetic Science [or journal article]
SITUATING AND SITUATEDNESS
31 – Simone Browne (2012) “Everybody’s Got a Little Light Under the Sun: Black Luminosity and the Visual Culture of Surveillance” (article) –OR– excerpt from book, Dark Matters
2 – Susan Schulten (2012), “Slavery and the Origin of Statistical Cartography” (likely selection) from: Mapping the Nation: History and Cartography in Nineteenth-Century America
7 – DOCUMENTARY OR FILM SCREENING
9 – EXAM DUE
14 – Michelle Murphy (2006), “Building Ladies into the Office Machine” (likely selection), from: Sick Building Syndrome and the Problem of Uncertainty: Environmental Politics, Technoscience, and Women Workers
16 – Natasha Dow Schüll (2012), excerpt from: Addiction by Design: Machine Gambling in Las Vegas
Optional reading from Shannon Mattern
21 – Janet Abbate (2000), (probably) “White Heat and Cold War: The Origins and Meanings of Packet Switching” from: Inventing the Internet
Additional readings from: Kazys Varnelis, The Centripetal City; Ingrid Burrington in The Atlantic
23 – Jack Kloppenburg (1990; 2005), First the Seed the Political Economy of Plant Biotechnology, 1492-2000 –OR– Alondra Nelson (2016), The Social Life of DNA: Race, Reparations, and Reconciliation After the Genome
28 – Alexa Dietrich (2013), selection from: The Drug Company Next Door: Pollution, Jobs, and Community Health in Puerto Rico –&/OR– Pellow and Park (2002), The Silicon Valley of Dreams: Environmental Injustice, Immigrant Workers, and the High-Tech Global Economy
Additional reading from Maya Weeks
2 – Shiloh Krupar (2013), selection from: Hot Spotter’s Report: Military Fables of Toxic Waste
Additional reading from Shannon Cram
THE WORD ITSELF
7 – Langdon Winner (1980), “Do Artifacts Have Politics” –&/Or Leo Marx (2010), “Technology: The Emergence of a Hazardous Concept”
9 – Wendy Faulkner (2001), “The Technology Question in Feminism: A View from Feminist Technology Studies”
14 – Antoine Picon (2000), “Anxious Landscapes: From Ruins to Rust”
Building on a previous round of notes for Technology in American Lives… I wanted to think of this course as “tracing a technological arc from the earth to waste, traversing through many different spaces, including the atmospheric, the microbial, and the extraterrestrial.” I had (or, have?) a schematic plan of what each week could address. Best laid plans, though…?
As I started to compile a bibliography, I immediately started to run into problems. As I had sort of expected, although not sure to what extent, the neat and tidy arc was more like a maze. So, for the time being, there is no order to anything yet. But it’ll come.
I’ll quickly be tossing out what won’t be useful to the class, while also paying attention to references for what emerge as important foundational research and conceptual ideas that an intro-level course might benefit from.
Although I had a lot of topics I wanted to cover, it looks like certain overarching themes might become more important. Something that immediately jumps out from the bibliography is that, in order to dig into critical lessons a little deeper, it might make sense to sacrifice some of the different and disparate strains in favor of certain clear genealogies (like nuclear science, urban technologies, and bioscience, perhaps).
Shorter chapters or articles are also good for a reading packet. Some books might be good for the reserve shelf as additional material for students.
A few caveats about the following list:
Most of the biblio, though not all, consists of book-length studies.
In case you want to try to read all this, I’m certainly not expecting to read every single book cover to cover. Some only have relevant sections or chapters, and I’m looking to see if these start to reveal other readings that could be more vital to the class. I will post other updates later on, as I start to get better organized and shape the course.
I will usually go over the intro and conclusion to get a quick sense of what the main claims are, in order to assess how it can fit. I’m also looking to bookmark what might be necessary for lecture prep, even if it doesn’t make it into the required readings for whatever reason.
The list is (always) incomplete. There are still several areas I would like to include (sailing! knots! textiles and sails!), but haven’t stumbled upon the right readings. Suggestions are more than welcome!
The list is sort of heavy on historical monographs, not (yet) covering theoretical and critical texts that will be folded in later (e.g. Butler; Benjamin), as guided by the readings. It also gravitates, for many reasons both personal and historiographic, toward spatial, architectural, and military studies.
Sorry but I haven’t tidied up my Zotero database, so there might be some errors in the biblio export file and extraneous categories.
I am starting to prep a new course (new to me, but existing in the American Studies slate) on Technology in American Lives. I’ll teach this class in the Winter quarter, starting in January 2017.
I’ll post a reading list for the summer. The readings will serve a number of functions. They’ll help me prepare lectures and give me the context I need to teach the class, plus set up expectations and questions for discussion section, while giving the students some starting points if they want to pursue further research beyond the class reader. They will probably lead to other finds that will have to be added to the prep list, and ultimately serving as the bank from which to select the final course packet. The course is an intro level undergraduate lecture, so the final readings will be selected with this criteria in mind.
Technology in American Lives has been taught in myriad ways before and my version won’t be any better or worse than those. My own swing at it will doubtless reflect my personal background in the fields of architecture, geography (especially on critical militarization studies), arts, and media. I’m certain it will have many blind spots too.
Broadly, I want the class to expose the students –obviously– to the idea that technology is not a fixed ‘thing;’ that it is socially constructed and contested – and changing. And furthermore, I hope the class also inspires them to understand and question the role of the nation-state in simultaneously researching, producing, and ‘liberalizing’ (privatizing) technologies. UC Davis will also be an ideal place to see this in practice, especially in the world of food and ag research. I’m hoping that every week I can draw on a few local examples to help illustrate the issues raised in class.
At the same time, saying that something is “socially constructed” can be deceptive — the social labor embedded in making a technology, as Marx long ago observed, has to contend with the limits and possibilities of nature in the world; possibilities are not endless — e.g. flight has to deal with gravity, etc. etc. Furthermore, perhaps my main take away for the class is that just because something is socially constructed within given parameters in space, time, nature, and economics doesn’t mean that it is finalized. The given social appearance of a technology is not a zero sum game. Americans have created technologies under many rubrics of racial ideologies, gender determinisms, and accumulative goals, to name a few, and these rubrics have been and can be resisted. (Besides, the title of the class can be misleading; we may read a lot of authors who are not “Americans” but have important concepts and contributions on thinking about—and with—technologies and Americans).
Perhaps more challenging is the question of ‘What is an American life?’ This question opens up an inquiry into how a technology traverses the world through trade, media, and infrastructure. In fact, technologies traverse with and within human and animal pathways and bodies; an American “life” can thus be understood—biologically, philosophically, legally—in many ways. The course will ask the students to question their perceptions of borders, populations, and what is a body or a life, ultimately. And in the end, hopefully we can have a conversation about that pesky, little issue of power and how it is wielded (like, over which lives?). The idea here is that technologies can (probably) only operate through bodies. The effects of radiation, for example, were known because they were tested on thousands of bodies (such as Pedro Albizu Campos’, the Puerto Rican radical nationalist, imprisoned by U.S. occupying forces) – and weapons are not merely for an imaginative ‘threat,’ no matter the ideologies in their production; they exist in and through their use upon other bodies—and affect entire ‘lives.’
For the time being, my prep will be messy as I jump through a lot of “technologies,” their histories, and useful concepts to make sense of the social life of technology. I felt that a certain logic to the course could be obtained from tracing a technological arc from the earth to waste, traversing through many different spaces, including the atmospheric, the microbial, and the extraterrestrial.
I’ve decided to structure the first pass in the following draft format (this is not a final format for the course at this point):
INTRO – What is technology; what is an “American life”? Is American life a technology itself?
ELEMENTS – substances, pharma, air, heat, atoms and atomic tech
WORDS – printing, military communications, transmissions, radio, etc
IMAGES – colors, paints, the media, reproduction, images, films, etc
WASTE – E-waste, toxics, water, demolition, discards and discarded tech.
I’m pretty sure that each of these categories will include, on the one hand, historical and ethnographic works paired with, on the other hand, conceptual/theoretical texts that help interpret, critique, and deepen the case studies. Of course, the categories can be a little confusing, since larger issues—race and racisms, for one—will span many of the categories. I’ll also try to provide some supplemental materials, like podcasts, documentaries, and fictional works. We’ll see how it plays out…
Several people have sent suggested readings; I have a bunch of my own. My thanks already to folks like Braulio Agnese, Martha Bridegam, Alexandra Lange, Jacqui Shine, Aaron Wilcher, John Stehlin, and Vera Khovanskaya (among more that I am perhaps forgetting – sorry!). Also, much gratitude to previous instructors and TA’s, particularly Toby Smith and Xan Chacko, for their feedback. I’ll be posting in the coming days a reading list and rough schedule I want to have. Anyone is welcome to follow along and sent questions/comments.
*N.B.: WordPress for UC Davis has comments set to off and there’s no way to change it (fine with me); I’ll duplicate this post on Medium and comments can be posted there, as well as via Twitter.