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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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Bibliographic Details
Main Author: Leurs, Koen
Format: eBook
Language:English
Published: Amsterdam Amsterdam University Press [2015]©2015, 2015
Series:MediaMatters
Subjects:
Social Science / Minority Studies
Ethnic Mass Media
Social Science / General
Social Science / Discrimination & Race Relations
Netherlands / Fast
Online Access:
Collection: JSTOR Open Access Books - Collection details see MPG.ReNa
Table of Contents:
  • 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)
  • 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
  • Includes bibliographical references (pages 261-285) and index

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