Nolan Higdon

Surveillance Education explores the pervasive use of digital surveillance technologies in schools and assesses its pernicious effects on students. Recognizing that the use of digital technologies will persist, the authors instead offer practical ways to ameliorate their impact. In our era of surveillance capitalism, digital media technologies are ever more intertwined into the educational process. Schools are presented with digital technologies as tools of convenience for gathering and grading student work, as tools of support to foster a more equitable learning environment, and as tools of safety for predicting or preventing violence or monitoring mental, emotional, and physical health. Despite a dearth of evidence to confirm their effectiveness, digital data collection and tracking is often presented as a way to improve educational outcomes and safety. This book challenges these fallacious assumptions and argues that the use of digital media technologies has caused great harm to students by subjecting them to oppressive levels of surveillance, impinging upon their right to privacy, and harvesting their personal data on behalf of Big-Tech. In doing so, the authors draw upon interviews from K–12 and higher education students, teachers, and staff, civil rights and technology lawyers, and educational technological programmers. The authors also provide practical guidance for teachers, administrators, students, and their families seeking to identify and combat surveillance in education. This urgent, eye-opening book will be of interest to students and educators with interests in critical media literacy and pedagogy and the sociology of technology and education.

Surveillance Education explores the pervasive use of digital surveillance technologies in schools and assesses its pernicious effects on students. Recognizing that the use of digital technologies will persist, the authors instead offer practical ways to ameliorate their impact. In our era of surveillance capitalism, digital media technologies are ever more intertwined into the educational process. Schools are presented with digital technologies as tools of convenience for gathering and grading student work, as tools of support to foster a more equitable learning environment, and as tools of safety for predicting or preventing violence or monitoring mental, emotional, and physical health. Despite a dearth of evidence to confirm their effectiveness, digital data collection and tracking is often presented as a way to improve educational outcomes and safety. This book challenges these fallacious assumptions and argues that the use of digital media technologies has caused great harm to students by subjecting them to oppressive levels of surveillance, impinging upon their right to privacy, and harvesting their personal data on behalf of Big-Tech. In doing so, the authors draw upon interviews from K–12 and higher education students, teachers, and staff, civil rights and technology lawyers, and educational technological programmers. The authors also provide practical guidance for teachers, administrators, students, and their families seeking to identify and combat surveillance in education. This urgent, eye-opening book will be of interest to students and educators with interests in critical media literacy and pedagogy and the sociology of technology and education.

From foundations in critical thinking skills to practical tools and real-life perspectives, this book empowers young adult readers to be independent media users. During the recent presidential election, "media literacy" became a buzzword that signified the threat media manipulation posed to democratic processes. Meanwhile, statistical research has shown that 8 to 18 year-olds pack more than eleven hours with some form of media into each day by "media multitasking." Young people are not only eager and interested to learn about and discuss the realities of media ownership, production, and distribution, they also deserve to understand differential power structures in how media influences our culture. The Media and Me provides readers with the tools and perspectives to be empowered and autonomous media users. The book explores critical inquiry skills to help young people form a multidimensional comprehension of what they read and watch, opportunities to see others like them making change, and insight into their own identity projects. By covering topics like storytelling, building arguments and recognizing fallacies, surveillance and digital gatekeeping, advertising and consumerism, and global social problems through a critical media literacy lens, this book will help students evolve from passive consumers of media to engaged critics and creators. The Media and Me is a joint production of The Censored Press and Triangle Square Books for Young Readers.

From foundations in critical thinking skills to practical tools and real-life perspectives, this book empowers young adult readers to be independent media users. During the recent presidential election, "media literacy" became a buzzword that signified the threat media manipulation posed to democratic processes. Meanwhile, statistical research has shown that 8 to 18 year-olds pack more than eleven hours with some form of media into each day by "media multitasking." Young people are not only eager and interested to learn about and discuss the realities of media ownership, production, and distribution, they also deserve to understand differential power structures in how media influences our culture. The Media and Me provides readers with the tools and perspectives to be empowered and autonomous media users. The book explores critical inquiry skills to help young people form a multidimensional comprehension of what they read and watch, opportunities to see others like them making change, and insight into their own identity projects. By covering topics like storytelling, building arguments and recognizing fallacies, surveillance and digital gatekeeping, advertising and consumerism, and global social problems through a critical media literacy lens, this book will help students evolve from passive consumers of media to engaged critics and creators. The Media and Me is a joint production of The Censored Press and Triangle Square Books for Young Readers.

In an age defined by divisive discourse and disinformation, democracy hangs in the balance. Let’s Agree to Disagree seeks to reverse these trends by fostering constructive dialogue through critical thinking and critical media literacy. This transformative text introduces readers to useful theories, powerful case studies, and easily adoptable strategies for becoming sharper critical thinkers, more effective communicators, and critically media literate citizens.

In an age defined by divisive discourse and disinformation, democracy hangs in the balance. Let’s Agree to Disagree seeks to reverse these trends by fostering constructive dialogue through critical thinking and critical media literacy. This transformative text introduces readers to useful theories, powerful case studies, and easily adoptable strategies for becoming sharper critical thinkers, more effective communicators, and critically media literate citizens.

A fascinating exploration of modern podcasting as a tool for decolonization In The Podcaster's Dilemma: Decolonizing Podcasters in the Era of Surveillance Capitalism, Drs. Nolan Higdon and Nicholas Baham III connect contemporary podcasting to the broader history of the use of radio technology in the service of anti-colonial struggle and revolution. By organizing the book’s analysis of decolonization through podcasting via three distinct activities—interrogation and critique, counter-narrative, and call to action—the authors create a lens through which they analyze and evaluate the decolonizing potential of new podcasts. The book also critiques the threat to the decolonizing efforts of some modern podcasts by the growing phenomena of surveillance capitalism and the emerging podcast oligopoly. The Podcaster's Dilemma reveals both potential and challenges in the podcasting space as podcasters struggle to put forward insightful new narratives funded by anti-capitalist models. This important book also includes: A thorough introduction to the podcasters profiled in the book and an examination of how they’re using podcasts to decolonize themselves from colonial mentalitiesPractical discussions of how the profiled podcasters interrogate and critique the veracity of neoliberal, racist, imperialist, patriarchal, heterosexist, classist, and ableist white-centered ideologiesComprehensive explorations of the counter-narrative production phase of a decolonizing podcaster’s processIn-depth treatments of the community activism created by decolonizing podcasts The Podcaster's Dilemma: Decolonizing Podcasters in the Era of Surveillance Capitalism is an indispensable new resource for critical media, communications, ethnic studies, and political science scholars, as well as undergraduate and graduate students. It is also perfect for anyone interested in the broad expansion of intersectional voices in dialogue about everything from political organizing to plant-based diets.

Since the 2016 U. S. presidential election, concerns about fake news have fostered calls for government regulation and industry intervention to mitigate the influence of false content. These proposals are hindered by a lack of consensus concerning the definition of fake news or its origins. Media scholar Nolan Higdon contends that expanded access to critical media literacy education, grounded in a comprehensive history of fake news, is a more promising solution to these issues. The Anatomy of Fake News offers the first historical examination of fake news that takes as its goal the effective teaching of critical news literacy in the United States. Higdon employs a critical-historical media ecosystems approach to identify the producers, themes, purposes, and influences of fake news. The findings are then incorporated into an invaluable fake news detection kit. This much-needed resource provides a rich history and a promising set of pedagogical strategies for mitigating the pernicious influence of fake news.

Since the 2016 U. S. presidential election, concerns about fake news have fostered calls for government regulation and industry intervention to mitigate the influence of false content. These proposals are hindered by a lack of consensus concerning the definition of fake news or its origins. Media scholar Nolan Higdon contends that expanded access to critical media literacy education, grounded in a comprehensive history of fake news, is a more promising solution to these issues. The Anatomy of Fake News offers the first historical examination of fake news that takes as its goal the effective teaching of critical news literacy in the United States. Higdon employs a critical-historical media ecosystems approach to identify the producers, themes, purposes, and influences of fake news. The findings are then incorporated into an invaluable fake news detection kit. This much-needed resource provides a rich history and a promising set of pedagogical strategies for mitigating the pernicious influence of fake news.

A powerful critique of how manipulation of media gives rise to disinformation, intolerance, and divisiveness, and what can be done to change direction." Mickey Huff and Nolan Higdon emphasize what we can do today to restore the power of facts, truth, and fair, inclusive journalism as tools for people to keep political and corporate power subordinate to the engaged citizenry and the common good."—Ralph NaderThe role of news media in a free society is to investigate, inform, and provide a crucial check on political power. But does it? It's no secret that the goal of corporate-owned media is to increase the profits of the few, not to empower the many. As a result, people are increasingly immersed in an information system structured to reinforce their social biases and market to their buying preferences. Journalism’s essential role has been drastically compromised, and Donald Trump’s repeated claims of "fake news" and framing of the media as “an enemy of the people” have made a bad scenario worse. Written in the spirit of resistance and hope, United States of Distraction offers a clear, concise appraisal of our current situation, and presents readers with action items for how to improve it. Praise for United States of Distraction:"A war of distraction is underway, media is the weapon, and our minds are the battlefield. Higdon and Huff have written a brilliant book of how we’ve gotten to this point, and how to educate ourselves to fight back and win."—Henry A. Giroux, author of American Nightmare: Facing the Challenge of Fascism"A timely and urgent demand re-asserting the central importance of civic pursuits—not commercialism—in U. S. media and society."—Ralph Nader"Higdon and Huff have produced the best short introduction to the nature of Trump-era journalism and how the 'Post-Truth' media world is inimical to a democratic society that I have seen. The book is provocative and an entertaining read. Best of all, the analysis in United States of Distraction leads to concrete and do-able recommendations for how we can rectify this deplorable situation."—Robert W. McChesney, author of Rich Media, Poor Democracy: Communication Politics in Dubious Times"The U. S. wouldn't be able to hide its empire in plain sight were it not for the subservient 'free' press. United States of Distraction shows, in chilling detail, America's major media dysfunction—how the gutting of the fourth estate paved the road for fascism and what tools are critical to salvage our democracy."—Abby Martin, The Empire Files"Nolan Higdon and Mickey Huff provides us with a fearless and dangerous text that refuses the post-truth proliferation of fake news, disinformation, and media that serve the interests of the few. This is a vital wake-up call for how the public can protect itself against manipulation and authoritarianism through education and public interest media.”—George Yancy, author of Backlash: What Happens When We Talk Honestly about Racism in America and Professor of Philosophy at Emory University"United States of Distraction challenges our hegemon-media’s ideological mind control and the occupation of human thought. … Huff and Higdon correctly call for mass critical resistance through truth telling by free minds. Power to the people!"—Peter Phillips, author of Giants: The Global Power Elite

This book advances critical AI literacy by providing educators, students, and scholars with a rigorous conceptual framework for understanding, analyzing, and teaching artificial intelligence in its social, political, and educational contexts. Its primary objectives are threefold: first, to offer a comprehensive critical AI literacy framework that equips educators with the tools to foster analytical and reflective engagement with AI; second, to demystify AI by clarifying its technical, social, and ideological dimensions for a broad audience; and third, to provide readers with the conceptual language and contextual knowledge necessary to understand AI’s role in shaping knowledge, decision-making, and civic life. By situating AI within the broader frameworks of critical media literacy and the propaganda model, the book emphasizes the ways in which AI is not neutral but operates as a socio-technical system embedded with ideological, economic, and political forces. It fills a significant gap in scholarship by addressing the scarcity of resources that combine critical theory, pedagogy, and practical strategies for engaging with AI. This volume empowers students and scholars of media studies, communication, journalism, education, and beyond to critically evaluate AI’s influence on society, education, and democracy, while providing educators with the means to integrate these insights into teaching, research, and civic discourse.

This book advances critical AI literacy by providing educators, students, and scholars with a rigorous conceptual framework for understanding, analyzing, and teaching artificial intelligence in its social, political, and educational contexts. Its primary objectives are threefold: first, to offer a comprehensive critical AI literacy framework that equips educators with the tools to foster analytical and reflective engagement with AI; second, to demystify AI by clarifying its technical, social, and ideological dimensions for a broad audience; and third, to provide readers with the conceptual language and contextual knowledge necessary to understand AI’s role in shaping knowledge, decision-making, and civic life. By situating AI within the broader frameworks of critical media literacy and the propaganda model, the book emphasizes the ways in which AI is not neutral but operates as a socio-technical system embedded with ideological, economic, and political forces. It fills a significant gap in scholarship by addressing the scarcity of resources that combine critical theory, pedagogy, and practical strategies for engaging with AI. This volume empowers students and scholars of media studies, communication, journalism, education, and beyond to critically evaluate AI’s influence on society, education, and democracy, while providing educators with the means to integrate these insights into teaching, research, and civic discourse.