Note: This is not meant to be a perfect “seamless” experience of being in secondlife - but rather it is meant to show the breaks and ruptures…This is one version - I will have more with more ruptures inserted…layered…

PLEASE SUBMIT ABSTRACTS ASAP  (deadline is still tentative - so if you are working on something relevant email me anyway with a query).  Title: Everyday 3D Lives: Digital Embodiment, Performativity and GlobalizationEditor : Radhika Gajjala[ http://personal.bgsu.edu/~radhik ](Lexington Press is interested and I am discussing this collection with them)  In the recent past, there has been much talk of “web 2.0 “ and “web 3D” as new media. Educators and researchers all over the world are debating the pros and cons of such environments. MMORPGs (Massive(ly) multiplayer online role-playing games) such as World of Warcraft (WoW) and online 3D environments for social and economic activity. Immersive environments such as secondlife are being examined from multiple disciplinary lenses. This edited will include articles based in examinations of embodiment, performativity, gender, race, class, ethnicity, sexuality and globalization critically, and will be open to multiple disciplinary intersections.What sorts of convergences, conjunctures and connections emerge in relation to embodiment, identity and globalization specifically in 3D environment (such as secondlife) and MMORPGs? Researchers examining presence and absence or voice and voicelessness are increasingly mobilized to speak of identities emerging online, while binaries such as embodied/disembodied and global/local are deployed unproblematically in both utopian and dystopian viewpoints regarding the Internet. Performativity begins to shape exposure and privacy. Thus while claims are being made that the Internet is a “public sphere” in a Habermasian sense (Poster 1995) corporate privation and surveillance comes upon us in Internet mediated environments and we learn to negotiate our speaking within interstices of presences and absences, cooperation and isolation, community engagement and individual consumerism. Simultaneously hegemonic structures invested in particular ideologies of globalization and “free” markets learn to co-opt diverse identities and voices. Voice thus becomes a strategic construct in both cases. Notions of voice/voiceless and empowerment/participation in such instances are appropriated by status quo discourses and are themselves mobilized for the oppression of the subaltern (Gajjala, forthcoming 2008).In the book on “Pedagogies of the Global”, the editor, Arif Dirlik writes that”Rather than erase difference by converting all to Euro/American norms of modernity, however, capitalist modernity, as it has gone global, has empowered societies once theoretically condemned to premodernity or tradition to make their own claims on modernity on the basis of those very tradition to make their own claims on modernity on the basis of those very traditions, as filtered through experiences of colonialism, neocolonialism, or simple marginalization by the forces of globalization “(Dirlik, 2006, 3).Digital media plays a significant role in aiding these connections and shaping these re-presentations. I am interested in research that examines these connections, representations and productions through critical theoretical lenses based in postcolonial theories, feminist theories, critical race theories and so on.500 word abstracts due by January 1, 2008 and full articles of no more than 8000 words length due by September 2008.Email me with any queries (Deadlines are still flexible at this time - so keep checking) - radhika@cyberdiva.org.

DEADLINE EXTENDED:

PLEASE SUBMIT ABSTRACTS BY DECEMBER 1, 2007.

Title: Everyday 3D Lives: Digital Embodiment, Performativity and Globalization

Editor : Radhika Gajjala

[ http://personal.bgsu.edu/~radhik ]

In the recent past, there has been much talk of “web 2.0 “ and “web 3D” as new media. Educators and researchers all over the world are debating the pros and cons of such environments. MMORPGs (Massive(ly) multiplayer online role-playing games) such as World of Warcraft (WoW) and online 3D environments for social and economic activity. Immersive environments such as secondlife are being examined from multiple disciplinary lenses. This edited will include articles based in examinations of embodiment, performativity, gender, race, class, ethnicity, sexuality and globalization critically, and will be open to multiple disciplinary intersections.

What sorts of convergences, conjunctures and connections emerge in relation to embodiment, identity and globalization specifically in 3D environment (such as secondlife) and MMORPGs? Researchers examining presence and absence or voice and voicelessness are increasingly mobilized to speak of identities emerging online, while binaries such as embodied/disembodied and global/local are deployed unproblematically in both utopian and dystopian viewpoints regarding the Internet. Performativity begins to shape exposure and privacy. Thus while claims are being made that the Internet is a “public sphere” in a Habermasian sense (Poster 1995) corporate privation and surveillance comes upon us in Internet mediated environments and we learn to negotiate our speaking within interstices of presences and absences, cooperation and isolation, community engagement and individual consumerism. Simultaneously hegemonic structures invested in particular ideologies of globalization and “free” markets learn to co-opt diverse identities and voices. Voice thus becomes a strategic construct in both cases. Notions of voice/voiceless and empowerment/participation in such instances are appropriated by status quo discourses and are themselves mobilized for the oppression of the subaltern (Gajjala, forthcoming 2008).

In the book on “Pedagogies of the Global”, the editor, Arif Dirlik writes that

“Rather than erase difference by converting all to Euro/American norms of modernity, however, capitalist modernity, as it has gone global, has empowered societies once theoretically condemned to premodernity or tradition to make their own claims on modernity on the basis of those very tradition to make their own claims on modernity on the basis of those very traditions, as filtered through experiences of colonialism, neocolonialism, or simple marginalization by the forces of globalization “(Dirlik, 2006, 3).

Digital media plays a significant role in aiding these connections and shaping these re-presentations. I am interested in research that examines these connections, representations and productions through critical theoretical lenses based in postcolonial theories, feminist theories, critical race theories and so on.

500 word abstracts due by December 1, 2007 and full articles of no more than 8000 words length due by September 2008.

Email me with any queries - radhika@cyberdiva.org.

with Radhika:) [seriously - that IS another Radhika - one is my Avi and the other is another Radhika's avi - I finally found her - she's the (more technologically capable one) they've all be confusing me with:)]

Had a very productive conversation with N about the Machinima she and her group produced - will have something to write about that with quotes from her after a few more meetings and conversations with her.

stay tuned!

The archives aren’t updated yet - but when they do you can find the discussion…

Meanwhile - cutting and pasting a part of my most recent post to invite anyone in-world to IM me to be a part of the group I am forming.

THIS discussion is to me about SL education and how we as educators can use these tools (if we must) responsibly and to explore if this medium is indeed enhancing or hampering our ability to pedagogically negotiate the complexities of representational practices world wide. When are we as educators part of the solution and when do we become part of the problem?

I am starting a group on SL on the politics of representation and pedagogy - anyone interested should IM me inworld - rad Zabibha.

This fall I teach a course on Pedagogy at the grad level and hope to have them participate in an SL based assignment that will include this group and discussions with them. Therefore the group is about more than “SLED” - it is about Pedagogy and representational practices.

There is a discussion of this going on the sled list. The idea of roleplaying and problem solving is not what is being questioned. My question is - how might we do this sort of “role-play” without perpetuating social problems through the very clear racial and ethnic stereotyping that is happening here in the name of “reality”?

The better the technique and production - the more visible the clear pleasure of producing the villanous gang member with the music invoking particular cultural background and stereotypical (very hollywood and bollywoodlike, actually) characters - all this would draw a child into the role playing and perhaps what would be sidetracked into worrying about people from specific ethnic backgrounds - thus the video, instead of posing a dilemma, would teach the child something else…