Moments When the Weak Gained Ground: Viral Video as a Curriculum of People

Author\u27s abstract: The public school curriculum has devolved into merely being a political football for the forces of the dominant culture, no longer even attempting to serve the People of the community or the students that the school ostensibly should serve. In the absence of a curriculum that is meaningful to People, another curriculum has spontaneously appeared outside of school via shared online media between social networks. This new curriculum, identified by a relatively wide viewership and its challenge to social injustice, oppressive conventions or hegemonic forces, is a curriculum of viral videos shared because of their meaning and cogence in the moment. This inquiry examines a number of these videos through a modified method of Critical Discourse Analysis that utilizes aesthetic analysis as its primary lens to attempt to determine meaning

Unpicking the semes: Power, resistance, and the Internet

The Internet was a catalyst for refiguring the previous models of media relationships. For many, the Internet is a medium that liberates individuals from the centralised and asymmetrical power structures of traditional mass media and other social institutions in particular, the boundaries set by the nation and the state. For other people, the Internet increases the capacity for surveillance and control. This dissertation argues for a fluid conception of the operations of power and resistance on the Internet that takes into account the various discourses which play a part in determining agency and subjectivity. It examines and balances the narratives of liberation and oppression against each other: for, just as the developments in Internet technology contribute to changes in discourse, so too existing or prior discursive limits and relations of power affect Internet culture and technology. In the process of analysing the interplay of different discourses on the Internet, this dissertation takes into account transnational and national cultural flows and the insights that conceptual work on globalisation, transnationalism, and cosmopolitanism can provide. The case studies are concerned with change and centre on the use of the Internet to effect this change; they include: the Singaporean Internet, a 'thread' about Asian culture and Australia, the representation of oppression and the formation of Chinese diasporic collectivities, and anti capitalist networks. Through these case studies, the dissertation examines the degree to which the nation-state can regulate and affect the discourses at play on the Internet as well as the agency of participants in countering and maintaining these discourses. This dissertation also analyses activists' use of the Internet to form transnational networks. It discusses the limitations of their work including problems with representation

Online Hate: From the Far-Right to the ‘Alt-Right’, and from the Margins to the Mainstream

In the 1990s and early 2000s, there was much discussion about the democratic and anti-democratic implications of the Internet. The latter particularly focused on the ways in which the far-right were using the Internet to spread hate and recruit members. Despite this common assumption, the American far-right did not harness the Internet quickly, effectively or widely. More recently, however, they have experienced a resurgence and mainstreaming, benefitting greatly from social media. This chapter examines the history of their use of the Internet with respect to: (1) how this developed in response to political changes and emerging technologies; (2) how it reflected and changed the status of such movements and their brand of hate; and (3) the relationship between online activity and traditional methods of communication

Mediating the political impacts of the Internet: the case of China.

Qiu Linchuan (Jack).Thesis (M.Phil.)--Chinese University of Hong Kong, 1999.Includes bibliographical references (leaves 169-173).Abstracts in English and Chinese.Chapter Chapter 1 --- Introduction --- p.1The Objectives --- p.1The Assumptions --- p.2The Case --- p.4Methods --- p.9The Conceptual Framework --- p.11Chapter Chapter 2 --- Theoretical Background --- p.18Communication Technology as A Democratizer --- p.18Democratizer or Something Else? --- p.23The Concept of Mediation --- p.27The Mediationist Perspective --- p.33Chapter Chapter 3 --- China's Cyberspace --- p.37China 's Nets and Netizens --- p.40Bamboo Curtains Unfurled --- p.53Virtual Censorship vs. Mass Media Regulation: a Comparison --- p.67Concluding Remarks --- p.75Chapter Chapter 4 --- The Processes of Mediation --- p.79Internet Audience and Their Exposure --- p.80The Rugged Route from Exposure to Expression --- p.88The Gap between Virtuality and Reality --- p.98Concluding Remarks --- p.108Chapter Chapter 5 --- The Consequences of Mediation --- p.110Evaluating the Consequences --- p.110Selecting Online Arenas --- p.113Data Gathering and Coding --- p.119Findings --- p.130Concluding remarks --- p.147Chapter Chapter 6 --- Discussions --- p.151Summary --- p.151Methodological Issues --- p.154Broader Implications --- p.164Bibliography --- p.16

Software of the Oppressed: Reprogramming the Invisible Discipline

This dissertation offers a critical analysis of software practices within the university and the ways they contribute to a broader status quo of software use, development, and imagination. Through analyzing the history of software practices used in the production and circulation of student and scholarly writing, I argue that this overarching software status quo has oppressive qualities in that it supports the production of passive users, or users who are unable to collectively understand and transform software code for their own interests. I also argue that the university inadvertently normalizes and strengthens the software status quo through what I call its “invisible discipline,” or the conditioning of its community—particularly students, but also faculty, librarians, staff, and other university members—to have little expectation of being able to participate in the governance or development of the software used in their academic settings. This invisible discipline not only fails to prepare students for the political struggles and practical needs of our digital age (while increasing the social divide between those who program digital technology and those who must passively accept it), but reinforces a lack of awareness of how digital technology powerfully mediates the production, circulation, and reception of knowledge at individual and collective levels. Through this analysis, I hope to show what a liberatory approach to academic technology practices might look like, as well as demonstrate—through a variety of alternative software practices in and beyond the university—the intellectual, political, and social contributions these practices might contribute to higher education and scholarly knowledge production at large. I conclude the dissertation with suggestions for “reprogramming” iv our academic technology practices, an approach that I also explored in practice in the production of this dissertation. As I describe in the Afterword, the genesis of this dissertation, as well as the production, revision, and dissemination of its drafts, were generated as part of two digital projects, Social Paper and #SocialDiss, each of which attempted in their own small way to resist the invisible discipline and the ways that conventional academic technology practices structure intellectual work. The goal of this dissertation and its related digital projects is thus to help shine light on the exciting intellectual and political potential of democratizing software development and governance in and through educational institutions

Revenge of the Nerds: Tech Masculinity and Digital Hegemony

Revenge of the Nerds provides a cultural history of the evolution of white nerd masculinities in American culture through interpretations of a wide variety of texts and representations using the methods of literary studies and American studies. The dissertation is organized around four overlapping stages of nerd masculinity based on changes in technology and their effects on culture, as well as white male nerds’ efforts to remain culturally relevant and gain the benefits of being close to hegemonic masculinity. The four nerd types are the computer nerd, the gamer, the gatekeeper nerd, and the maladaptive nerd which reflect the following movement through chronological development: the introduction of computers into the mainstream of American culture, the early years of video gaming culture, the nerds’ cultural power and influence as early adopters of the Internet and the white male nerds’ participation in a backlash against factors like social media which made gaming and Internet cultures more mainstream and diverse. Throughout these changes, white male nerds chased a promise they felt was implied by the adoption of “revenge of the nerds” as an American pop cultural myth, but the nerd identity was constructed in such a way that it would never be perceived as fully congruent with hegemonic American masculinity. Therefore, the identity was based on an insecurity about masculinity, which nerds tried to assuage by being especially aggressive in their pursuit and enforcement of American norms of masculinity