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Article

Refugee and Mediated Lives  

Kevin Smets, Giacomo Toffano, and Silvia Almenara-Niebla

The lives of refugees are highly mediated. Media and technologies affect the daily experiences and trajectories of refugees in numerous ways while on the move as well as while settling into new homelands. Mediation processes also inform broader societal and political meanings that are assigned to refugees, as the figure of “the refugee” is constantly reshaped through processes of representation. Although these processes are much older, the research on refugees and mediation has accelerated especially since 2015. The literature focuses on three key areas: (a) refugees’ media uses and (dis)connectivity; (b) the role of media technologies in refugees’ everyday lives; and (c) media representations and narratives. Across these three areas, several important critiques have been formulated. These include criticisms of essentialist understandings of “the refugee” as well as Eurocentric and technocentric tendencies in the literature. A response to these criticisms might lay in a more historicized, contextualized, and situated approach to the mediated lives of refugees.

Article

Conflict and Journalism  

Fay Anderson

The 20th century was defined by violent conflict: war, genocide, and military occupation. World War I left approximately 10 million dead and World War II had a death toll estimated at 55 million. It has been conservatively calculated that the total number of dead killed in wars during the century was 108 million, as the casualties shifted from armed combatants to victims of mass extermination in civil wars and wars of colonization. Civilian collateral damage and the targeting of civilians by ethnicity and religion became tragically common. Journalists have witnessed and chronicled the seismic military, social, cultural, and political transformations, as well as providing a vital democratic function. Paralleling this age of devastation was the ascendant power of legacy media and its golden age in the West. The combination of technological advancement, the professionalization of the industry, greater literacy and expanded newspaper readerships, and mass culture brought the press to the frontline in unprecedented numbers and in a new and intimate relationship. Journalists functioned and continue to operate as witnesses, communicators, recorders, and interpreters, on both the battlefield and the home front, as well as negotiating the competing demands of their media organizations, the public, political, and military elites, and their professional lives. This century had barely dawned when armies and a largely jingoistic press were marshalled in Afghanistan and Iraq after the attacks in the U.S. on September 11, 2001. The nature of warfare had evolved—from limited wars with clearly identified armies on demarcated fronts to non-conventional wars and wars of insurgency—and, with it, changes in the relations between the state, military, and media. The conflicts in this millennium provoked both long-standing and new debates surrounding the role of the press and how it actively mediates conflict, censorship, and patriotism in a hostile media environment. Journalism also experienced profound change technologically and industrially. With the fragmentation of the media business model and editorial gatekeeping, and liberated by new media, the legacy media’s relationship with conflict has changed. New voices have gained prominence. Non-Western journalists have been accorded greater recognition when reporting invasion and conflict from a local perspective. Civilians also became both an important conduit and problematic source of news, there has been an upsurge of government and military propaganda, and terrorists have become chilling media producers. For other state media organizations in the East, their global footprint has expanded rather than diminished. Nevertheless, the debates about the image and role of journalism during armed conflict; censorship; media power, technology, and mediatization; and the physical and psychological dangers experienced by journalists when witnessing and reporting conflict, prevail.

Article

Technology and Religion in Ancient Greece and Rome  

Tatiana Bur

Coupling together “technology” and “religion” might, to the modern mind, sound rather antithetical. The former, as we know it, is based in scientific knowledge and produces tangible results; the latter is phenomenological and spiritual. Yet this does not do justice to the full character of ancient science, or of ancient religion. Technologies in Greco-Roman antiquity could, and did, help create and sustain a sense of the divine, whether this was in the context of sanctuary space, or as part of religious occasions or rituals, for example. The kinds of evidence available to unearth the realities of the relation between technology and religion in ancient Greece and Rome span literature, material culture, and, importantly, ancient technical manuals. This final genre tends not to be as familiar to students of the Greco-Roman world in general and especially to students of ancient religion. Yet by combining these dry, and at times abstruse, texts with anecdotal evidence, technical realities and issues of viewership which surround the use of technology in ancient religious contexts can be better understood. One of the more familiar instances of religious technologies from ancient Greece is that of the theatrical crane (mēchanē). There, epiphanies of gods were fabricated using a conspicuous mechanical construction which speaks to the fundamentally mediated nature of ancient epiphany. The sense of sacred presence within ancient temples in the Greco-Roman world was enhanced using various technical methods including catoptrics—the science of reflection. Religious processions in antiquity involved parading a vast array of objects through the cityscape and technologies of automation began, in the Hellenistic period onward, to feature as part of this conspicuous display of the marvelous. Various other rituals which formed the very basis of Greek religious life, such as divination and dedication, relied on technical, including mechanical, expertise to create, enhance, or authenticate connection with the divine. Traces of the intersection between religion and technology in Greco-Roman antiquity can be found not only from the Classical institution of the theater but even earlier, including in the Homeric epics. Yet the formalization of the discipline of mechanics in the Hellenistic period gave new shape and vigor to the relation between religion and technology. Subsequently, the Roman period saw increased meta-discourse on the phenomenon, especially thanks to the culturally vibrant “Second Sophistic,” as well as the rise of Christianity, where the word (logos) of god was privileged above anything material.

Article

Fiction, Fact, and Gen Z in International Relations and Comparative Pedagogy  

Amy L. Atchison

Interchangeably called Gen Z, Generation Z, Gen Zers, and Zoomers, the generation born between the mid-1990s and early to mid-2010s now makes up the majority of postsecondary students. In countries as diverse as Brazil, India, Malaysia, and the United States, and across such disparate disciplines as engineering, legal studies, and nursing, faculty are working toward modernizing the learning environment to support Gen Z learners. The Gen Z pedagogy movement is necessary for two reasons. First, Gen Z learners are experientially different from their instructors, many of whom are baby boomers and Gen Xers. Gen Zers’ childhoods were dominated by the worst economic crisis since the Great Depression. Their early experiences with economic uncertainty have left Gen Zers with a strong need for practical, hands-on education that develops marketable skills. Learning for the sake of learning does not motivate them. Second, Gen Z learners are cognitively different than any previous generation due to the pervasive presence of social media in their lives. Constant exposure to social media has rewired Gen Zers’ brains, making them more responsive to visual images than to text or audio while also shrinking their attention spans. Gen Zers are interested in learning but feel educational practices have fallen behind the experiential and cognitive changes in the student body. Reaching Gen Z requires an understanding not just of their generational distinctiveness but also of their ability gaps and learning needs. Research indicates that Gen Zers struggle with focus, close reading, and critical thinking. While no single pedagogical tool will address all of their needs, practices that work best with Gen Zers include hands-on and experiential learning, short videos, and low-stakes group work. In addition, they benefit from specific instructions and regular feedback. If international relations and comparative politics faculty are to engage with Gen Z effectively, their pedagogical practices need to meet Gen Zers’ interests and needs.

Article

Colonialism and Postcolonialism  

Jenny Burman

Colonial powers used electronic media and communication technologies to assert and extend control over spaces as well as attempt to influence the “hearts and minds” of colonized people, colonial settlers, and Europeans in the metropole. Colonized people adapted and repurposed these technologies, often toward anticolonial ends. In the early mid-19th century, the telegraph effectively became the “nervous system of empire,” collapsing distances and enabling colonizers to surveil and dominate colonized people and institutions from the metropole (with varying degrees of success). In the early 20th century, new media forms like wireless radio were used to “educate” and “civilize” colonial subjects, entertain and relieve the anxiety of settlers, and spread propaganda in the colonies and the metropole about the benefits of imperialism. These technologies helped to build both deliberate and accidental, colonial and anticolonial, transnational networks. Some of those networks assisted in anticolonial political mobilizations, particularly in India, where the telegraph was accessible to the public and facilitated nationalist organizing, and Algeria, where radio helped to galvanize support for the revolutionary FLN. Postcolonial media landscapes hold the histories of colonial power asymmetries; we see present-day continuities in the concentration of ownership of media and communication technologies among racial and economic elites, and in the Eurocentrism of dominant regimes of representation.

Article

Teaching Writing in the Digital Era  

Linda Laidlaw

In the digital era, written communication for children and youth is changing. As texts and media include complex intersections of print, image, sound, and other modalities, the ways in which writing is conceived is shifting. The evolution and impact of digital technologies follow a long history of invention, innovation, and change in written communication, with critiques of writing and communication technologies present in both historical and contemporary contexts. A new development in contemporary digital culture is the significant and widespread participation of children and youth in digital media and communication due to the ubiquity, affordances, and appeal of mobile digital devices. In the history of writing instruction, pedagogical approaches and perspectives have continued to evolve, with the teaching of writing at times positioned as subordinate to the teaching of reading, a pattern that has repeated into the digital era in which an emphasis on digital writing production and text creation has been similarly less of a focus than receptive consumption of media. Shifts in digital practice and the emergence of new devices for writing present both challenges and opportunities for the teaching of writing and the creation of texts in schools, with issues of digital resource provision and access to technology presenting hurdles for some teachers. Teacher awareness of the digital worlds, practices, and “funds of knowledge” that students are bringing to the writing classroom is vital to reimagining the writing classroom within contemporary digital culture. In the 21st century, writing instruction needs to be inclusive of the operational demands of writing as well as sociocultural and critical requirements, in addition to responding to fluid technoliteracy contexts and consideration of how “writing” itself is changing.

Article

Mass Media in North Africa: From Print to Digital  

Emilio Spadola

The emergence, spread, and transformation of media technologies in North Africa has attracted much attention over the past decade. Yet the disruptive effects of technological mass media have been a defining feature of North African modernity from the mid-19th century to the present. Classically distinguished from pre-modern oral and scribal transmissions by “technological reproducibility,” mass media offer capacities both for simultaneous collective address (i.e., broadcast), and for nearly limitless copying (i.e., reproduction) and re-transmission (i.e., sharing). As such, dramatic expansions in mass media, from print journals, or “the press,” to electronic broadcast media of radio and television, small media of audio and video cassettes, and Internet-based and mobile digital media, have sustained modern North African political movements and mass publics, from anticolonial nationalism to postcolonial nation-state building and the 21st-century Arab Spring. Any understanding of contemporary mass media, including digital media, in North Africa must consider how these current media movements reprise and transform earlier forms of political consciousness, community, and protest grounded in a century of new media.

Article

Global Journalism Education  

Charles Self

The number of formal programs educating and training young people to work in journalism and mass communication media organizations has grown substantially worldwide since the 1920s. Estimates put the number of college and university programs well beyond 2,500, with the United States and China exhibiting the largest numbers. These estimates do not count many of the private training programs offered by for-profit companies. Beyond these programs, media organizations, foundations, nongovernmental organizations (NGOs), journalist associations, and media unions offer training to help students and journalists update their skills in a field undergoing rapid change. Much of this growth is because journalism itself has commanded attention from organizations of all kinds in the 21st century: governments, private industry, nonprofits, NGOs, sports organizations—leaders in virtually all forms of human activity have come to believe that media play a powerful role in shaping public opinion. This attention has led societies around the globe to invest in training journalists and media workers. Some of these investments have been through higher education. Others have been through private training institutes and organizations, NGOs, and private foundations. New types of media jobs have developed since the 1970s. Strategic communication and promotion industries dedicated to shaping public discourse have expanded around the world. New media technologies have changed journalism itself, creating new kinds of journalism jobs worldwide. Digital innovation has changed the structure of traditional media industries. As new forms have emerged, these digital innovations have expanded both the types and numbers of media jobs available. These new types of media jobs have changed how journalism students are educated and trained. Demand for trained workers has increased and skill sets have changed. This has altered thinking about journalism education around the globe. Journalism educators have introduced new types of training into the curriculum, including entirely new topics and new types of majors in many countries. Similarities in how journalism is taught, based on shared educational needs and skills, have grown, while historically important ideological differences in teaching journalism have weakened. Shared challenges include how to teach media technologies, ethics, fact-checking, and coping with disinformation and fake news. They also include preparing journalism students to deal with strategic manipulation, partisan hostility, threats, and shifting concepts of appropriate online media discourse in social media, blogs, tweets, and online comments. Despite these common challenges and shared approaches, unique circumstances in each society still lead to differences in how journalism is taught around the world. These differences can be quite pronounced. These circumstances include resource shortages, competing training traditions, weak industry support, sociopolitical differences, and censorship. Across the globe it is clear that education in journalism and media will continue to expand as changing media technologies exert a growing influence on public discourse. Journalism education is changing in every country as: (1) technologies reshape it, (2) media theories shift teaching techniques, (3) new technologies create newly shared ideas about teaching journalism, (4) unique circumstances in each country still produce different approaches, and (5) it expands in different regions of the world.

Article

Social Media and School Leadership Efficiency  

Byabazaire Yusuf, Lynne M. Walters, and Abdul Halim Mohamed

Social media platforms have emerged as a powerful communication strategy for school leaders, whether within a school or in the community as a whole. The potential for the heads of school to improve leadership connectedness and efficiency lies in the proper selection and use of available social media tools. This would consolidate their position and influence in a 21st-century learning environment. Social media tools provide efficient means for school leaders to mobilize and to build consensus on important matters among their subordinates or stakeholders before arriving at a final decision. They also can use social media tools to shape a vision of academic success for students, motivate academic staff in carrying out their duties in a diligent manner, and build support for their efforts by communicating directly with parents and the community. By spearheading the use of social media strategies, school leaders can inspire teachers to embark on a pedagogical shift by putting real-world tools in the hands of students. This would allow students to consume information, as well as to create artifacts of learning to demonstrate conceptual mastery. Students would become more motivated through active engagement and achievement by focusing on improving essential skills, such as collaboration, creativity, critical thinking, problem solving, and global connectedness. Allowing for distant access, social media also enhance the management zone and extend learning beyond classrooms and schedules. Because social media resources are varied and evolving, school leaders can establish an empowered and dynamic learning community of educators in which skills, knowledge, and thinking would be shared among them through Professional Learning Communities (PLCs). Leaders also could form their own Personal Learning Networks (PLNs) to meet the diverse learning needs of their schools, acquire and share resources, access knowledge, receive feedback, connect with both educational experts and practitioners, and discuss proven strategies to address teaching, learning, and leadership concerns. Furthermore, a school leader can create specific social media channels to collectively engage teachers, heads of departments, coordinators and community leaders. This would enhance the sharing of instructional ideas and strategies, policy issues, and positive aspects of school culture that promote community pride. In this way, a school would not only provide a healthy environment for sharing ideas and collaboration, but would improve the teaching and learning process and attract the enthusiastic participation of stakeholders in school affairs. Lastly, school leaders can employ social media platforms to engage the outside community in an appropriate manner to improve their institutional image and relationships with others. Thus, a vibrant social media strategy would provide an efficient means to manage content and communicate the most accurate, timely, and relevant information, based on appropriate levels of transparency. It would also provide a means of interaction between the school leaders and community stakeholders, enabling them to keep these community stakeholders updated on either the current or most important aspects or events within the schools, hence promoting community participations in school affairs.

Article

Ideology in the Crime Genre  

Timothy O. Lenz

The media inform the public about crime while also reflecting and shaping thinking about crime. The news media primarily provide information when they report on crime as part of the coverage of public affairs, but they also shape thinking about crime. The entertainment media, particularly television and film crime stories, primarily entertain audiences, but they also reflect and shape public opinion about the threat of crime, the causes of crime, criminal justice policies, and the criminal justice system. The media effect on the general public’s thinking about crime includes both the news media and the entertainment media because the trends toward infotainment in the news media (e.g., docudramas and true crime reality shows) and realism in the crime genre (stories that are based on or inspired by actual events) have blurred the distinction between fact and fiction. The study of ideology in the crime genre includes the development of theories; empirical analyses of the media effect; explaining ideology, film, and television crime stories as legal texts explaining criminal procedure; and the exploration of current issues related to thinking about rights, law, violence, and justice.

Article

Media Technologies in Communication and Critical Cultural Studies  

Ned O'Gorman

Media technologies are at the heart of media studies in communication and critical cultural studies. They have been studied in too many ways to count and from a wide variety of perspectives. Yet fundamental questions about media technologies—their nature, their scope, their power, and their place within larger social, historical, and cultural processes—are often approached by communication and critical cultural scholars only indirectly. A survey of 20th- and 21st-century approaches to media technologies shows communication and critical cultural scholars working from, for, or against “deterministic” accounts of the relationship between media technologies and social life through “social constructivist” understandings to “networked” accounts where media technologies are seen embedding and embedded within socio-material structures, practices, and processes. Recent work on algorithms, machine learning, artificial intelligence, and platforms, together with their manifestations in the products and services of monopolistic corporations like Facebook and Google, has led to new concerns about the totalizing power of digital media over culture and society.

Article

Podcast Studies  

Hannah McGregor

Podcasts are a new kind of digital text that demands new analytical approaches rooted in an understanding of the medium’s history, affordances, and politics. Emerging at the intersection of RSS (Really Simple Syndication) and digital audio technology, podcasts were originally framed as an accessible medium for amateur creators, an audio version of the blog. Although the early technological challenges of both making and downloading podcasts biased the medium toward the same demographic as tech culture (white men), the constant expansion of affordable recording technology and the lack of industry restrictions have led to podcasting’s rapid growth, with Apple announcing that it had reached 2 million podcasts in 2021. While only a small percentage of those podcasts are capable of drawing large-scale audiences, producers have found success catering to microcommunities through highly niche content. The ability to engage communities is enhanced by some of the defining characteristics of podcast aesthetics, namely their parasocial intimacy—that is, the tendency for listeners to think of their favorite podcast hosts as “friends in their ears.” Compared with radio, podcasts are less likely to adhere to professional production standards, and podcasters tend to be less formal and more “chatty” than radio hosts are. While podcasting has amateur and DIY roots, however, the success of true crime podcast Serial has contributed to the formalization of the industry around podcasting networks and a shared set of entrepreneurial practices, largely focused on attracting advertisers or otherwise monetizing shows. Although the most financially successful shows are still disproportionately produced in the United States and hosted by white men, the medium has also continued to diversify. The creation of podcasts that speak directly with and from the perspective of communities drives listenership within those communities, which in turn drives further podcast creation; this pattern can be observed in the expansion of African American podcast production between 2010 and 2020, and similar patterns are evident in Indigenous podcasting, queer and trans podcasting, and both international and non-English-language podcasting. The tendency for podcast listeners to become podcast producers can also be seen in the emergence of new podcasting genres. Serial, for example, has inspired a new genre of audio crime fiction, while WTF with Marc Maron has led to a slew of comedian-hosted interview podcasts characterized by an intimate, confessional tone. The huge range of podcast genres, alongside the broad spectrum of production quality, means that podcasts remain a multifaceted medium—and the scholarship about them is similarly multifaceted. Media studies scholars are interested in questions of what defines podcasting and whether a move away from RSS technology to platform-exclusive shows is signaling the end of the medium’s golden age, whereas those looking at podcast genres are more interested in exploring how podcasting has generated a space for new forms of sound-based storytelling. While the most robust field of podcast scholarship focuses on the use of podcasts for pedagogy, scholars have also begun to theorize podcasting through the act of producing podcasts themselves. The incorporation of podcasting into the landscape of scholarly communication points to how the study of podcasting has the potential to transform not just what scholars study but also how scholars do their work.

Article

Privacy Rights  

Tamara Shepherd

Privacy rights are controversial in communication processes and entail varying levels of disclosure of sensitive personal information. What constitutes such personal information and how it should be accessed and used by various actors in a particular communicative exchange tends to be dependent on the situation at hand. And yet, many would argue that a baseline level of privacy should be expected by individuals as part of maintaining human integrity and personal control over information disclosure. Different frameworks exist for thinking about privacy as a right, and these frameworks further suggest different mechanisms for the control of information and the protection of privacy rights in changing communication environments. For example, the main shift in communication processes from the pre-Internet era to a networked world has brought with it renewed debates over the regulation of privacy rights. How would privacy rights be evoked in the face of rapidly changing technologies for networked surveillance, biometric identification, and geolocation? And moreover, how would these rights be applied differently to distinct populations based on class, nationality, race, gender, and age? These questions form the core of what is at stake in conceptions of privacy rights in contemporary communication.

Article

Political Economies of Media Technologies  

Vincent Mosco

Political economy approaches examine the power relations that are embedded in the production, distribution, and exchange of resources. They are distinguished from economics by a deeper concern for history, the social totality, moral philosophy, and praxis. Numerous schools of thought mark these approaches including early conservative, communitarian, and Marxian perspectives. Today, neoconservative, institutional, neo-Marxian, feminist, environmental, and social movement-based approaches offer a wide variety of political economies. Communication scholars have drawn on political economy approaches to carry out research on media technologies, including broadcasting, telecommunications, and computer communication. In doing so they have developed distinctive geographic perspectives covering North America, parts of Asia, Europe, and the less developed world. Political economy approaches are built on specific philosophical assumptions including a range of epistemologies that, on one end of a continuum, accept the reality of concepts and observations and, at the other, claim that concepts and observations are the social constructions of language. Political economy approaches also range from perspectives that emphasize social change, social processes, and social relations to those that focus on social structures and institutions. Political economists tend to concentrate on three processes that make up the main starting points for political economy research on media technologies. Commodification is the process of transforming things valued for their use into marketable products that are valued for what they can bring in exchange. This can be seen, for example, in the process of turning a story that friends tell one another into a film, a book, or even a virtual experience, to be sold in the marketplace. Spatialization is the process of overcoming the constraints of geographical space with media and technologies. For example, social media surmounts distance by bringing images of world events to every part of the globe, and companies use media technologies, now typically composed of cloud computing, big data analytics, the Internet of Things, and telecommunications networks, to build global supply chains. Finally, structuration is the process of creating social relations, mainly those organized around social class, gender, and race. With respect to social class, political economy approaches describe how access to the mass media and new communication technologies is influenced by inequalities in income and wealth, which enable some to afford access and others to be left out. Political economy approaches are evolving in response to challenges from cultural studies approaches. Political economies of media technologies are now placing greater emphasis on international communication, on communication history, on standpoints of resistance, on new media technologies, and on new media activism.

Article

Communication Technology and African Politics  

Sharath Srinivasan and Stephanie Diepeveen

From global amplifications of local protests on social media to disinformation campaigns and transformative state surveillance capabilities, digital communications are changing the ways in which politics works in Africa and how and with whom power accrues. Yet while digital information technology and media are relatively new, the role of communication in state power and resistance on the continent is not. The “digital revolution” provokes us to better account for this past to understand a rapidly changing present. From language and script, to print and broadcast, to mobile applications and digital databases, how information is circulated, processed, and stored is central to political power on the African continent. The story of political change in Africa cannot be told without attention to how power manifests with and through changes in the technologies that enable these communication practices. A communication technology perspective on the study of politics in Africa provides a more sober analysis of how power relations circumscribe the possibilities of political change than more normative approaches would. Even so, a communication approach allows for social and ideational factors to mix with material ones in explaining the possibilities of such change. Communication technologies have been central to what political actors in Africa from the precolonial past to the early 21st century can and cannot do, and to how political change comes about. Explorations across time, political era, and technological development in Africa allow us to unpack this relationship. In the precolonial period, across forms of centralized and decentralized political organization, oral communication modalities reflected and enabled fluid and radial logics of authority and power relations. Changes in moral and practical ideas for political organization occurred amid early encounters with traders and Islamic scholars and texts and the movement of people to, from, and within the continent. Colonialism, which heavily focused on narrow extractive aims, required alien central authorities to overcome the vulnerability of their rule through knowledge production and information control. Equally, the same communication technologies valued by colonial authority—intermediaries, print, radio—became means through which resistance ideas circulated and movements were mobilized. In independent Africa, political aims may have changed, but communication infrastructures and their vulnerabilities were inherited. The predicament facing postcolonial governments had a communications dimension. Later, their ability to forge rule through control and allegiance had to contend with a globalizing information economy and demands for media pluralism. A communications perspective on the history of power on the African continent therefore guides a fuller understanding of change and continuity in politics in a digital age by drawing attention to the means and meanings by which legitimacy, authority, and belonging have continued to be produced and negotiated. Transnational configurations of information flows, global political economy logics of accumulation and security, and communicative terrains for contesting authority and mobilizing alternatives have been shown to possess both distinctly new characteristics and enduring logics.

Article

Arjun Appadurai and Critical Cultural Studies  

Swapnil Rai

Globalization as a phenomenon was seen by scholars as a compression of the world, where the world comes together as a global village in thought and in action. Arjun Appadurai, in his theorization of globalization, challenges this view. He argues that globalization is primarily disjunctive, scalar, and contextual. He defines five basic landscapes that are about people and their migration (ethnoscapes), technology (technoscapes), media (mediascapes), ideology (ideoscapes) and finance (finanscapes). Globalization, according to Appadurai, occurs at the points of rupture and disjuncture between these different landscapes. In this context he defines “imagination as a social practice” and situates the work of imagination at the center of all globalization processes. Media flows decidedly play a large role in shaping the imagination, therefore mediascapes are critical to the understanding of globalization in any given context. Similarly, the flows of capital, of people, of ideologies and technology help create new imagined worlds that are fluid and capable of producing a “globally variable synesthesia.” That is, one type of imagined world can trigger similar imaginaries in other parts of the world, yet they possess different shapes and forms. Appadurai’s theorization was later criticized for presenting too optimistic a view of globalization, for ignoring its dark side. So, in his later work Appadurai explores the “dark” side of globalization. In Fear of Small Numbers, he addresses the widespread global violence against minorities and uses Freud’s “anxiety of incompleteness” to explicate the majority group’s predatory behavior. Globalization has deepened this behavior and thought because it intensifies the possibility and related fear of the majority morphing into the minority and vice versa. Collective group identities, therefore, are forever under threat as “volatile morphing” becomes a reality brought about by rapid global migrations across national boundaries. Appadurai’s later work also points in the direction of hope by presenting the idea of grassroots globalization which is happening alongside the pervasive violence. Grassroots globalization is the idea of globalization from below that is done by non-governmental organizations and transnational advocacy networks that work toward redressing lack of access, injustice and inequity. Appadurai also offers scholars a new framework for how to do globalization research which is not fixated on its “internationalization” but is focused on questions and is inclusive of other worldviews and approaches from around the world.

Article

Progressive Social Movements and the Internet  

Sarah J. Jackson

Because of the field’s foundational concerns with both social power and media, communication scholars have long been at the center of scholarly thought at the intersection of social change and technology. Early critical scholarship in communication named media technologies as central in the creation and maintenance of dominant political ideologies and as a balm against dissent among the masses. This work detailed the marginalization of groups who faced restricted access to mass media creation and exclusion from representational discourse and images, alongside the connections of mass media institutions to political and cultural elites. Yet scholars also highlighted the ways collectives use media technologies for resistance inside their communities and as interventions in the public sphere. Following the advent of the World Wide Web in the late 1980s, and the granting of public access to the Internet in 1991, communication scholars faced a medium that seemed to buck the one-way and gatekeeping norms of others. There was much optimism about the democratic potentials of this new technology. With the integration of Internet technology into everyday life, and its central role in shaping politics and culture in the 21st century, scholars face new questions about its role in dissent and collective efforts for social change. The Internet requires us to reconsider definitions of the public sphere and civil society, document the potentials and limitations of access to and creation of resistant and revolutionary media, and observe and predict the rapidly changing infrastructures and corresponding uses of technology—including the temporality of online messaging alongside the increasingly transnational reach of social movement organizing. Optimism remains, but it has been tempered by the realities of the Internet’s limitations as an activist tool and warnings of the Internet-enabled evolution of state suppression and surveillance of social movements. Across the body of critical work on these topics particular characteristics of the Internet, including its rapidly evolving infrastructures and individualized nature, have led scholars to explore new conceptualizations of collective action and power in a digital media landscape.

Article

Technology  

Eleonora Lima

The history of literature has always been influenced by technological progress, as a transformative cultural power—threatening destruction or promising a luminous future—as a theme inspiring new narrative forms and plots, or as a force influencing the way authors conceive textuality and perform their creative work. The entanglement between literary and technological inventions is even recorded in the etymology of the word, which comes from the Greek “techne,” a term referring to arts as well as crafts. The way writers conceive this relationship, however, varies greatly: although some consider the work of technicians to be congenial to artistic creation, as they both demonstrate human creativity and ingenuity, others believe technology to be a dehumanizing and unnatural force, not only alien to literature but in competition with its own ethos. Therefore, depending on their position, the writer comes to embody the mythical figure of Prometheus, the first technician and defiant creator, or that of Orpheus, symbolizing the marriage between poetry and nature compared to any artificial creation. However, the opposition between nature and technology, with literature positioning itself either in one realm or the other, is only one of many possible critical perspectives. Indeed, when moving beyond the idea of technology as merely a kind of artifact, the affinities between texts and machines clearly emerge. A mutual relation connects technology and textuality, and this has to do with the complex nature of material and cultural objects, each shaped by social use, aesthetic norms, and power structures. This bond between discursivity and materiality is impossible to disentangle, as is the contextual relationship between literature and technology: Texts prescribe meanings to machines just as much as the latter shape their textuality. To recognize literature and technology as two different systems of meanings and sets of practices which are nevertheless always in conversation with each other is also to understand literature as technology. This stance has nothing to do with the likeness of the poet and the technician as creative minds but rather with the idea of literary texts functioning like technologies and, ultimately, offering a meta-reflexive analysis of their own textuality. According to this critical perspective, literature performatively enacts the changes in textuality brought about by technological progress, from the printing press to digital writing tools.

Article

Social Media  

Maria Rodriguez and Jama Shelton

Social media are defined as applications and websites that allows users to share content, usually of their own making. More than just a teenage pastime, social media users include individuals and organizations, across a broad range of social positionalities. Key social work organizations, such as the NASW and AWSB, have begun noting the proliferation of social media usage in education and practice and have begun developing guidelines to govern their use. The American Academy of Social Work and Social Welfare (AASWSW), in their Grand Challenges of Social Work initiative, has also highlighted social media as an important area of growth for research and education. Despite the field’s nascent enthusiasm, practical and ethical concerns persist.

Article

E-Participation  

Marta Cantijoch and Rachel Gibson

The study of e-participation is a young and growing discipline in which controversies are vibrant. One of these is the lack of a widely accepted definition of “e-participation.” Online political activities that involve little effort from the participant, such as liking or sharing political content on social media, are particularly divisive. Some scholars are reluctant to label expressive forms of online behavior as political participation. Others argue in favor of an adaptation of previous definitions to accommodate recent technological changes. Levels of engagement in different types of e-participation are increasing steadily over time. While differences between democracies are often stark, the upward trend has been consistent, especially since the emergence and expansion of social media. Whether this means that previously unengaged individuals are now taking part is one of the central questions of the literature on e-participation. To date, research has shown positive but modest results in support for a mobilizing effect. Particularly promising are findings suggesting that online tools are attracting younger participants to the political arena. Online forms of political engagement are often placed in a more general process leading to online and offline political participation. “Lean-forward” models that provide a contextualized understanding of the drivers and effects of e-participation are particularly insightful. In order to provide robustness to some of the questions that remain unresolved, scholars exploring e-participation should consider expanding their methodological repertoires. The trend is toward mixed designs that combine surveys and other forms of data (big data collected from social media or qualitative data).