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somehow a little puzzling that at the beginning of the semester i tried to explain corruption to my students and now that message is everywhere
echoes of antitrust, and tech backlash, which moved from outr茅 positions when i started teaching them to mainstream "everybody knows" things pretty fast. epistemic pendulum?
(i'm still not sure if "everybody knows" includes my students, but at least the discursive formations are no longer alien?)
@inquiline you are not alone, it's WILD yo.
at the beginning of this semester, i tried to explain Citizens' United, which none of them had heard of, and i was basically flop-sweating trying to explain how there's a lot of corruption but some of it is legal/in plain sight and some is technically *not* legal but happening anyway (all as background to why regulation is a solution to tech problems but unlikely to occur). i think they were hopelessly confused
now everything's shifted on a dime because of Hungary? oh well
@inquiline less straightforward in a studio class, and maybe mine were just getting more comfortable with me over the course of the term, but the casual conversations definitely dramatically shifted tone into more overt anger about certain topics
mine remained running scared all semester. they're so hard to read, and they now self-censor in front of each other and me all day long. there seems to be absolutely no common basis of knowledge let alone opinion, either. sighhhh
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