NOTES: Origins and Context | See Also
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Origins of this content
This texteo features a video I made at the midterm of the Fall 2007 course, as I was attempting to systematize what we had already learned in our quite unruly course (we were together making up our class-plan as we went along). In my slim outline of a syllabus, I had promised to contribute seven videos of my own over the course of the semester (this was one of those). As ever, I was also attempting to use a YouTube vernacular (short, focused, punchy "little lists") to make the video-book express its ideas in both form and content.
According to Michel Foucault: "Discipline, however, had its own type of ceremony. It was not the triumph, but the review, the 'parade', an ostentatious form of the examination. In it the 'subjects' were presented as 'objects' to the observation of a power that was manifested only by its gaze."[cit]

Steven Green writes: "'Power' and 'the mass media' are terms that are closely related in our society"[cit] ... Many see the media as a source of power—either in its own right or as the tool of dominant forces in society."[cit]

"In addition to its focus on personal liberation through the development of critical consciousness, critical pedagogy also has a more collective political component, in that critical consciousness is positioned as the necessary first step of a larger collective political struggle to challenge and transform oppressive social conditions and to create a more egalitarian society."[cit]
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More videos related to the content of this page

My control writing works against the chaotic, undisciplined culture of YouTube and attempts to force structure, and the possibility for building complexity and depth, onto its pages. Discipline proves the rule(r). Without it, ideas stay superficial and dispersed, for YouTube's architecture does not support critical or communal evaluation, and you can't easily find what you're looking for or build upon it when you do.