College of Education
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11875/2367
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Browsing College of Education by Author "Eaton, Paul W."
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Item Social Media as Everyday Practice: Reflections on Multiplicitous ~ Becoming ~ Activist(Journal of Critical Thought and Praxis, 2017) Eaton, Paul W.Highlighting my own daily social media practices as an example, I will unpack the various tensions and possibilities associated with being a scholar and social media activist as everyday practice. In what I refer to as multiplicitous~ becoming~activist, I harness ideas from Luis Urrieta, Jr. to challenge notions of social justice and activism identities as static, but rather as active processes that can and should be enacted within distributed social media spaces.Item Tag-Untag :Two Critical Readings of Race, Ethnicity, and Class in Digital Social Media(Journal of Critical Scholarship on Higher Education and Student Affirs, 2016) Eaton, Paul W.This article utilizes post-qualitative inquiry, providing two critical readings – one from a critical-cultural poststructural perspective (rooted in intersectionality theory) and one from a critical posthumanist perspective – of one student’s relationship to race, class, and ethnicity across distributed social media spaces. The act of tagging-untagging as described by Miranda is central to unpacking the two critical readings offered in this article. How students understand, articulate, and potentially unpack race, ethnicity, and class in the digital age requires college student educators to move beyond traditional developmental theories, exploring and engaging the ambiguity of these socially constructed concepts in a technologically mediated world. This article advocates that discussions of race, ethnicity, and class in the 21st century must account for digital social media spaces as well as new forms of inquiry - reading and plugging data into multiple theoretical perspectivesItem We Need To Talk: Digital Practices & Ethics in Our Profession(2018 ACPA Convention, 2018-03-12) Eaton, Paul W.; Pasquini, Laura A.; Ahlquist, JosieAs Student Affairs educators leverage technology for professional practice, we have failed to discuss how our digital lives intersect with our work lives. This competency-based, case study guide is designed to facilitate conversations about expectations and realities of what it means to be a professional online. To help you discuss ways to support digital-ethical professional practice in higher education, we have identified a few scenarios to discuss and develop a positive culture online. We encourage your to start an open dialogue on these issues and identify potential solutions to address unwanted interactions and inappropriate behaviors in professional online networks. Please feel free to bring these case studies back to your campus and/or graduate programs to continue the conversations. This resource is shared with the following Creative Commons license: CC BY-NC-SA 4.0