Critical Histories of Computing and the Internet - Spring 2026
Course Description - This course explores the rich and complex histories of computing and the internet, recontextualizing dominant narratives within a global context and intersectional frameworks. Beginning with early knowledge machines like the abacus and Jacquard’s looms, and progressing through key historical milestones such as World War II, the Cold War, and the rise of Silicon Valley, students will analyze how these technologies were shaped by political, cultural, and social forces. By connecting historical developments to contemporary issues such as surveillance, social media, and AI, students will gain the tools to challenge techno-utopian narratives and better understand the profound societal impact of digital technologies.
Learning Outcomes - Through this course, you will be able to understand, redefine, and recontextualize “computer” and the “internet” in the context of history both domestic and international.
Students will be able to…
1. Analyze the historical development of computers and the internet, contrasting narratives from the United States with global perspectives, and evaluate how these technologies have been shaped by systems of power
2. Compare analog and digital technologies, and explain the evolving capacities of computing across different historical contexts
3. Critically assess the dominant narratives surrounding the tech industry, particularly Silicon Valley’s portrayal of itself, and recontextualize these stories within broader global and historical frameworks
4. Apply foundational knowledge of computing and internet history to interpret contemporary issues in technology
Course Readings - All readings will be provided via Canvas
Policy on Absences and Lateness - Attendance is mandatory and is a large part of your participation grade. Only illnesses or family emergencies are accepted as legitimate reasons to miss class. More than two unexcused absences will adversely affect your final grade. If you do miss class, you are responsible for finding out what you missed from your peers in class, including getting copies of materials and assignments.
Academic Accommodations - In creating an inclusive classroom, we want to make sure that every student's needs and accommodations are met. If you have a disability that requires you to need extra assistance, extra time or adapted lessons, you are entitled to, and we encourage you to, reach out to the Center for Accessible Education (CAE) to discuss your accommodations. Once you register, please make sure your “Letter of Accommodation” is viewable to us, so we can be notified and ensure that we meet your requirements to support your learning. Website: www.cae.ucla.edu
Phone Number: 310-825-1501 Campus Location: Murphy Hall A255
Academic Counseling - Academic Advisors aim to collaborate with you to support your academic, professional, and personal development. We encourage you to contact your academic advisor early and often to ensure your success during your first year.
Website: https://www.registrar.ucla.edu/Academics/Academic-Counseling
Title IX Office - Title IX prohibits gender discrimination, including sexual harassment, domestic and dating violence, sexual assault, and stalking. If you have experienced sexual harassment or sexual violence, you can receive confidential support and advocacy at the CARE Advocacy Office for Sexual and Gender-Based Violence, 1st Floor Wooden Center West, CAREadvocate@careprogram.ucla.edu, 310.206.2465. In addition, Counseling and Psychological Services (CAPS) provides confidential counseling to all students and can be reached 24/7 at 310.825.0768. You can also report sexual violence or sexual harassment directly to the University’s Title IX Coordinator, 2241 Murphy Hall, titleix@conet.ucla.edu, 310.206.3417. Reports to law enforcement can be made to UCPD at 310.825.1491.
CAPS - CAPS provides counseling services to students who are in need of support in any way 24 hours a day, 7 days a week. Appointment can be made by contacting CAPS during their office hours Monday - Friday 9 am - 4 pm. Crisis support is available 24/7 by phone at 310-825-0768.
Website: www.counseling.ucla.edu
Phone Number: 310-825-0768
Undergraduate Writing Center - The UWC is available by appointment through 25 minute to 50 minute appointments to support your academic writing needs. They may also have 30 minute same-day drop-in appointments available. Please check their website to view availability and make an appointment. The UWC is open Monday - Thursday 10 am - 6 pm and Friday 10 am - 3 pm, with evening hours Sunday - Thursday 6 pm - 9 pm.
Website: https://uwc.ucla.edu/ Phone Number: 310-206-1320 Email:wcenter@g.ucla.edu Campus Location: Kaplan Hall A61
UCLA Library - The UCLA library is a great resource to help you with any of your research needs, including finding relevant sources and evaluating their context. Please visit the library website for all your needs -
Course Requirements and Expectations (Courtesy of the late, great Jonathan Sterne w/ edits by yours truly)
Etiquette:
Full and complete attendance, attention, participation, listening and reading (of required texts). I expect the very best you can give.
Good faith and good humor toward your colleagues in the classroom. For both: disagreements are expected and encouraged, but please keep nitpicking to a minimum; personal attacks and intimidation are not acceptable under any circumstances. If you have something critical to say, be prepared to explain how the piece could be improved given
what the author hoped to achieve. Follow the Golden Rule. Encourage basic questions as well as advanced ones. If you don’t know something, admit it. You are probably not alone. Finally, we want to avoid seek-and-destroy hermeneutics. Therefore, students are allowedone (1) seek-and-destroy analysis of a reading per term, for when you just can’t stand it.
But choose wisely. Once you’ve used it, you’ve used it.
Your job as a participant is to listen actively to what others have to say and advance the discussion. If you are confident contributor, use your confidence for good and not evil. Help bring others into discussion, refer to your classmates by name, and be positive about the contributions of those who do not say as much.
While personal anecdotes are allowed, keep in mind this is a PhD seminar. Others may disagree with your interpretation of your experience. This is encouraged and allowed. If you are not comfortable with this, do not share your story.
Awkward Silences and hesitation are okay. Don’t feel you need to rush to speak and don’t worry if you need a little time to articulate something. Contributing to class discussion is more than the frequency of the times your hand goes up and the number of words you say. If you are struggling to articulate something, that’s probably a sign that you are saying something that is new and not obvious.
Difficult content: There’s been a lot of talk in the press about content warnings and student comfort in the classroom. As your prof, I will never do anything intentionally to shock or traumatize students. At the same time, it’s our job to discuss difficult subjects in class, and nobody can predict the effect some materials may have on someone. I will try and give previews of the kinds of content you will encounter before you encounter it. If I forget, feel free to ask. If you are having difficulty dealing with a class discussion or a8 reading or recording, you may raise the issue as part of the discussion or you may simply discretely step out of class. A note to the prof would be helpful after the fact so that we know what happened and don’t think you just got up and left.
Class Credos:
More than one thing can be true: cultural analysis only works if it is possible to hold onto apparently contradictory ideas at once and explain how they can all be true in specific circumstances. Understanding contradiction is the core of cultural studies.
No bullshit: we will avoid easy, prepackaged explanations of complex phenomena, and we will greet the claims of interested parties as open to interpretation and analysis. We will not bullshit one another. That said, you will have many opportunities to brainstorm and make things up. That kind of activity is strongly encouraged, and is not bullshit even if bullshitting may be involved.
You have the right to be wrong: part of learning is changing one’s own perspective. This is only possible where ideas can be expressed and challenged, and people are allowed to change their minds. But: no “devil’s advocates” will be allowed (see: “no bullshit”).
It is everyone’s job to imagine a better world: any critique of how something is raises the question of how it ought to be. You will be asked to think carefully and imaginatively about alternatives to the way things are.
Follow the golden rule: treat others as you would want to be treated.
And three special graduate-level credos:
Precision, precision, precision: humanists value precision in the use of language. We should be precise and intentional even when we are being ambiguous.
Make your own problems: don’t accept prepackaged, mechanistic, individualistic, or psychologistic explanations for complex cultural phenomena. Break with common sense. Our job as scholars is to frame new questions and objects of study and then go about researching them.
Be patient with yourself and with others: at our best, we are all beginners. No question is too basic to ask in a discussion.
