Abstract
Seconding Johnathon Mauk’s call in these pages for greater attention to the politics of space, and extending it to the increasingly ubiquitous realities of virtual space, the author argues that course-management software systems such as Blackboard naturalize certain constructions of subjectivity for us and our students in ways inimical to our pedagogical goals. He argues that we and our students should not only be critically attentive to such constructions but should also wherever possible develop our own local, discipline-specific spaces in resistance to the homogenization of space and subjectivity they represent.