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Upcoming Seminar: Decoding Power Relations in Computing Technologies

This joint seminar features two perspectives on how power relations have become embedded in computer technologies. Beginning with the early history of computers, Janet Abbate examines how computers were metaphorically described as “giant brains.”

Brain imagery encouraged the public to believe that computers had remarkable powers, while simultaneously obscuring the skilled labor of human programmers (often women) who did much of the actual work. This metaphor helped to devalue human labor and also fed the illusion that autonomous machines, rather than the people who controlled them, were responsible for the results produced by computers.

Abbate argues that in recent times the word “algorithm” has taken on the metaphorical role of the “giant brain” and performs similar ideological work, making human labor invisible while raising questions of accountability.

Fernanda R. Rosa explores power relations embedded in Internet infrastructure, revealing how Internet routers reflect and perpetuate global inequalities. She introduces an analytical technique called “code ethnography,” a method for examining code as a socio-technical actor, considering its social, political, and economic dynamics in the context of digital infrastructures.

Rosa focuses on the code for the Border Gateway Protocol and examines how this code is implemented at the internet exchange points (IXPs) that interconnect networks and allow the Internet to operate as a global infrastructure. Her comparison of the IXPs located in Frankfurt and São Paulo reveals inequalities between the global North and the global South and a concentration of power at the level of interconnection infrastructure hitherto unknown in the context of the political economy of the internet.

Both talks emphasize that an algorithm or an Internet router can only be understood in context: not only as part of a larger technological system, but also as an active element in social, economic and political power relations.

Time: Fri 2022-06-17 14.15 – 16.00 (Swedish Time)

Location: Division of History of Science, Technology and Environment, Seminarroom Teknikringen 74 D, 5th floor

Language: English

Lecturer: Janet Abbate, Prof. & Fernanda R. Rosa, Ass. Prof., Science, Technology & Society at Virginia Tech

Dr. Janet Abbate is Professor and Dr. Fernanda R. Rosa is Assistant Professor, both at Science, Technology and Society at Virginia Tech.

Computing the Nordic Way: The Swedish Labour Movement, Computers and Educational Imaginaries from the Post-War Period to the Turn of the Millennium

Lina Rahm investigates how problematisations of the digital have changed over time and how the goal for education on digital technology has been one of political control—either to adapt people to machines, or to adapt machines to people in this article published in the Nordic Journal of Educational History, volume 8, 2021. Abstract and link to open access below.
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Lina Rahm first came to the Division as a Ragnar Holm postdoc in 2020. On Janyary 1 she started an assistant professorship with us, in the History of Media and Environment with specialization in Artificial Intelligence and Autonomous Systems, funded by the WASP-HS Wallenberg AI, Autonomous Systems and Software Program – Humanities and Society. Lina’s research focus is on sociotechnical and educational imaginaries with a span from the 1950s up until today.

Full article: Computing the Nordic Way: The Swedish Labour Movement, Computers and Educational Imaginaries from the Post-War Period to the Turn of the Millennium

Abstract

Based on empirical material from Swedish reformist labour movement associations, this article illustrates how digital technology has been described as a problem (and sometimes a solution) at different points in time. Most significant, for this article, is the role that non-formal adult education has played in solving these problems. Computer education has repeatedly been described as a measure not only to increase technical knowledge, but also to construe desirable (digital) citizens for the future. Problematisations of the digital have changed over time, and these discursive reconceptualisations can be described as existing on a spectrum between techno-utopian visions, where adaptation of the human is seen as a task for education, and techno-dystopian forecasts, where education is needed to mobilise democratic control over threatening machines. As such, the goal for education has been one of political control—either to adapt people to machines, or to adapt machines to people.