The shaming

Creating a curriculum that promotes socially responsible online engagement

Shadow W Armfield, Dawn M. Armfield, Laura O. Franklin

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

Language has often been used to devalue others and the implementation of social media environments has exacerbated the use and visibility of degrading language and imagery. Shaming in online spaces is often different than that in face-to-face environments. Those doing the shaming can hide behind anonymity or create images that are not associated with any one person, but that target a specific person or a group of people. Social media increases the reach and speed of these actions, making it nearly impossible to stop once it is started. Schools have an opportunity to be at the forefront of the movement to combat the mistreatment and abuse of others in technology-based environments by being aware, proactive, and purposeful in how they prepare teachers and students to engage with others. Teachers and students, working collaboratively, can create learning environments including face-to-face and online interactions that involve positive digital citizenship, quality learning, and increasingly advanced communication skills. In this chapter the authors will develop a background demonstrating how technology has been used to shame, share understandings of how this affects those who are being shamed, and construct strategies for reducing shaming practices.

Original languageEnglish (US)
Title of host publicationSocial Justice Instruction: Empowerment on the Chalkboard
PublisherSpringer International Publishing
Pages271-280
Number of pages10
ISBN (Electronic)9783319123493
ISBN (Print)9783319123486
DOIs
StatePublished - Jan 1 2016

Fingerprint

social media
curriculum
human being
anonymity
shame
teacher
language
communication skills
learning environment
citizenship
abuse
student
interaction
school
learning
Group

Keywords

  • Digital citizenship
  • Marginalization
  • Pedagogy
  • Social media
  • Technology

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Armfield, S. W., Armfield, D. M., & Franklin, L. O. (2016). The shaming: Creating a curriculum that promotes socially responsible online engagement. In Social Justice Instruction: Empowerment on the Chalkboard (pp. 271-280). Springer International Publishing. https://doi.org/10.1007/978-3-319-12349-3-24

The shaming : Creating a curriculum that promotes socially responsible online engagement. / Armfield, Shadow W; Armfield, Dawn M.; Franklin, Laura O.

Social Justice Instruction: Empowerment on the Chalkboard. Springer International Publishing, 2016. p. 271-280.

Research output: Chapter in Book/Report/Conference proceedingChapter

Armfield, SW, Armfield, DM & Franklin, LO 2016, The shaming: Creating a curriculum that promotes socially responsible online engagement. in Social Justice Instruction: Empowerment on the Chalkboard. Springer International Publishing, pp. 271-280. https://doi.org/10.1007/978-3-319-12349-3-24
Armfield SW, Armfield DM, Franklin LO. The shaming: Creating a curriculum that promotes socially responsible online engagement. In Social Justice Instruction: Empowerment on the Chalkboard. Springer International Publishing. 2016. p. 271-280 https://doi.org/10.1007/978-3-319-12349-3-24
Armfield, Shadow W ; Armfield, Dawn M. ; Franklin, Laura O. / The shaming : Creating a curriculum that promotes socially responsible online engagement. Social Justice Instruction: Empowerment on the Chalkboard. Springer International Publishing, 2016. pp. 271-280
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