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Digital Dead End: Fighting for Social Justice in the Information Age
The realities of the high-tech global economy for women and families in the United States. The idea that technology will pave the road to prosperity has been promoted through both boom and bust. Today we are told that universal broadband access, high-tech jobs, and cutting-edge science will pull us out of our current economic downturn and move us toward social and economic equality. In Digital Dead End , Virginia Eubanks argues that to believe this is to engage in a kind of magical a technological utopia will come about simply because we want it to. This vision of the miraculous power of high-tech development is driven by flawed assumptions about race, class, and gender. The realities of the information age are more complicated, particularly for poor and working-class women and families. For them, information technology can be both a tool of liberation and a means of oppression. But despite the inequities of the high-tech global economy, optimism and innovation flourished when Eubanks worked with a community of resourceful women living at her local YWCA. Eubanks describes a new approach to creating a broadly inclusive and empowering technology for people, popular technology , which entails shifting the focus from teaching technical skill to nurturing critical technological citizenship, building resources for learning, and fostering social movement. Important The digital edition of this book is missing some of the images found in the physical edition.
266 pages, Hardcover
First published February 18, 2011
8 people are currently reading
405 people want to read
About the author
Virginia Eubanks
8 books127 followersVirginia Eubanks is a professor and an investigative journalist whose work has appeared in The New York Times Magazine, Harper’s Magazine, The Guardian, WIRED.com, and Scientific American. She is the author of the award-winning book Automating Inequality: How High-Tech Tools Profile, Police, and Punish the Poor. When not sleeping in her truck in the Adirondacks, she lives in Troy, New York.
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August 3, 2020I really don't know... Automating Inequality, Eubanks' followup, was an absolute stunner, fully exposing how high-tech “solutions” are weaponized against the poor – Digital Dead End, though...
Let's start with the good. When Eubanks is writing about more abstract, academic concepts, she's lucid and illustrative. Similarly, the inset anecdotes from the participants in her project are full of warmth and heart, because she's simply letting ordinary people tell their stories.
It's when she tries to fuse the two that it all goes pear-shaped. An offhand comment becomes a “systemic critique.” A shitty encounter becomes a “struggle for inclusion,” with the middle-class Virginia Eubanks frantically emphasizing that she's not trying to deny the agency of the largely impoverished women involved. You get the idea – awful academic jargon being imposed upon a working-class populace, as recounted by an academic who cut her teeth in the halcyon days of San Francisco tech and at times seemed shocked and delighted by the fact that workers can actually think. Gross.
At the end, it reminded me of the sorts of things I heard at academic conferences back as a bright-eyed kid in the mid-'00s – the sort of jargon we made fun of, the hopeless attempts to transpose personal growth into “politics,” the claims to radicalism (pro tip, if you can imagine something receiving corporate funding, it ain't radical, with side-eye towards you, White Fragility), and so forth.
I don't mean to impugn Virginia Eubanks, who seems like a lovely human, or her participants, who seem like good and earnest people, or her project, which I admire. But she would write a much, much, much better book later, which you should read instead.
Let's start with the good. When Eubanks is writing about more abstract, academic concepts, she's lucid and illustrative. Similarly, the inset anecdotes from the participants in her project are full of warmth and heart, because she's simply letting ordinary people tell their stories.
It's when she tries to fuse the two that it all goes pear-shaped. An offhand comment becomes a “systemic critique.” A shitty encounter becomes a “struggle for inclusion,” with the middle-class Virginia Eubanks frantically emphasizing that she's not trying to deny the agency of the largely impoverished women involved. You get the idea – awful academic jargon being imposed upon a working-class populace, as recounted by an academic who cut her teeth in the halcyon days of San Francisco tech and at times seemed shocked and delighted by the fact that workers can actually think. Gross.
At the end, it reminded me of the sorts of things I heard at academic conferences back as a bright-eyed kid in the mid-'00s – the sort of jargon we made fun of, the hopeless attempts to transpose personal growth into “politics,” the claims to radicalism (pro tip, if you can imagine something receiving corporate funding, it ain't radical, with side-eye towards you, White Fragility), and so forth.
I don't mean to impugn Virginia Eubanks, who seems like a lovely human, or her participants, who seem like good and earnest people, or her project, which I admire. But she would write a much, much, much better book later, which you should read instead.
November 16, 2014
This is a really important book for those concerned with the digital divide, and with the broader questions of how technology can help empower poor and working people often left out of the decision making process in the United States.
Virginia Eubanks is an academic with web design skills. The book focuses on a group of women living in a YWCA shelter in Troy, New York that Eubanks worked with. A left turn by local YWCA administration in 2002 led to the organizing of WYMSM, Women at the YWCA Making Social Movement, a group which facilitated a community technology lab, several workshops on poverty, welfare, and minimum wage issues, and a web-based local Women's Resource Directory. The group voluntarily disbanded in the summer of 2003. When reading between the lines, the reader suspects that a new executive director was less enthusiastic about the technology program.
Eubanks notes that poor folks are not lacking computers and other technology in their lives. The people who perform data entry tasks are not lacking in computer skills, and the women on the receiving end of the social welfare system sometimes feel their whole lives are managed and dominated by all-powerful computer screens owned by their case workers: "Sorry, the system won't allow that."
Eubanks tells a terrific story. One of the first things the new YWCA technology program did was teach residents about the inner workings of a computer. Using dated equipment donated to the facility, participants gleefully ripped these machines apart, asking what this wire did and what the modem card's purpose was. Learning how computers worked was genuinely empowering.
The descriptions and interviews included in Digital Dead End are useful and instructional, and the overall structure of the book is enlightening. Where Eubanks falters is in her concluding 9-point High-Tech Equity Agenda, that is, what to do next. It's fine as far as it goes, but doesn't really address the question of making poor and working people more powerful.
Nonetheless, Digital Dead End is a critical book for those interested in this subject.
Virginia Eubanks is an academic with web design skills. The book focuses on a group of women living in a YWCA shelter in Troy, New York that Eubanks worked with. A left turn by local YWCA administration in 2002 led to the organizing of WYMSM, Women at the YWCA Making Social Movement, a group which facilitated a community technology lab, several workshops on poverty, welfare, and minimum wage issues, and a web-based local Women's Resource Directory. The group voluntarily disbanded in the summer of 2003. When reading between the lines, the reader suspects that a new executive director was less enthusiastic about the technology program.
Eubanks notes that poor folks are not lacking computers and other technology in their lives. The people who perform data entry tasks are not lacking in computer skills, and the women on the receiving end of the social welfare system sometimes feel their whole lives are managed and dominated by all-powerful computer screens owned by their case workers: "Sorry, the system won't allow that."
Eubanks tells a terrific story. One of the first things the new YWCA technology program did was teach residents about the inner workings of a computer. Using dated equipment donated to the facility, participants gleefully ripped these machines apart, asking what this wire did and what the modem card's purpose was. Learning how computers worked was genuinely empowering.
The descriptions and interviews included in Digital Dead End are useful and instructional, and the overall structure of the book is enlightening. Where Eubanks falters is in her concluding 9-point High-Tech Equity Agenda, that is, what to do next. It's fine as far as it goes, but doesn't really address the question of making poor and working people more powerful.
Nonetheless, Digital Dead End is a critical book for those interested in this subject.
May 4, 2012
Finally an analysis and solution to the so-called digital divide that I can get behind. This book featured prominently in my LIS research proposal and I think there's some great info here for librarians, particularly those with an eye toward social justice issues.
The author’s attempts to create technology training programs in YWCA community of Troy, NY collide with the community’s poor and working class women’s actual experiences with the high tech economy. These experiences and the resulting research challenge the central tenets of digital divide policy and the idea that low-income people are information or technology poor, suggesting that IT policy and digital divide activism assume middle-class values and experiences, obscuring and invalidating the insights and experiences of poor and working-class people. A fundamental lack of understanding on the part of liberal policy makers on issues of poverty, racial and gender inequity, social location and cultural capital means that technology equity initiatives tend to only address issues of access and distribution.
The author’s attempts to create technology training programs in YWCA community of Troy, NY collide with the community’s poor and working class women’s actual experiences with the high tech economy. These experiences and the resulting research challenge the central tenets of digital divide policy and the idea that low-income people are information or technology poor, suggesting that IT policy and digital divide activism assume middle-class values and experiences, obscuring and invalidating the insights and experiences of poor and working-class people. A fundamental lack of understanding on the part of liberal policy makers on issues of poverty, racial and gender inequity, social location and cultural capital means that technology equity initiatives tend to only address issues of access and distribution.
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July 1, 2020“…I believed that access to technology was a fundamental social justice issue in American cities. I was wrong.”
For my October book club book I read Digital Dead End: Fighting for Social Justice in the Information Age by Virginia Eubanks. After reading the introduction to this book I was thoroughly drawn in. One of the author’s main goals is to challenge the idea of the Digital Divide as a realistic and relevant way to frame technological social justice issues, which for me meant challenging the base line for CTEP and what I do everyday. Though I didn’t finish the book agreeing with everything she said, Eubanks did push me to think more about how distributive policies for technology equity are only a partial solution to a much more complex inequality issue.
Eubanks builds an argument using research that she did while working with women living in YWCA housing in Troy, NY. She uses a unique participatory research method to bring out viewpoints that women living in poverty have about the information economy and the way expanding computer technology is impacting their lives. Contrary to the thought that these women lacked technology in their lives, many of the YW women had extensive interactions with computers on a daily basis. They worked in call centers or doing data entry and faced struggles with ‘the system’ holding all their social services information. The time many of these women spent with computers, and impressions they had about the value of technology was very diverse. When a space was opened up for the women to share their experiences and build on their skills in a way that was meaningful in their lives, a different model for fair technology policy came to light.
The alternative Eubanks offers to programs that focus on offering access is something called Technology for People or Popular Technology. This models is built on the idea of Popular Education (think Paulo Freire and Jane Addams.) “The goal of popular technology is to help everyday experts from a wide variety of social locations become more critical in their thinking by posing contradictions and problems in ways that leads them to the next stage in their analysis of the information age.” It builds on the knowledge and experience of the learners to develop collective, democratic experiences and civic connection.
I would recommend this book to other CTEP members (especially those interested in women’s issues) because it gave me a new perspective by presenting a critique of Digital Divide concepts. Reading this book, helped me understand that creating a socially just, technology filled world goes WAY beyond offering access to computers and even beyond offering technology education.
In her book Digital Dead End, Virginia Eubanks suggests that the relationship that women living in poverty have with technology is not nearly as nonexistent as the common rhetoric surrounding the digital divide would like to have us believe. Eubanks shares her findings from her work with women living at a YWCA shelter in Troy, New York, to support her assertion that those often seen as technologically deficient or averse have actually had plenty of experience with computers. This experience is overwhelmingly negative, as the women Eubanks worked with often found computers to be obstacles to receiving public assistance and ensuring their day-to-day survival.
For example, Eubanks recounts her struggle to find a way to compensate the women who attended her meetings and workshops for their time. She considered paying them with checks but quickly realized that the amount they were awarded would have been deducted from the assistance they received from the government, which had easy access to all of their financial information. This instance demonstrates only one way in which women and others receiving public assistance are actually oppressed and punished by technology. If the women had not been forced to offer all of their personal and financial information to a case worker sitting behind a computer screen, they may have been able to get away with receiving checks from Eubanks in addition to their other sources of income. Unfortunately, as more than one woman featured in Digital Dead End notes, their lives are essentially monitored and dominated by the computers that the social welfare system uses in its work. Ultimately, Eubanks decided to compensate the women with gift cards, which came with their own set of concerns (i.e., attendees of a workshop addressing the threat that big-box chain stores pose to employees and unions were given gift cards to Wal-Mart, one of the few stores that the women could reach via public transportation).
I felt that the findings detailed in Digital Dead End reflected and reinforced many of my own concerns regarding efforts to "introduce" computers and other technologies to communities that are not white and middle- or upper-class. Although the explanations most often provided for the digital divide -- such as the high cost of Internet access and the various products that can get online -- are certainly realities for a large number of people, we must also consider the psychological impact of previous negative experiences with technology. Populations that are often considered in discussions about the digital divide may not be always be intimately familiar with computers as users, but like the YWCA women constantly battling with the social welfare system, they do still encounter them and often leave with a considerable amount of distaste for technology. When we discuss technology's potential to quicken the process of applying to jobs, sparking social movements, etc., we must also examine the ways in which technology upholds the systems of oppression that keep low-income people and people of color in the same positions they've been in for decades.
For my October book club book I read Digital Dead End: Fighting for Social Justice in the Information Age by Virginia Eubanks. After reading the introduction to this book I was thoroughly drawn in. One of the author’s main goals is to challenge the idea of the Digital Divide as a realistic and relevant way to frame technological social justice issues, which for me meant challenging the base line for CTEP and what I do everyday. Though I didn’t finish the book agreeing with everything she said, Eubanks did push me to think more about how distributive policies for technology equity are only a partial solution to a much more complex inequality issue.
Eubanks builds an argument using research that she did while working with women living in YWCA housing in Troy, NY. She uses a unique participatory research method to bring out viewpoints that women living in poverty have about the information economy and the way expanding computer technology is impacting their lives. Contrary to the thought that these women lacked technology in their lives, many of the YW women had extensive interactions with computers on a daily basis. They worked in call centers or doing data entry and faced struggles with ‘the system’ holding all their social services information. The time many of these women spent with computers, and impressions they had about the value of technology was very diverse. When a space was opened up for the women to share their experiences and build on their skills in a way that was meaningful in their lives, a different model for fair technology policy came to light.
The alternative Eubanks offers to programs that focus on offering access is something called Technology for People or Popular Technology. This models is built on the idea of Popular Education (think Paulo Freire and Jane Addams.) “The goal of popular technology is to help everyday experts from a wide variety of social locations become more critical in their thinking by posing contradictions and problems in ways that leads them to the next stage in their analysis of the information age.” It builds on the knowledge and experience of the learners to develop collective, democratic experiences and civic connection.
I would recommend this book to other CTEP members (especially those interested in women’s issues) because it gave me a new perspective by presenting a critique of Digital Divide concepts. Reading this book, helped me understand that creating a socially just, technology filled world goes WAY beyond offering access to computers and even beyond offering technology education.
In her book Digital Dead End, Virginia Eubanks suggests that the relationship that women living in poverty have with technology is not nearly as nonexistent as the common rhetoric surrounding the digital divide would like to have us believe. Eubanks shares her findings from her work with women living at a YWCA shelter in Troy, New York, to support her assertion that those often seen as technologically deficient or averse have actually had plenty of experience with computers. This experience is overwhelmingly negative, as the women Eubanks worked with often found computers to be obstacles to receiving public assistance and ensuring their day-to-day survival.
For example, Eubanks recounts her struggle to find a way to compensate the women who attended her meetings and workshops for their time. She considered paying them with checks but quickly realized that the amount they were awarded would have been deducted from the assistance they received from the government, which had easy access to all of their financial information. This instance demonstrates only one way in which women and others receiving public assistance are actually oppressed and punished by technology. If the women had not been forced to offer all of their personal and financial information to a case worker sitting behind a computer screen, they may have been able to get away with receiving checks from Eubanks in addition to their other sources of income. Unfortunately, as more than one woman featured in Digital Dead End notes, their lives are essentially monitored and dominated by the computers that the social welfare system uses in its work. Ultimately, Eubanks decided to compensate the women with gift cards, which came with their own set of concerns (i.e., attendees of a workshop addressing the threat that big-box chain stores pose to employees and unions were given gift cards to Wal-Mart, one of the few stores that the women could reach via public transportation).
I felt that the findings detailed in Digital Dead End reflected and reinforced many of my own concerns regarding efforts to "introduce" computers and other technologies to communities that are not white and middle- or upper-class. Although the explanations most often provided for the digital divide -- such as the high cost of Internet access and the various products that can get online -- are certainly realities for a large number of people, we must also consider the psychological impact of previous negative experiences with technology. Populations that are often considered in discussions about the digital divide may not be always be intimately familiar with computers as users, but like the YWCA women constantly battling with the social welfare system, they do still encounter them and often leave with a considerable amount of distaste for technology. When we discuss technology's potential to quicken the process of applying to jobs, sparking social movements, etc., we must also examine the ways in which technology upholds the systems of oppression that keep low-income people and people of color in the same positions they've been in for decades.
May 20, 2018
This intriguing book details a long term participatory action research project undertaken to utilize popular technology to fulfill the YWCA's mission "to empower women and eliminate racism by any means necessary" in the early 2000's. This researcher worked with the YWCA of Troy-Cohoes, NY to launch a group called WYMSM (Women at the YWCA Making Social Movement). Rather than create a series of programs and projects to increase the general technology skills of participants and the community at-large, this diverse group consisting of YWCA residents, community members, academics, and YWCA staff came together as equals to design and execute projects which tackled issues of importance to them and building technology skills along the way, as needed, to get the job of fighting poverty and increasing awareness of economic disparity with residents and elected officials. For example, instead of offering basic coding classes, the group learned HTML when they decided to create a resource directory of community aide to help residents in dire straights and learned to code in order to build the parts of the website that they most wanted to see realized.
While this book about technology written about technology projects from 2002-2006 is certainly dated, it is surprising to me how relevant the content is to today's issues where community based technology programs are concerned. Quite a lot can be learned about involving community members in all aspects of program design and execution.
comps core reading list
While this book about technology written about technology projects from 2002-2006 is certainly dated, it is surprising to me how relevant the content is to today's issues where community based technology programs are concerned. Quite a lot can be learned about involving community members in all aspects of program design and execution.
comps core reading list
September 1, 2021
I think this book made a lot of good points that created thought-provoking conversation starters, but then there was still half the book left.
I liked that it forced the perspective back into the people. One example that has really stuck with me is that some low-income folks don't have computers at home. This can cause a 'black box' mentality where their only interactions with computers are at places like welfare offices where the person looking at the screen tells them, 'the computer says you don't get benefits' or some other negative statement. So rather than wanting their own computers like a lot of non-profits work towards, they resent them in totality.
This also connects to non-profits that try to get young girls interested in STEM. I was a young girl interested in STEM and I was supported into getting a Comp Sci degree. I'm like a month away from joining the workforce and I get to bring the statistic '50% of women in Comp Sci leave the industry by mid-career' with me.
It's not enough to bring women to technology. You need to examine the entire pipeline and fix all the issues, not just the easiest ones.
(I read this book for a book club with fellow comp sci majors. As you can tell, we had a lot of fun discussions.)
I don't blame Eubanks for writing an entire book on this issue, but I just don't think she had enough content to make 266 pages worth it. The book also talked a lot about the economy but the data were primarily from before the recession so it didn't age well, through no fault of her own, but I wouldn't necessarily encourage others to read it as a result.
I liked that it forced the perspective back into the people. One example that has really stuck with me is that some low-income folks don't have computers at home. This can cause a 'black box' mentality where their only interactions with computers are at places like welfare offices where the person looking at the screen tells them, 'the computer says you don't get benefits' or some other negative statement. So rather than wanting their own computers like a lot of non-profits work towards, they resent them in totality.
This also connects to non-profits that try to get young girls interested in STEM. I was a young girl interested in STEM and I was supported into getting a Comp Sci degree. I'm like a month away from joining the workforce and I get to bring the statistic '50% of women in Comp Sci leave the industry by mid-career' with me.
It's not enough to bring women to technology. You need to examine the entire pipeline and fix all the issues, not just the easiest ones.
(I read this book for a book club with fellow comp sci majors. As you can tell, we had a lot of fun discussions.)
I don't blame Eubanks for writing an entire book on this issue, but I just don't think she had enough content to make 266 pages worth it. The book also talked a lot about the economy but the data were primarily from before the recession so it didn't age well, through no fault of her own, but I wouldn't necessarily encourage others to read it as a result.
January 11, 2015
This book was one of the assigned books for my studio class in Community Informatics. Yes, I did read the whole thing, intro and conclusion and appendices. This post will probably get very LIS-speak very fast, so for those of you NOT in library school, Eubanks is an LIS researcher and academic-type working for social justice, inspired by her work at the YWCA in Troy, NY in the early 2000s. Drawing on her work there with the women who lived at the Y and on social justice and education theorists like Dewey (Experience and Education), Addams (Democracy and Social Ethics) and Friere (Pedagogy of the Oppressed), Eubanks created a pedagogical/social action/research model she calls “popular technology” or “technology for people.” I promise it doesn’t sound as heady as I just made it.
Eubanks’s main point in her articles and book is that the “digital divide” is a seriously problematic idea, that technology and its “age” are not the magic pill to solve social problems that they have often been hailed to be, and that without a firm and radical commitment to democracy and social justice, starting with those most oppressed and impoverished, the “Information” economy will only further plunge society into a state of inequality and hegemonic oppression.
Whee big theory speak!
Seriously, though, this book is amazing. You should read it. ESPECIALLY if you are going into LIS or a technology field and you care about other human beings. Eubanks is difficult to understand sometimes, but other parts of her book are very factual and digestible, like her chapters on statistics of the real detrimental effects of the technology economy on the social, economic, political, and psychological well-being of low-income single mothers of color (specifically, although she goes through many other demographics of Troy, NY in her analysis). She tells of her work with the women of the Y as they created organizations and projects to help achieve “critical consciousness” of the systemic power structures influencing their lives, while learning technology skills, hunting for jobs, and building relationships.
The back of the book is FILLED with appendices giving example handouts and meeting minutes and program ideas for people wanting to do some kind of popular technology workshop…and that’s what my class is about, too, so expect an update on that to come soon. One word of caution: Eubanks’s approach grew organically out of the very specific situation and needs of the women she worked with, and should be seen as an example of how this kind of perspective creates something perfectly suited for its environment and not as a program you can plop into your environment and expect to work.
Social justice! Technology for all! Intersectional feminist theory and true social justice and critiquing simplistic models of reality! Wheeeeee! My theory brain is so happy!
TL;DR – 5/5 for LIS people, maybe 3/5 for others. An “academic” book talking about social justice, the untold detrimental reality created by the “technology revolution” as anchored in one town and the local YWCA. Includes recommendations for institutional changes and appendices for community organizers to use. Really great book, especially for those thinking about “the digital divide.”
Eubanks’s main point in her articles and book is that the “digital divide” is a seriously problematic idea, that technology and its “age” are not the magic pill to solve social problems that they have often been hailed to be, and that without a firm and radical commitment to democracy and social justice, starting with those most oppressed and impoverished, the “Information” economy will only further plunge society into a state of inequality and hegemonic oppression.
Whee big theory speak!
Seriously, though, this book is amazing. You should read it. ESPECIALLY if you are going into LIS or a technology field and you care about other human beings. Eubanks is difficult to understand sometimes, but other parts of her book are very factual and digestible, like her chapters on statistics of the real detrimental effects of the technology economy on the social, economic, political, and psychological well-being of low-income single mothers of color (specifically, although she goes through many other demographics of Troy, NY in her analysis). She tells of her work with the women of the Y as they created organizations and projects to help achieve “critical consciousness” of the systemic power structures influencing their lives, while learning technology skills, hunting for jobs, and building relationships.
The back of the book is FILLED with appendices giving example handouts and meeting minutes and program ideas for people wanting to do some kind of popular technology workshop…and that’s what my class is about, too, so expect an update on that to come soon. One word of caution: Eubanks’s approach grew organically out of the very specific situation and needs of the women she worked with, and should be seen as an example of how this kind of perspective creates something perfectly suited for its environment and not as a program you can plop into your environment and expect to work.
Social justice! Technology for all! Intersectional feminist theory and true social justice and critiquing simplistic models of reality! Wheeeeee! My theory brain is so happy!
TL;DR – 5/5 for LIS people, maybe 3/5 for others. An “academic” book talking about social justice, the untold detrimental reality created by the “technology revolution” as anchored in one town and the local YWCA. Includes recommendations for institutional changes and appendices for community organizers to use. Really great book, especially for those thinking about “the digital divide.”
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September 24, 2012Defining Social Science Experiments is fraught with low reliability and validity ratings/findings. Not to mention replicable, useful experiments to draw on. However, Virginia Eubanks handles the task well incorporating the dry,national quantitative data with the richness of local qualitative data. This book takes the reader out of the traditional distributive framework and introduces, much as Freire had, the social justice side of reality. Power is held by those pushing the digital divide. According to this book there is no divide. Everyone has contact with digital technology. It's the passive ones that will continue to suffer in this information age, until a system is designed that incorporates reciprocity, truth, and justice.
July 22, 2016
A must-read for all modern librarians, educators, and technologists. Eubanks' research confirms something critical: that the mere presence of technology does NOT level the playing field for anyone. If anything, it can be another complex system of oppression for immigrants, the economically disadvantaged, or people of color. The research done within this book helps reveal misconceptions about the Digital Divide, and the difference between passive and active technology use. Within a community like the YWCA, we can demystify these systems to give groups more power.
April 8, 2014
Really a great read that questions many assumptions about research, activism, technology, etc. Also really rich with detailed exploration of Eubanks' own activism. It is helping me think about a lot of the work in my own projects.
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