#DataJustice Screenshot, CC BY-NC-SA, Alex Fink

How the Rapidly Evolving Open Access and Open Data Movements will Transform Child & Youth Care Research in the 21st Century

These are the notes from my presentation with Ben Anderson-Nathe entitled  How the Rapidly Evolving Open Access and Open Data Movements will Transform Child & Youth Care Research in the 21st Century presented at the Child & Youth Care in the 21st Century, Victoria, CA in May 2014.

The notes and slides for the presentation are pretty thorough. Like most presentations I do with smaller groups of people, the conversation ended up being more informal and more based on what people in the room were thinking about and working on. We are now evolving this presentation into an article.

You can find the presentation narrative and slides here.

Data Justice Presentation Cover Photo

Using Open Data & Open Source Tools to Support Social Services & Social Change

A presentation I gave at the Minnesota Social Services Association (MSSA) in March, 2014. This was the first iteration of an ongoing series of presentations and writing on the political economy and infrastructures of “data”, as well as the concept of #DataJustice.

The goals of this session were to: (1) spark conversation, debate, and collaboration around the use of open data in social services and social change; (2) engage participants in actively considering how open data might change their work; and (3) empower participants to take leadership in the growing open data and data justice movements within their field!

You can read the presentation narrative here and find the accompanying slides here.

Why deal with the “hard stuff” in class?

Or, the danger of sterilizing education (Reblogged from UMinn Techniques in Teaching and Learning)


“So, what did you learn?”

I asked this recently of a former student become a friend as we were sitting together in my office. She was catching me up on her previous semester, specifically an interesting class on the history of science.

“You know, Copernicus, Galileo, Newton… How science changed through all of those things.”

“Sounds interesting. Did you learn about eugenics?” I ask.

This question has been present on my mind as soon as she started talking about the course. Maybe it was growing up Jewish that made me particularly attentive to this question, or maybe it was my education in ethics. Either way, it felt like an important thing to learn about in a course purportedly training our future scientists about their historical roots.

“No, what’s that?”

“The scientific movement that provided the ammunition for Hitler’s attempted extermination of the Jews and the forced sterilization of mentally ill people in the United States and indigenous people in Australia.”


“Yeah. Did you learn about IQ? How it was used to justify racism?”


Social Darwinism?”

“No… We probably should have learned these things, huh?”

Yeah. Probably.Continue Reading Why deal with the “hard stuff” in class?