censorship-course

Internet Censorship Course

View the Project on GitHub noise-lab/censorship-course

Net Neutrality

Format. Break into groups of 4–5. Each group picks one of the two breakouts below (or takes both if time allows). Spend ~5 minutes skimming the prep reads, then ~10 minutes debating. A designated reporter brings the group’s position — and any dissents — back to the full class for a ~3-minute report-back.

Chapter 4.3 argues that net neutrality is fundamentally about whether ISPs can discriminate among content sources — via blocking, throttling, or paid prioritization — and that each of those levers is a soft form of information control. But it also argues that market incentives have shifted: today’s most acute threats to open access have moved up the stack, to platforms, CDNs, and cloud hosts. Both breakouts push on that tension.


Breakout A: Common Carrier or Not — Is Title II Still the Right Frame?

Motion. “Broadband ISPs should be classified as Title II common carriers and regulated like utilities — the 2015 Open Internet Order was correct, and every repeal since has been a mistake.”

Prep reads (5–10 min).

Discussion prompts.

Bring back. Your group’s one-sentence rule you would actually write into statute — not FCC order — to bind future administrations.


Breakout B: 5G Network Slicing and the “Specialized Services” Loophole

Motion. 5G network slicing and ‘specialized services’ carve-outs are incompatible with net neutrality in practice — they are paid prioritization by another name.”

Prep reads (5–10 min).

Discussion prompts.

Bring back. Your group’s proposed definition — in one sentence — of the line between “specialized service” (allowed) and “paid prioritization” (not).


Instructor notes

These breakouts map to Section 4.3’s takeaways that (1) blocking/throttling/paid-prioritization are the three levers of ISP-layer information control and (2) the threats have shifted up the stack. Breakout A tends to attract the students who want a clean regulatory answer; Breakout B tends to attract the students who read the technical primer and want to argue about QoS. If the group polarizes too fast on A, push them with the peering-dispute detail from Section 4.3 — most students will not have the distinction between “congestion at an IXP” and “throttling by an ISP” straight, and it usefully complicates the debate. Breakout B sets up Lecture 13 (zero rating) cleanly.