{"id":6994,"date":"2006-07-05T19:57:20","date_gmt":"2006-07-05T19:57:20","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/07\/05\/selfe-and-selfe\/"},"modified":"2006-07-05T19:57:20","modified_gmt":"2006-07-05T19:57:20","slug":"selfe-and-selfe","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/05\/selfe-and-selfe\/","title":{"rendered":"Selfe and Selfe, “The Politics of the Interface”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>\n

Selfe, Cindy,
\n and Richard J. Selfe, Jr. " The Politics of the Interface: Power
\n and Its Exercise in Electronic Contact Zones." CCC<\/i> 45.4
\n (1994): 480-503.<\/p>\n

<\/p>\n

Selfe and Selfe set out to establish the political dimensions of the computer
\ninterface and to recommend practical action steps for teachers of English.
\nThe adopt two prevailing metaphors: "mapping"<\/b> from Denis Wood’s The
\nPower of Maps<\/i> (1992) and "contact zones"<\/b> from Mary Louise Pratt’s
\n"Arts of the Contact Zones" (1991). After opening with a brief anecdote
\nrepresentative of racism at the Mexican border, Selfe and Selfe correlate
\ncomputers and interfaces specifically to a kind of borderland infused with "the
\neffects of domination and colonialism" (2). To understand interfaces as
\n"complex political landscapes" (2), we must first recognize them as educational
\nspaces (ideologically imbued; as consequential in what they reveal as what they
\nconceal or fail to display) and then we must read them critically as maps of 1.)
\ncapitalism and class privilege<\/b> (desktop, white pointer hand, default
\nicons); 2.) discursive privilege<\/b> (Standard English in spellchecker and
\nOSes, devaluation of linguistic diversity, ASCII limitations); 3.)
\nrationalism and lagocentric privilege<\/b> (hierarchical; formal, propositional
\nlogic). The critique doesn’t seem to account for trends toward
\ncustomizable web browsers (this, evidence of the times in which it was written).
\nIt also seems oriented toward single-user<\/b> interface encounters that are
\nnot networked beyond a hardware\/infrastructural connotation of the term.
\nIn answer to the third point of criticism, they recommend the figure of the
\nbricoleur<\/b> as one who makes do and re-shuffles materials following intuition
\nmore than hierarchical schemes. <\/p>\n

As for practical action steps, Selfe and Selfe contend that we must begin
\nwith recognizing these borders (the design orientations and political
\ninfused-ness of the interface) and also that we "need to teach students and
\nourselves useful strategies of crossing–and demystifying–these borders" (10).
\nSpecifically, they recommend 1.) becoming critics as well as users (never mere
\nusers); 2.) contributing to technology design (especially for faculty who are
\nexperts in computers and composition); and 3.) involving interfaces as texts<\/i>
\n(subject to critique and revision) in the composition classroom. To a degree,
\nthis becomes a critical reading project, but it’s not clear that students in
\n1994 would have had the means to create interfaces themselves (in other words,
\nthere’s little here about designing interfaces as a composition project,
\nalthough designing culturally just icons is mentioned (13)). <\/p>\n

I. Computers as Learning Environments: History and Motivation
\nII. Mapping the Interface of Computers as Educational Space
\nIII. Interfaces as Maps of Capitalism and Class Privilege
\nIV. Interfaces as Maps of Discursive Privilege
\nV. Interfaces as Maps of Rationalism and Lagocentric Privilege
\nVI. What to Do?
\nVII. Becoming Technology Critics as Well as Technology Users
\nVIII. Contributing to Technology Design
\nIX. Re-Conceiving the Map of the Interface
\nX. Toward Critical Readings of Interfaces<\/p>\n

"Indeed, from the work of computers and composition specialists, it is clear
\nthat computers, like other complex technologies, are articulated in many ways
\nwith a range of existing cultural forces and with a variety of projects in our
\neducation system, projects that run the gamut from liberatory to oppressive"
\n(2).<\/p>\n

"If we hope to get English composition teachers to recognize how our use of
\ncomputers achieves both great good and great evil–often at the same time, as
\nJoseph Weizenbaum points out–we have to educate them to be technology
\ncritics<\/i> as well as technology users" (3). <\/p>\n

"In effect, interfaces are cultural maps of computer systems, and as Denis
\nWood points out, such maps are never ideologically innocent or inert" (4).<\/p>\n

"The interface does not, for example, represent the world in terms of a
\nkitchen counter top, a mechanics workbench, or a fast-food restaurant–each of
\nwhich would constitute the virtual world in different terms according to the
\nvalued and orientations of, respectively, women in the home, skilled laborers,
\nor the rapidly increasing numbers of employees in the fast-food industry" (5).<\/p>\n

\n
Related sources:<\/dt>\n
de Certau, Michel. The Practice of Everyday Life<\/i>. Trans. Steven
\n Randall. Berkeley: U of California P, 1984.<\/dd>\n
Faigley, Lester. Fragments of Rationality<\/i>. Pittsburgh: U of
\n Pittsburgh P, 1992.<\/dd>\n
Feenberg, Andrew. Critical Theory of Technology<\/i>. New York: Oxford
\n UP, 1991.<\/dd>\n
Ohmann, Richard. "Literacy, Technology, Monopoly Capitalism." College
\n English<\/i> 47 (1985): 675-689.<\/dd>\n
Virilio, Paul. Speed and Politics<\/i>. Trans. Mark Polizzotti. New
\n York: Semiotext(e), 1987.<\/dd>\n
Wood, Denis. The Power of Maps<\/i>. New York, NY: Guilford, 1992.<\/dd>\n<\/dl>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>Selfe, Cindy, and Richard J. Selfe, Jr. " The Politics of the Interface: Power and Its Exercise in Electronic Contact Zones." 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