Facebook in Brazilian Schools: Mobilizing to Fight Back

Lemos, Mónica; Júnior, Fernando Rezende da Cunha

doi:10.1080/10749039.2017.1379823

Cited by 8 publications

(5 citation statements)

References 36 publications

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“…In the present paper, I draw on Cultural Historical Activity Theory's (Vygotsky, 1978, CHAT) view that individual activities are collaborative agencies of cultural and self-development. Building on Leontiev's (1959Leontiev's ( /1981Leontiev's ( , 1975Leontiev's ( /1978 early work on activity theory and technology, and Lemos & da Cunha Júnior's (2018) recent work on activity theory and social media, I argue that transvlogs are a cultural tool with the power to transform individual and community development. Similar to Nardi, Schiano, Gumbrecht and Swartz's (2004) sociocultural ethnography of blogs, I approach vlogs as a communication medium that is simultaneously personal and public, motivated by both individual and communal concerns.…”

Section: Theoretical Backgroundmentioning

confidence: 97%

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Transvlogs: online communication tools for transformative agency and development

Etengoff

2019

Mind, Culture, and Activity

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This paper examines how 21 transgender individuals used YouTube transvlogs to co-create their own transformative agency. Drawing on a social justice framework, I conduct narrative content analysis to explore how a historically marginalized population enacted their own transformative development without researcher intervention. I suggest that by questioning the status quo, explicating and envisioning new activity patterns, and committing to concrete online and offline actions, transvloggers develop themselves and their community in transformative ways. Vloggers' resistance and pursuit of new developmental pathways illustrate the power of individuals to design their own technological transformative systems even amidst challenging circumstances.

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Section: Theoretical Backgroundmentioning

confidence: 97%

“…The #metoo movement gained momentum during 2017-2018, with Twitter subscribers using the hashtag #metoo 19 million times (Anderson & Toor, 2018). Social media have become a transformative toola means for individuals and communities to agentively enact social change (Lemos & Da Cunha Júnior, 2018).…”

Section: Introductionmentioning

confidence: 99%

Transvlogs: online communication tools for transformative agency and development

Etengoff

2019

Mind, Culture, and Activity

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“…In Lebanon, as the pandemic has intensified and made more visible the social and political injustices that have been the focus of revolts, protests have continued both online and offline despite lockdowns and restrictions (Illanas García, 2020). All of these powerful events testify to the crucial role digital tools and social media play in contemporary social movements (e.g., Gutiérrez et al, 2019;Lemos & Da Cunha Júnior, 2018), but also expose the real risks of the repression of free expression and rights to information (UN Human Rights Council, 2020) and the fact that democracy cannot be taken for granted.…”

mentioning

confidence: 99%

Closing a challenging year, strengthening relevant scholarship in cultural studies of mind and activity

Ferholt

Guarrasi

Jornet

et al. 2020

Mind, Culture, and Activity

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/playing-with-conscientizacao-a-collectividualproject-for-a-world-we-wish-to-see/ In this multivoiced piece, four scholars assume and problematize a "we" stance while offering an unconventional, taking up/on of conscientizar/to make aware/concientizar. Authors use a combination of multilingual notions of the concept of "awareness" (conscientizaçao in Portuguese and concientización in Spanish) to elaborate on what "being human" means from their different subject positions, "Each take-languaged, beyond language, situated, political, and historical-emphasizes activity and reflection." Video series: join the discussion http://culturalpraxis.net/wordpress1/category/video-series-join-the-discussion/ This weekly Video Series aims to create a multilingual forum for scholars, teachers, and activists to engage in a critical dialogue about Cultural-Historical Activity Theory (CHAT) concepts and their relevance for social transformation in the current global crisis. Various topic-based video excerpts are selected from longer interviews and presentations by distinguished CHAT scholars and educators from around the globe.

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“…We also have examples of how people start to protest on the streets and go to online environments, such as some occupy-type protests, which also enables the participants to reflect on their collective actions [4], [14], and to collaborate physically and online in order to reach their objectives [15], [16]. The occupy-type protests also enhance the connectivity among people [17].…”

Section: Introductionmentioning

confidence: 99%

“…The last decade demonstrated that internet has caused changes in the field of communication and social movements [1], [2], [3], [4]. With the advent of Social Networking Sites (SNS) such as Facebook and Tweeter, communicating, sharing information and mobilizing people [5], [6] has become a means to redefine public spaces [7].…”

Section: Introductionmentioning

confidence: 99%

Do Not Close My School: Facebook, Occupations and Demonstrations for Promoting Social Change

Júnior

Lemos²

2017

HSS

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This article describes how secondary education students from the state of São Paulo, Brazil, protested against the closure of ninety-four schools of public educational system. The movement named 'Do not close my school' was a combination of online protest, using Facebook pages, occupy-type protest, in which students occupied more than 200 schools, and demonstrations, which occurred in different cities of the state. It was a movement organized by the students, with no official support of school managers, and lasted more than two months. We analyse the activities involved in the 'Do not close my school' movement under a Cultural-Historical Activity Theory framework, and we discuss how the concept of collaborative agency is important for the development of such a protest. As data, we use the content of pages on Facebook from fifty-six groups related to the school occupation and 111 official pages, also on Facebook, from the schools. We performed a multimodal and network analysis of the data in order to understand how the movement developed which results were obtained by the students. Our findings suggest that by acting collaboratively students were able to reach satisfactory results from their protests. In addition, they expanded the activities in their groups on Facebook to other contexts, like organizing events in their schools or using them for other social movements.

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Facebook in Brazilian Schools: Mobilizing to Fight Back

Cited by 8 publications

References 36 publications

Transvlogs: online communication tools for transformative agency and development

Transvlogs: online communication tools for transformative agency and development

Closing a challenging year, strengthening relevant scholarship in cultural studies of mind and activity

Do Not Close My School: Facebook, Occupations and Demonstrations for Promoting Social Change

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