Matching Items (7)
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- All Subjects: Social Research
- Creators: Schugurensky, Daniel, 1958-
Description
According to my 2016 survey of ASU undergraduate students, 33% have used stimulant medications (e.g. Adderall or Ritalin) without a prescription to study. I view this practice as a step towards cognitive enhancement, which is the deliberate application of biotechnology to radically alter the human condition. From a foresight perspective, the ability to actively improve human beings, to take our evolutionary destiny into our own hands, may be a turning point on par with agriculture or the use of fossil fuels. The existential risks, however, may be greater than the benefits—and many of the most radical technologies have made little documented progress.
I turn to an actual example where people are trying to make themselves marginally better at academic tasks, as a guide to how future transformative development in human enhancement may be incorporated into everyday practice. This project examines the history and context that led to the widespread use of stimulant medication on college campuses. I describe how Attention Deficit Hyperactivity Disorder (ADHD), for which stimulant medication is prescribed and diverted, governs students, negotiates relationships between parents and school authorities, and manages anxieties resulting from a competitive neoliberal educational system. I extend this archeology of ADHD through the actions and ethical beliefs of college students, and the bioethical arguments for and against human enhancement. Through this work, I open a new space for an expanded role for universities as institutions capable of creating experimental communities supporting ethical cognitive enhancement.
I turn to an actual example where people are trying to make themselves marginally better at academic tasks, as a guide to how future transformative development in human enhancement may be incorporated into everyday practice. This project examines the history and context that led to the widespread use of stimulant medication on college campuses. I describe how Attention Deficit Hyperactivity Disorder (ADHD), for which stimulant medication is prescribed and diverted, governs students, negotiates relationships between parents and school authorities, and manages anxieties resulting from a competitive neoliberal educational system. I extend this archeology of ADHD through the actions and ethical beliefs of college students, and the bioethical arguments for and against human enhancement. Through this work, I open a new space for an expanded role for universities as institutions capable of creating experimental communities supporting ethical cognitive enhancement.
ContributorsBurnam-Fink, Michael (Author) / Miller, Clark (Thesis advisor) / Hurlbut, Ben (Thesis advisor) / Wetmore, Jameson (Committee member) / Arizona State University (Publisher)
Created2016
Description
This document builds a model, the Resilience Engine, of how a given sociotechnical innovation contributes to the resilience of its society, where the failure points of that process might be, and what outcomes, resilient or entropic, can be generated by the uptake of a particular innovation. Closed systems, which tend towards stagnation and collapse, are distinguished from open systems, which through ongoing encounters with external novelty, tend towards enduring resilience. Heterotopia, a space bounded from the dominant order in which novelty is generated and defended, is put forth as the locus of innovation for systemic resilience, defined as the capacity to adapt to environmental changes. The generative aspect of the Resilience Engine lies in a dialectic between a heterotopia and the dominant system across a membrane which permits interaction while maintaining the autonomy of the new space. With a model of how innovation, taken up by agents seeking power outside the dominant order, leads to resilience, and of what generates failures of the Resilience Engine as well as successes, the model is tested against cases drawn from two key virtual worlds of the mid-2000s. The cases presented largely validate the model, but generate a crucial surprise. Within those worlds, 2008-2010 saw an abrupt cultural transformation as the dialectic stage of the Resilience Engine's operation generated victories for the dominant order over promising emergent attributes of virtual heterotopia. At least one emergent practice has been assimilated, generating systemic resilience, that of the conference backchannel. A surprise, however, comes from extensive evidence that one element never problematized in thinking about innovation, the discontent agent, was largely absent from virtual worlds. Rather, what users sought was not greater agency but the comfort of submission over the burdens of self-governance. Thus, aside from minor cases, the outcome of the operation of the Resilience Engine within the virtual worlds studied was the colonization of the heterotopic space for the metropolis along with attempts by agents both external and internal to generate maximum order. Pursuant to the Resilience Engine model, this outcome is a recipe for entropic collapse and for preventing new heterotopias from arising under the current dominant means of production.
ContributorsMcKnight, John Carter (Author) / Miller, Clark (Thesis advisor) / Hayes, Elisabeth (Committee member) / Allenby, Braden (Committee member) / Daer, Alice (Committee member) / Arizona State University (Publisher)
Created2013
Description
The dissertation explores how participants view the relationships between democratic principles such as freedom, liberty, justice, and equality in work and home environments and their impact on the health and productivity of people living within these environments. This information can be used to determine the gap between legal democratic instruments established the published laws and rights and the participants understanding and awareness of these rights. The first step in effectively capturing information from the participants involved developing a virtual ethnographic research system architecture prototype that allowed participants to voice their opinions related to democracy and how the application of democratic principles in various lived environments such as the workplace and home can affect their health and productivity. The dissertation starts by first delving into what democracy is within the context of general social research and social contracts as related to everyday interactions between individuals within organizational environments. Second, it determines how democracy affects individual human rights and their well-being within lived environments such as their workplace and home. Third, it identifies how technological advances can be used to educate and improve democratic processes within various lived environments such that individuals are given an equal voice in decisions that affect their health and well-being, ensuring that they able to secure justice and fairness within their lives. The virtual ethnographic research system architecture prototype tested the ability of a web application and database technology to provide a more dynamic and longitudinal methodology allowing participants to voice their opinions related to the relationship of democracy in work and home environments to the health and productivity of the people who live within these environments. The technology enables continuous feedback as participants are educated about democracy and their lived environments, unlike other research methods that take a one-time view of situations and apply them to continuously changing environments. The analysis of the participant's answers to the various qualitative and quantitative questions indicated that the majority of participants agree that a positive relationship exists between democracy in work and home environments and the health and productivity of the individuals who live within these environments.
ContributorsBooze, Randall Ray (Author) / Romero, Mary (Thesis advisor) / Goul, Michael (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Arizona State University (Publisher)
Created2012
Description
The purpose of this study is to examine the influence of neoliberalism on the occurrence and intervention of genocide, particularly the ability to create othered groups through a process of dehumanization that desensitizes those in power to the human condition. I propose Social Externalization Theory as paradigm that explains how neoliberalism can be used as a means social control to create subjects vulnerable to political and collective violence that is justified as the externalized cost of economic growth, development, and national security. Finally, the conflict in Darfur (2003 - 2010) serves as a case study to analyze the influence of neoliberal policies on the resistance of the International community to recognize the violence as genocide. Analysis of the case study found that some tenets of neoliberalism produce results that fit within the ideologies of genocide and that some aspects of neoliberalism assume a genocidal mentality. In this case, those in positions power engage in daily activities that justify some suffering as acceptable, thus desensitizing them to the harm that their decisions generate.
ContributorsCalleja, Robert J (Author) / Romero, Mary (Thesis advisor) / Swadener, Beth Blue (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Arizona State University (Publisher)
Created2013
Description
The pace of segregation of races continues to increase as the gap between wealthy people, and the rest of the human race, increases. Technological advances in human communication ironically decrease human communication as people choose news and social media sites that feed their ideological frames. Bridging the sociopolitical gap is increasingly difficult. Further, privileged hegemonic forces exert pressure to maintain the status quo at the expense of greater humanity. Despite this grave account, some members of the privileged hegemony have moved away from their previous adherence to it and emerged as activists for marginalized populations.
Drawing on the theoretical frameworks of Pedagogy for the Privileged, Pedagogy of the Oppressed, Transformative Learning Theory and Critical White Studies, this study asks the question: what factors lead to an ideological shift?
Fifteen participants agreed to an in-depth, semi-structured qualitative interview. There were four main themes that emerged. Most participants experienced significant childhood challenges as well as segregated environments. Additionally, they possessed personality traits of curiosity and critical thinking which left them at odds with their family members; and finally, each experienced exposure to new environments and new people. Most notably, in an attempt to satisfy their curiosity and to remedy the disconnect between the imposed family values and their own internal inclinations, most actively sought out disorienting dilemmas that would facilitate an ideological shift. This journey typically included copious reading, critically analyzing information and, mostly importantly, immersion in new environments.
The goal of this study was to understand which factors precipitate an ideological shift in the hope of using the data to create effective interventions that bridge ideological gaps. It was revealed that some of the initiative for this shift is innate, and therefore unreachable. However, exposure to disorienting dilemmas successfully caused an ideological shift. Critically, this research revealed that it is important to identify those individuals who possess this innate characteristic of curiosity and dissatisfaction with the status quo and create opportunities for them to be exposed to new people, information and environments. This will likely lead to a shift from White hegemonic adherent to an emerging advocate for social justice.
Drawing on the theoretical frameworks of Pedagogy for the Privileged, Pedagogy of the Oppressed, Transformative Learning Theory and Critical White Studies, this study asks the question: what factors lead to an ideological shift?
Fifteen participants agreed to an in-depth, semi-structured qualitative interview. There were four main themes that emerged. Most participants experienced significant childhood challenges as well as segregated environments. Additionally, they possessed personality traits of curiosity and critical thinking which left them at odds with their family members; and finally, each experienced exposure to new environments and new people. Most notably, in an attempt to satisfy their curiosity and to remedy the disconnect between the imposed family values and their own internal inclinations, most actively sought out disorienting dilemmas that would facilitate an ideological shift. This journey typically included copious reading, critically analyzing information and, mostly importantly, immersion in new environments.
The goal of this study was to understand which factors precipitate an ideological shift in the hope of using the data to create effective interventions that bridge ideological gaps. It was revealed that some of the initiative for this shift is innate, and therefore unreachable. However, exposure to disorienting dilemmas successfully caused an ideological shift. Critically, this research revealed that it is important to identify those individuals who possess this innate characteristic of curiosity and dissatisfaction with the status quo and create opportunities for them to be exposed to new people, information and environments. This will likely lead to a shift from White hegemonic adherent to an emerging advocate for social justice.
ContributorsKolomyjec, Wanda (Author) / Sandlin, Jennifer (Thesis advisor) / Lee, Charles (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Rohd, Michael (Committee member) / Arizona State University (Publisher)
Created2020
Description
In the years following Lance Freeman’s seminal study, There Goes the ‘Hood: Views of Gentrification from the Ground Up (2006), the literature about how Black residents experience gentrification and its impacts on education, agency, and life has grown only slightly, and tends to explore gentrification as a class-based phenomenon. Yet, in America, race is inextricably linked to economics and geographical space. Therefore any discussion of urban blight and economic redevelopment must necessarily locate race as its nucleus to connect the vestiges of systemic racism to contemporary issues of social transformation. Using Critical Race Theory as a construct, this dissertation attempts to demonstrate the interconnectedness of racism and capitalism to extend the academic and practical discussions of gentrification.
This ethnographically inspired study begins with a historical analysis of Olde Towne East (OTE), a gentrifying community in Columbus, Ohio and then moves to a contemporary analysis of relevant data to demonstrate the vast disparities across myriad measures between the neighborhood’s Black and White residents. The crux of the dissertation features interviews with Black residents (N=17) who shared their stories about life in OTE and reflected upon the dynamics they perceive and ascribe to be associated with the transformation of their community.
Using grounded theory to analyze the values, attitudes, and beliefs contained in participant reflections, findings indicate that Black folks in this study are keenly aware of the systemic forces, including institutionalized racism, that have resulted in the gentrifying of their community. In addition to the systemic factors these participants ascribe to be associated with the transformation of OTE, they also contend that a lack of Black critical consciousness exacerbated the racially inequitable outcomes associated with gentrification.
This ethnographically inspired study begins with a historical analysis of Olde Towne East (OTE), a gentrifying community in Columbus, Ohio and then moves to a contemporary analysis of relevant data to demonstrate the vast disparities across myriad measures between the neighborhood’s Black and White residents. The crux of the dissertation features interviews with Black residents (N=17) who shared their stories about life in OTE and reflected upon the dynamics they perceive and ascribe to be associated with the transformation of their community.
Using grounded theory to analyze the values, attitudes, and beliefs contained in participant reflections, findings indicate that Black folks in this study are keenly aware of the systemic forces, including institutionalized racism, that have resulted in the gentrifying of their community. In addition to the systemic factors these participants ascribe to be associated with the transformation of OTE, they also contend that a lack of Black critical consciousness exacerbated the racially inequitable outcomes associated with gentrification.
ContributorsStigler, Monica L (Author) / Fischman, Gustavo E (Thesis advisor) / Schugurensky, Daniel, 1958- (Committee member) / Scott, Kimberly A. (Committee member) / Arizona State University (Publisher)
Created2016
Description
Technology and society co-exist, influencing each other simultaneously and iteratively, in ways that are sufficiently interdependent that it can be hard to see where one ends and the other begins. A set of sociotechnical relations exist between and across society and technologies that structure the ways that people live and work. What happens to sociotechnical relations when technologies are introduced or changed? In this dissertation, I argue that key parts of the processes that link technological and social change occur in a liminal space between the invention of new technologies and their widespread adoption and integration in society. In this space, engineers, businesses, and users of new technologies imagine, explore, develop, and test new ways of weaving together technology and society in novel sociotechnical arrangements. I call this space between invention and adoption a testbed, which I theorize as an early phase of technological deployment where outcomes are explored and tested, and sociotechnical assemblages are imagined, assembled, evaluated, and stabilized. I argue that the testbed, which is often delimited in both time and location, should be understood, interrogated, and governed appropriately to anticipate and examine the possibilities of social disruption inherent in technological change and to design the relationships between technology and society to improve sociotechnical outcomes. To understand the testbed, I engage in a case study of the Arizona public autonomous vehicle testbed, leveraging a multi-method approach that includes public observations, interviews, a survey, and content analyses. Through this work, I analyze diverse aspects of the testbed and articulate how the work of testbed actors imagines, assembles, tests, and stabilizes sociotechnical assemblages and futures. The dissertation builds on the insights gained from this investigation to evaluate the testbed and develop recommendations about assessing the space between technology invention and widespread adoption. Ultimately, this dissertation concludes that testbeds are key places where futures get made and so should be given greater attention by theorists of innovation and by societies confronting the societal and ethical challenges posed by new technologies.
ContributorsRadatz, Alecia (Author) / Miller, Clark (Thesis advisor) / Wetmore, Jameson (Committee member) / Richter, Jennifer (Committee member) / Arizona State University (Publisher)
Created2021