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   SAYASH KAPOOR, MATTHEW SUN (May 2022, Computer supported cooperative work CSCW)

   We investigate the privacy practices of labor organizers in the computing technology industry and explore the changes in these practices as a response to remote work. Our study is situated at the intersection of two pivotal shifts in workplace dynamics: (a) the increase in online workplace communications due to remote work, and (b) the resurgence of the labor movement and an increase in collective action in workplaces— especially in the tech industry, where this phenomenon has been dubbed the tech worker movement. The shift of work-related communications to online digital platforms in response to an increase in remote work is creating new opportunities for and risks to the privacy of workers. These risks are especially significant for organizers of collective action, with several well-publicized instances of retaliation against labor organizers by companies. Through a series of qualitative interviews with 29 tech workers involved in collective action, we investigate how labor organizers assess and mitigate risks to privacy while engaging in these actions. Among the most common risks that organizers experienced are retaliation from their employer, lateral worker conflict, emotional burnout, and the possibility of information about the collective effort leaking to management. Depending on the nature and source of the risk, organizers use a blend of digital security practices and community-based mechanisms. We find that digital security practices are more relevant when the threat comes from management, while community management and moderation are central to protecting organizers from lateral worker conflict. Since labor organizing is a collective rather than individual project, individual privacy and collective privacy are intertwined, sometimes in conflict and often mutually constitutive. Notions of privacy that solely center individuals are often incompatible with the needs of organizers, who noted that safety in numbers could only be achieved when workers presented a united front to management. Based on our interviews, we identify key topics for future research, such as the growing prevalence of surveillance software and the needs of international and gig worker organizers. We conclude with design recommendations that can help create safer, more secure and more private tools to better address the risks that organizers face. 

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2. Weaving Privacy and Power: On the Privacy Practices of Labor Organizers in the U.S. Technology Industry

   https://doi.org/10.1145/3555574  

   Kapoor, Sayash; Sun, Matthew; Wang, Mona; Jazwinska, Klaudia; Watkins, Elizabeth Anne (November 2022, Proceedings of the ACM on Human-Computer Interaction)

   We investigate the privacy practices of labor organizers in the computing technology industry and explore the changes in these practices as a response to remote work. Our study is situated at the intersection of two pivotal shifts in workplace dynamics: (a) the increase in online workplace communications due to remote work, and (b) the resurgence of the labor movement and an increase in collective action in workplaces-especially in the tech industry, where this phenomenon has been dubbed the tech worker movement. The shift of work-related communications to online digital platforms in response to an increase in remote work is creating new opportunities for and risks to the privacy of workers. These risks are especially significant for organizers of collective action, with several well-publicized instances of retaliation against labor organizers by companies. Through a series of qualitative interviews with 29 tech workers involved in collective action, we investigate how labor organizers assess and mitigate risks to privacy while engaging in these actions. Among the most common risks that organizers experienced are retaliation from their employer, lateral worker conflict, emotional burnout, and the possibility of information about the collective effort leaking to management. Depending on the nature and source of the risk, organizers use a blend of digital security practices and community-based mechanisms. We find that digital security practices are more relevant when the threat comes from management, while community management and moderation are central to protecting organizers from lateral worker conflict. Since labor organizing is a collective rather than individual project, individual privacy and collective privacy are intertwined, sometimes in conflict and often mutually constitutive. Notions of privacy that solely center individuals are often incompatible with the needs of organizers, who noted that safety in numbers could only be achieved when workers presented a united front to management. Based on our interviews, we identify key topics for future research, such as the growing prevalence of surveillance software and the needs of international and gig worker organizers.We conclude with design recommendations that can help create safer, more secure and more private tools to better address the risks that organizers face. 

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3. "For Me, Data is Ammunition": Metaphors and Community Organizers' Data Imaginaries

   https://doi.org/10.1145/3678884.3681878  

   Pei, Lucy; Serrano, Uriel; Crooks, Roderic (November 2024, ACM)

   This article bridges theories and insights from critical data scholarship by asking how community organizers from minoritized communities conceptualize data. Prior research has defined these socially and culturally constructed definitions about what data are and what data do as “data imaginaries.” This study draws on 40 qualitative interviews with community organizers involved in issues like immigration, reproductive justice, education, and policing. Our study takes metaphors given to us by community organizers (i.e., ammunition, teeth, receipts, compass) to reveal their data imaginaries. Particularly, their data imaginaries define what data means to them and what purpose it serves in their organizing. We find that community organizers also shared critiques of the ways data has been used to oppress minoritized groups. Given these findings, we conclude by encouraging future work that explores how community organizers experience and articulate epistemic burdens. 

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4. An Interdisciplinary Learning Community of Education and Psychology Majors

   Yates, S. (January 2023, Education sciences)

   The researchers conducted a qualitative case study to describe the experiences (over the course of a semester) of an inter-disciplinary team of three special education and three psychology undergraduates who participated in a relational learning community and a graduate student who designed and facilitated this learning community. An associate professor and special education researcher oversaw and co-facilitated the project. The design of the learning community promoted the building of rapport and trust among the group members and the progress of the group toward a common goal of incorporating principles from psychology to develop teaching strategies for students who are struggling in math and experiencing severe math anxiety. Gathering more frequent and individualized feedback would have helped the learning community facilitator make some key adjustments earlier in the project, but the incorporation of rapport building activities that supported trust and collaboration among the group was supportive of group progress toward a common goal. We learned key lessons about how to design and implement a learning community that can be applied to the field of education, interdisciplinary collaboration, and other contexts. 

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5. Growing garden-based learning: mapping practical and theoretical work through design

   https://doi.org/10.1080/13504622.2021.1888886  

   Zuiker, Steven J.; Riske, Amanda K. (October 2021, Environmental Education Research)

   Echoing calls to expand environmental education research through design, this study explores the role of design in garden-based education and illustrate its contributions towards practical impact and theoretical insight. Design can explicate and map conjectures about resources, tasks, roles, and other supports for learning and teaching then, in turn, can be tested to illuminate how these supports operate together. Design, as such, focuses holistically on examining systems of activity. To these ends, case study method organizes analysis of garden-based learning in a US fifth-grade classroom (ages 10–11) that enacted a project-based gardening curriculum. Findings develop threes themes about designed supports: relating content and context; aligning curricula and gardens; and designing for curiosity and wonder. Discussion considers the role design plays in organizing, enhancing, and ultimately growing garden-based learning as well teaching and learning in environmental education more broadly. 

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