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MemberSandra Falero

…Digital Participatory Culture and the TV Audience: Everyone’s a Critic, Palgrave-Macmillan, July 2016.

“Fanzines,” Material Culture in America: Understanding Everyday Life,

Helen Sheumaker and Shirley Teresa Wajda, Editors. ABC-CLIO, Publishers.
Published November 2007.

“Popular Culture,” Material Culture in America: Understanding Everyday Life,

Helen Sheumaker and Shirley Teresa Wajda, Editors. ABC-CLIO, Publishers.
Published November 2007.

“Television & Radio Commercials,” Material Culture in America: Understanding Everyday Life, Helen Sheumaker and Shirley Teresa Wajda, Editors. ABC-CLIO, Publishers. Published November 2007.

 

“Mything in Action: Re-envisioning Male Myth/History in the Xenaverse” Journal of the American Papers, Spring 2002: 50-60….

Sandra M. Falero is an American Studies scholar currently teaching courses on Popular Culture, Women, the Cold War, and Television at California State University, Fullerton. My book, available from Palgrave via Springer or Amazon: Digital Participatory Culture and the TV Audience: Everyone’s a Critic

MemberShannan Palma

Dr. Shannan Palma (she/ her/ hers) is an award-winning expert in how and why people become invested in stories, symbols, and ideas that are not in their own best interests. She is currently midway through researching and writing a trilogy of articles tracing the social construction of incel identity back through “Beauty and the Beast” tales and contemporary media portrayals of nerd and geek masculinities. This trilogy feeds into chapter three of her book project. Fairy-Tale Logic applies insights from folklore and myth scholarship and participatory culture to expose how the logics of misogyny and white supremacy are replicated across generations. An alum of The OpEd Project, Palma also cohosts Once Upon a Patriarchy, an anti-oppression podcast exploring the long-term impact of Disney’s animated films on adults’ conceptions of gender, race, sexuality, and belonging. Palma earned her PhD in Women’s, Gender, and Sexuality Studies with a PhD Certificate in Film and Media Studies from Emory University. Her dissertation, “Tales as Old as Time? Myth, Gender, and the Fairy Tale in American Popular Culture,” won the 2012 Kore Award for Best Dissertation on Women and Mythology. From 2011 through 2018, she successfully pivoted her academic expertise to work in diversity and inclusion and strategic communication. She entered the faculty in 2018 to found a master’s program in writing and digital communication at Agnes Scott College. She is a fellow at the Institute for Research on Male Supremacy.

MemberBrittni Ballard

(she/her) I’m a a critical, feminist teaching librarian who actively pursues open pedagogy as a student advocate. Game-based learning, specifically gamification and serious games, grounded in constructivism and self-determination theory guide my practice. I received her Master of Library and Information Science from University of Maryland (UMD), College Park and her Bachelor of Arts in Secondary English Education from Purdue University. My professional interests are intertwined with my oldest sibling identity, board and video games passion, and rural Midwesterner experiences. Specifically, I strive to promote curiosity by play, celebrate failures through design thinking, center students in participatory design, and foster inclusivity with cultural humility. Learn on, game long, and prosper!

MemberJonathan Sterne

Jonathan Sterne is Professor and James McGill Chair in Culture and Technology in the Department of Art History and Communication Studies at McGill University.  He is author of MP3: The Meaning of a Format (Duke 2012), The Audible Past: Cultural Origins of Sound Reproduction (Duke, 2003); and numerous articles on media, technologies and the politics of culture.  He is also editor of The Sound Studies Reader (Routledge, 2012) and co-editor of The Participatory Condition in the Digital Age (Minnesota, 2016).  His new projects consider instruments and instrumentalities; mail by cruise missile; and the intersections of disability, technology and perception. Visit his website at http://sterneworks.org .

MemberAmelia Chesley

I have a PhD in Rhetoric and Composition from Purdue University. My research and teaching both engage with online communities of participatory knowledge-making and creative work, particularly volunteer groups and projects. I am also interested in intellectual property, remix culture, transdisciplinarity, and digital rhetorics. I teach technical communication at Northwestern State University of Lousiana. Outside of academia, I’ve worked as a graphic designer, web developer, librarian, and editorial assistant. When I have time, I also record audiobooks with LibriVox.

MemberKate Wright

I am currently a Carson Fellow at the Rachel Carson Centre, Ludwix-Maximilians Universität in Munich, and my research is situated at the interface of environmental philosophy, community engagement, and social and environmental activism. Through innovative, participatory research projects I employ multispecies and anticolonial methodologies to work toward social and environmental justice. From 2014 – 2019 I was a Chancellor’s Postdoctoral Research Fellow at the University of New England. In this position, I collaborated with Anaiwan, Dunghutti, Gumbaynggirr and Gamilaroi people to develop and maintain a community garden on a block of land that was once part of the East Armidale Aboriginal Reserve. The community garden pioneered decolonial methods of participatory research. It simultaneously functioned as a platform for cultural revival and anticolonial activism and a field site for slow and responsive multispecies ethnography. I am spending my time at the Rachel Carson Center working on a monograph documenting this project. You can read more about the community garden project at armidalecommunitygarden.org My first book, Transdisciplinary Journeys in the Anthropocene: More-than-human Encounters, was published with the Routledge Environmental Humanities Series in 2017.

MemberKarin Hansson

My research focus is participatory methodologies and collaborative processes online . The common thread of my research so far has been a critique of the norms and values embedded in the systems and aesthetics of communication design and to develop design that accommodates differences and conflict. In my research practice I combine a critical perspective with applied design research, where the design process can be seen as a method to explore social processes in detail rather than solving a specific problem.

MemberJustin Wigard

… Osmotic Studios’ Orwell as Dystopian Simulation of Participatory Surveillance.”

The Artistry of Neil Gaiman: Finding Light in the Shadows (2019): Eds. Joseph Michael Sommers and Kyle Eveleth; published by University Press of Mississippi.

“‘Evil Witch! I’m Not Scared!’: Monstrous Visualizations of the Other Mother in Multimodal Adaptations of Neil Gaiman’s”

Convergent Wrestling: Participatory Culture, Transmedia Storytelling, and Intertextuality in the Squared Circle (2019): Eds. CarrieLynn Reinhard and Christopher Olson; published by Routledge.

“Ultimate! Atomic! Buster!: Street Fighter Video Games as Professional Wrestling Convergence” Co-written with Ted Troxell.

Jessica Jones, Scarred Superhero: Essays on Gender, Trauma, and Addiction in the Netflix Series (2018): Eds….

Justin Wigard (“Why-Guard”)is a PhD candidate in the Department of English, where he works with and teaches popular culture, game studies, comic studies, children’s literature, and digital humanities in the literature classroom.   His work covers a wide range of subjects, including the Hallmark Channel’s Garage Sale Mystery film series; professional wrestling and Street Fighter; chronotopal representations of feminism in Marvel’s Jessica Jones; the visual rhetoric of dinosaurs in Calvin and Hobbes; monstrous motherhood in Neil Gaiman’s Coraline; and digital visualizations of early-Modern Mughal biographies.   Justin’s dissertation, Level 101: A Video Game About Video Games, focuses on utilizing, and developing, video games as learning tools within the classroom.