Tag-Untag :Two Critical Readings of Race, Ethnicity, and Class in Digital Social Media

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dc.contributor.authorEaton, Paul W.
dc.date.accessioned2018-05-31T21:14:19Z
dc.date.available2018-05-31T21:14:19Z
dc.date.issued2016
dc.description.abstractThis 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 perspectivesen_US
dc.description.departmentEducation
dc.identifier.citationEaton, P. W. (2016). Tag-untag: Two critical readings of race, ethnicity, and class in digital social media. Journal of Critical Scholarship in Higher Education & Student Affairs, 3(1), 61-78.en_US
dc.identifier.urihttp://hdl.handle.net/20.500.11875/2369
dc.language.isoen_USen_US
dc.publisherJournal of Critical Scholarship on Higher Education and Student Affirsen_US
dc.subjectsocial mediaen_US
dc.subjectpost-qualitativeen_US
dc.subjectcritical posthumanismsen_US
dc.subjectintersectionalityen_US
dc.titleTag-Untag :Two Critical Readings of Race, Ethnicity, and Class in Digital Social Mediaen_US
dc.typeArticleen_US

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