Digital Passages: Migrant Youth 2.0 : Diaspora, Gender and Youth Cultural Intersections /
Increasingly, young people live online, with the vast majority of their social and cultural interactions conducted through means other than face-to-face conversation. How does this transition impact the ways in which young migrants understand, negotiate, and perform identity? That's the questio...
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| Format: | Electronic eBook |
| Language: | English |
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Amsterdam :
Amsterdam University Press,
[2015]
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| Series: | Book collections on Project MUSE.
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| Online Access: | Full text available: |
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Table of Contents:
- Cover
- Table of Contents
- Acknowledgements
- Introduction
- 1. Online/offline space and power relations
- Digital divides
- Internet platforms as passages
- Space invader tactics
- 2. Digital identity performativity
- Micro-politics
- Intersectionality
- Digital identities: Materiality, representation & affectivity
- 3. Moroccan-Dutchness in the context of the Netherlands
- Deconstructing labels
- 4. The transnational habitus of second-generation migrant youth: From roots to routes
- 5. Hypertextual selves: Digital conviviality
- 6. Structure of the book
- 1. Methodological trajectory
- 1.1 Empiricism versus constructivism
- 1.2 The Wired Up survey
- Constructing the survey
- The power of definition
- Survey sampling and access
- Conducting the survey
- Descriptive survey data about digital practices of Moroccan-Dutch youth
- 1.3 In-depth interviews
- Interview sampling
- Doing interviews using participatory techniques
- Reflexivity and power relations
- Inside and outside school: The dynamics of interview settings
- Selecting field sites
- 1.4 Virtual ethnography
- Publicly accessible digital field sites
- Accessing closed digital field sites
- 1.5 Analyzing informants' narratives
- Politics of translation
- Coding
- Feminist poststructuralist critical discourse analysis
- 1.6 Conclusions
- 2. Voices from the margins on Internet forums
- 2.1 Internet forum participation among Moroccan-Dutch youth
- Marokko.nl and Chaima.nl
- 2.2 Theorizing Internet forums as subaltern counterpublics
- 2.3 Digital multiculturalism: "Not all Moroccans are the same"
- Hush harbors
- The carnivalesque
- Networked power contradictions
- 2.4 Digital "hchouma": Renegotiating gender
- Daring to break taboos: "I just want to know what 'the real deal' is"
- 2.5 Digital postsecularism: Performing Muslimness.
- Digital reconfigurations of religious authority
- Voicing Muslimness
- 2.6 Conclusions
- 3. Expanding socio-cultural parameters of action using Instant messaging
- 3.1 Moroccan-Dutch youth using instant messaging
- 3.2 Theorizing instant messaging as a way of being in the world
- 3.3 The private backstage
- Conversational topics
- Boundary making
- Unstable boundaries: Risks and opportunities
- 3.4 The more public onstage
- Display pictures and gender stereotypes
- Display names and bricolage
- A funky, informal writing style
- 3.5 Conclusions
- 4. Selfies and hypertextual selves on social networking sites
- 4.1 Moroccan-Dutch youth on Hyves and Facebook
- Self-profiling attributes
- Motivations
- 4.2 Theorizing the politics of online social networking sites
- Templates and user cultures
- Neoliberal SNS logics
- Teenager SNS logics
- 4.3 Selfies and the gendered gaze
- Selfie ideals
- Meeting the gaze: Objectification and/or representation
- Victimization and cautionary measures
- In-betweenness
- 4.4 Hypertextual selves and the micro-politics of association
- Cultural self-profiling as fandom
- Differential networking
- Cosmopolitan perspectives
- 4.5 Conclusions
- 5. Affective geographies on YouTube
- 5.1 Moroccan-Dutch youth using YouTube
- The Ummah
- Fitna
- 5.2 Theorizing the politics of YouTube
- 5.3 Theorizing affective geographies and YouTube use
- 5.4 Rooted belongings: Transnational affectivity
- 5.5 Routed affective belongings across geographies
- 5.6 Conclusions
- Conclusions
- 1. Transdisciplinary dialogues
- 2. Methodological considerations
- 3. Digital inequality and spatial hierarchies
- 4. Space invader tactics and digital belonging
- Bibliography
- Appendix 1: Meet the informants
- Index
- List of figures.
- Fig. 1: "Mocro's be like. Born Here," tweet @Nasrdin_Dchar (March 17, 2014)
- Fig. 2: Geweigerd.nl website top banner (March 6, 2005).
- Fig. 3: Google.nl search for "Marokkanen" (June 28, 2012)
- Fig. 4: Internet map made by Soesie, a thirteen-year-old girl
- Fig. 5: Word cloud based on all Internet applications included in the Internet maps of the informants
- Fig. 6: Four different approaches to discourse analysis (Phillips and Hardy, 2002, p. 20)
- Fig. 7: "Average Moroccan boys look like this," forum user Mocro_s contesting Moroccan-Dutch masculinity (Mocro_s, 2007a)
- Fig. 8: "Average Moroccan girls look like this," forum user Mocro_s contesting Moroccan-Dutch femininity (Mocro_s, 2007b)
- Fig. 9: Forum user Mocro_s contesting Moroccan-Dutch religiosity (Mocro_s, 2007b)
- Fig. 10: Cartoon Overvaren (in English: Sailing Across) (Rafje.nl, 2011)
- Fig. 11: Screenshot of an MSN Messenger conversation with twelve-year-old Soufian (July 22, 2011)
- Fig. 12: Hyves groups thirteen-year-old Anas linked to on his Hyves profile page (July 22, 2011)
- Fig. 13: Facebook advertisements (advertisements appeared on October 16, 2011, and January 11, 2012)
- Fig. 14: Still from Bezems 2010.!! uploaded by user Bezemswalla on YouTube (February 8, 2010)
- Fig. 15: Hyves groups Midia linked to on her Hyves profile page (April 15, 2009)
- Fig. 16: "I'm a Berber Soldier," archived from http://imazighen.hyves.nl (September 19, 2009)
- Fig. 17: "Error," archived from http://trotsopmarokko.hyves.nl (October 23, 2009)
- Fig. 18: "100% Marokaan," archived from http://trotsopmarokko.hyves.nl (October 23, 2009)
- Fig. 19: Still from Kop of Munt, YouTube video uploaded by MUNT (October 20, 2009)
- Fig. 20: Still from Marrakech, Morocco City Drive, YouTube video uploaded by eMoroccan (October 8, 2010)
- List of tables.
- Table 1: Time frame of different fieldwork activities
- Table 2: Frequency of non-Internet media use among Moroccan-Dutch youth (percentages, n = 344)
- Table 3: The interviewees
- names are pseudonyms suggested by the informants
- Table 4: The importance of online discussion forums in the lives of Moroccan-Dutch youth (percentages, n = 344)
- Table 5: The importance of instant messaging in the lives of Moroccan-Dutch youth (percentages, n = 344)
- Table 6: The importance of social networking sites in the lives of Moroccan-Dutch youth (percentages, n = 344)
- Table 7: Self-profiling cultural affiliations (n = 344 Moroccan-Dutch and 448 ethnic-majority Dutch respondents)
- Table 8: The importance of YouTube in the lives of Moroccan-Dutch youth (percentages, n = 344)
- List of diagrams
- Diagram 1: Subcultural affiliations as expressed by the Moroccan-Dutch survey respondents (percentages, multiple answers possible, n = 344)
- Diagram 2: Locations where Moroccan-Dutch youth connect to the Internet (percentages, n = 344)
- Diagram 3: Internet application user frequencies of Moroccan-Dutch youth (means, 5-point scale, n = 344)
- Diagram 4: The attachment of Moroccan-Dutch youth to various Internet applications (means, 3-point scale, n = 344)
- Diagram 5: Attention for major news events on nl.politiek and Marokko.nl (adapted from Van Stekelenburg, Oegema & Klandermans, 2011, p. 263)
- Diagram 6: Topics Moroccan-Dutch youth report to discuss (graph shows percentages, n = 344)
- Diagram 7: Moroccan-Dutch youth self-reporting SNS profiling attributes (graph shows percentages, n = 344)
- Diagram 8: Reasons for participating in self-profiling on SNSs (multiple answers possible, graph shows percentages, n = 344)
- Diagram 9: Selfie ideals reported by Moroccan-Dutch youth (multiple answers possible, percentages, n = 344).
- Diagram 10: Moroccan-Dutch youth cultural self-profiling on SNSs (multiple answers possible, graph shows percentages, n = 344)
- Diagram 11: Geographical locations of music artists interviewees look up on YouTube (percentages, multiple answers possible, n = 43)
- Diagram 12: Geographical locations of artists interviewees combine in their YouTube viewing practices (percentages, n = 43).