Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2005. / Includes bibliographical references (p. 368-401). / Gay Bombay is an online-offline community (comprising a website, a newsgroup and physical events in Bombay city), that was formed as a result of the intersection of certain historical conjectures with the disjunctures caused via the flows of the radically shifting ethnoscape, financescape, politiscape, mediascape, technoscape and ideoscape of urban India in the 1990. Within this thesis, using a combination of multi-sited ethnography, textual analysis, historical documentation analysis and memoir writing, I attempt to provide various macro and micro perspectives on what it means to be a gay man located in Gay Bombay at a particular point of time. Specifically, I explore what being gay means to the members of Gay Bombay and how they negotiate locality and globalization, their sense of identity as well as a feeling of community within its online/offline world. On a broader level, I critically examine the formulation and reconfiguration of contemporary Indian gayness in the light of its emergent cultural, media and political alliances. I realize that Gay Bombay is a community that is imagined and fluid; identity here is both fixed and negotiated, and to be gay in Gay Bombay signifies being 'glocal' - it is not just gayness but Indianized gayness. I further realize that within the various struggles in and around Gay Bombay, what is being negotiated is the very stability of the idea of Indianness. I conclude with a modus vivendi - my draft manifesto for the larger queer movement that I believe Gay Bombay is an integral part of, and a sincere hope that as the struggle for queer rights enters its exciting new phase, groups like Gay Bombay might be able to cooperate with other queer groups in the country, and march on the path to progress, together. / by Parmesh Shahani. / S.M.

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2009. / Cataloged from PDF version of thesis. / Includes bibliographical references (p. 149-154). / Hip-hop is a competitive form of popular culture characterized by an on-going process of aesthetic renewal and reproduction that is expressed through carefully selected media and communications technologies. Hip-hop is also a segment of the pop music industry that manufactures a wide range of commercial products featuring stereotypical images of young black people. These stereotypes disproportionately mark young black men and rarely reflect the technical sophistication and cultural literacy mobilized in hip-hop expression. This thesis begins with a reading of hip-hop culture through its use of media technologies, moves on to a historical examination of the hip-hop mixtape economy, and concludes with an analysis of the "Crank Dat" online dance craze. Foregrounding expressive deployment of media and communications technologies in hip-hop challenges damaging stereotypes with compelling narratives of young black men driven by a spirit of competition, creativity, and technical innovation. / by Kevin Edward Driscoll. / S.M.

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2005. / Includes bibliographical references (p. 143-146). / This thesis is an attempt to bring fresh insights to current understandings of cinematic space and the relationship between film, architecture, and the city. That attempt is situated in relation to recent work by Michael Hardt and Antonio Negri, Saskia Sassen, and others on the importance of the city in the current global framework, along with the growing body of literature on film, architecture, and urban space. Michel De Certeau's threefold critique of the city, set forth in The practices of Everyday Life, structures a comparative analysis of six primary films, aired as follows, with one air for each of three chapters-Jacques Tati's lay Time and Edward Yang's Yi Yi, Vittorio De Sica's Bicycle Thieves and Wang Xiaoshuai's Beijing Bicycle, and Franqois Truffaut's The 400 Blows and Mira Nair's Salaam Bombay!. Along with De Certeau's notions of satial ractice, walking rhetorics, and the pedestrian speech act, the philosophy of Gilles Deleuze-including work from the Cinema texts and A Thousand plateaus-is developed in relation to existent film theory on movement, time, and space. / (cont.) The analysis operates as a kind of mediation between an active set of spatial theories-a mediation which uses traditional techniques of film analysis and critical theory to instigate a negotiation around the topic of (cinematic) space. That negotiation implies a common ground on which the film texts and theories are read against and in addition to one another, allowing each to contribute in its own right to the setting u of a series of terms-what I refer to as a "spatial grammar"-proper to both film and theory. The spatial grammar thus comprises a more abstract theoretical lane-a palimpsest on which resides a classic body of work on cinematic space (including Andre Bazin, Stephen Heath, and Kristin Thomson), and on which I layer the work of De Certeau, Deleuze, Fredric Jameson, and others. / by Brian R. Jacobson. / S.M.

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2009. / Cataloged from PDF version of thesis. / Through an archaeology of text-generating mechanisms, the present work excavates the deep history of reading and writing as material, combinatory practices. On the one hand, by positing the physical manipulation of language as a form of reading and writing, this archaeology answers Roger Chartier's call for book historians to "take on the task of retracing forgotten gestures and habits" that do not fit "the genealogy of our own contemporary manner of reading," a call echoed in much recent work on the "use" of early modem books. It thus challenges our assumptions about how readers and writers of the past made meaning from printed texts and, more broadly, the expressive potentials of the printed book itself. Yet this archaeology of ars combinatoria, the art of combination, also presents a imaginative challenge to historians of the book. For if we accept physically cutting paper or spinning a volvelle as a readerly and writerly act, then we must also erase the boundaries we have drawn between "the book" as a material form and "the digital" as an epistemology, reconsidering the various literacies each facilitates or forecloses. In keeping with the spirit of media archaeology, which seeks to defamiliarize the past, the present work on text-generating mechanisms exists as a web-based text-generating mechanism. On the one hand, this medium allows me to present a comparative history without compromising specificity or reducing the complexity of one moment to a mere reflection of another; yet it still strives for thematic cohesion by using our digital present quite literally as a map for exploring programmatic epistemologies in our past. It lives on the web at: http://www.whitneyannetrettien.com/thesis/ Since MIT Libraries requires a paper copy of a thesis, all HTML pages and code used to produce this thesis are copied in the space below. / by Whitney Anne Trettien. / S.M.

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2006. / Includes bibliographical references (leaves 62-64). / This study explores questions of media change, negotiation of literary value and postcolonial hybridity through a study of The Wondering Minstrels, a largely South-Asian community on the Web dedicated to the celebration of English poetry. I aim to demonstrate how an online community like Minstrels can unsettle hierarchies such as those between writer and reader, high art and fandom, and between metropole and margin, even as it often seems rooted in this logic. While print-culture and literary values are often conflated, this new kind of platform celebrates poetry using the interactive and participatory possibilities of the Web. It garbles protocols of literary appreciation by discussing canonical poetry in an idiosyncratic, personal manner. As a group dominated by South-Asian techno-managerial workers, this is also an account of ways in which globalization and postcoloniality intersect and the new networked society complicates the center-periphery model of cultural traffic. In choosing to informally engage with English poetry as bookmarks for their own lives and remaking the rules of engagement, the Wondering Minstrels is an act of cultural translation, another way of telling the literary legacy of colonialism. In addition to analyzing the conversation on the website, I draw on selected theoretical work relating to new media, middlebrow culture, reception theory, postcolonial studies and globalization. / by Amulya Gopalakrishnan. / S.M.

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2005. / Includes bibliographical references (leaves 154-162). / In an ever-changing present of multiple truths and reconfigured histories, people need to be critical thinkers. Research has suggested the potential for using augmented reality (AR) games- location-based games that use wireless handheld devices to provide virtual game information in a physical environment-as educational tools. I designed "Reliving the Revolution" as a model for using AR games to teach historic inquiry, decision-making, and critical thinking skills. "Reliving the Revolution" takes place in Lexington, MA, the site of the Battle of Lexington (American Revolution) and simulates the activities of a historian, such as evidence collection and interpretation. Participants interact with virtual historic figures and gather virtual testimonials and evidence on the Battle, each triggered by GPS to appear on the handheld devices depending on one's specific location on or around the Lexington Common. The participants collect differing evidence based on their historic role in the game (Minuteman soldier, loyalist, African American/Minuteman soldier, or British soldier) and then collaboratively evaluate who fired the first shot to start the Battle of Lexington. / (cont.) I envision "Reliving the Revolution" not as a standalone educational solution, but as an activity integrated into a broader history curriculum that teaches students how to approach and evaluate complex social problems. This thesis provides a detailed rationale for each of my design choices, as well as an assessment of each choice based on the results of iterative game testing. In my analysis of the game's design, I focus specifically on four game elements: (1) collaborative, (2) role-playing, (3) storytelling or narrative elements; and (4) kinesthetic and mobility. Results of trials of the game suggest that "Reliving the Revolution" and similar AR games can enhance the learning of: (1) historical name, places, and themes; (2) historical methodology and the limits to representations of the past; and (3) alternative perspectives and challenges to "master" historical interpretations. The game motivated participants to gather, evaluate, and interpret historical information, devise hypotheses and counter-arguments, and draw informed conclusions. / (cont.) My trials also suggested that AR games such as "Reliving the Revolution" can enhance learning because it can: 1. Create an authentic "practice field" for solving problems and using real-world contexts and tools. 2. Increase the potential for collaboration among participants, and enhance opportunities for reflection. 3. Enable participants to take on and express new identities through role-playing. 4. Encourage participants to explore more deeply a physical site and to consider interactions between the real and virtual worlds. / by Karen L. Schrier. / S.M.

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2006. / Includes bibliographical references (leaves 199-206). / Introduction: Rehoboth, the name of my hometown in southern Massachusetts, comes from the Hebrew work for "crossroads." Indeed there's not much in this rural town besides Route 44 and Route 118, with smatterings of horse farms and single-family homes. These two blue highways intersect at the town's only stoplight. A sign stands at this intersection at the center of town, in front of the Cumberland Farms convenience store, across the street from the new Dunkin Donuts. It reads: Rehoboth, MA: Birthplace of Public Education in North America. I'm a product of these schools, but in this thesis I explore the road not often traveled in education: unschooling, a type of homeschooling with unstructured, child-directed learning. Through an examination of the attitudes, beliefs and practices related to media and technology in the unschooling subculture, I come to a definition of participatory media. / by Vanessa Bertozzi. / S.M.

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2010. / This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections. / Cataloged from student submitted PDF version of thesis. / Includes bibliographical references (p. 91-92). / As cultural artifacts, abstract games offer unique challenges to critical interpretation. This is largely due to the fact that such games lack a fictional element: there are no characters, no settings, and no narratives to speak of. In this thesis I propose that understanding the various formal elements of games as metaphors can both serve as an effective critical method and offer insights into designing more expressive games. I begin by addressing the ambiguity surrounding the phrase "abstract game" and offer a definition rooted in Peircean semiotics and Juul's model of games as consisting of both rules and fiction. I next offer a model of games as consisting of three levels: the system, audio-visual, and affective. This is followed by an overview of Lakoff and Johnson's concept of "metaphor" as "understanding one thing in terms of another." I then argue that different types of metaphors have a natural affinity for the system and affective levels of games. From this I develop methods for a critical method wherein games are considered to be metaphors. I conclude with a discussion of this method's implications for game design and future game research. / by Jason Scott Begy. / S.M.

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, June 2001. / "June 2001." / Includes bibliographical references (leaves 77-83). / In the years since its inception, some interpretations of the software program known as "Napster" have been inscribed into laws, business plans, and purchasing decisions while others have been pushed to the fringes. This paper examines how and why certain assumptions about Napster gained consensus value whereas others did not. The analytical approach involves an examination of discourses about Napster in several arenas - legal, economic, social, and cultural - and is informed by a conceptualization of Napster as an ongoing encounter between, rather than the accomplishment of, inventor(s), institution(s), and interest(s). While acknowledging the importance of empirical examinations of Napster's impact on firms and markets, as well as the proscriptive advice which it supports, the focus here is on providing a contextualized understanding of the technology as an object whose meanings were contested and ultimately resolved, or at least stabilized, within, across, and through a broader systems of power and structured interests. / by David Spitz. / S.M.

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Comparative Media Studies, 2003. / Includes bibliographical references (leaves 96-102). / Set in Boston, U.S.A, the overarching goal of this thesis is to develop a theoretical framework and a set of analytical tools that might help us understand how Hindi films are watched in the Indian- American diaspora and what viewers, situated in particular historical, socio-political contexts, bring to bear upon their engagement with these films. In spite of the sheer number of Hindi films released each year (150-200) and the increasing importance of audiences in countries such as the U.S., we know little, if anything, about audience motivations, viewing practices and consumption patterns. Suggesting we take the familiar seriously, this project's primary goal is to serve as an inaugural act that will map key coordinates of the space that Hindi cinema and its transnational audience occupies. This research project is designed to examine viewing practices and interpretations of Hindi films among a small sample of ten Indian immigrant families drawn from two different social positions - (a) the educated, professional and affluent class (doctors, scientists, software professionals, consultants, etc.), and (b) less educated, working class (owners and employees of grocery & convenience stores, gas stations, motels & restaurants, etc.). Given the complexity of the issue of class in general, and especially its intersections with caste, religion, and other variables in the Indian context, the findings in this study will be treated not so much as a class-based comparison of reception, but instead as an attempt to situate reception in a social and historical context that is marked by profound differences in access to privilege at the local, national and transnational levels. In addition, operating with the family as the research site allows this comparative frame to investigate similarities and differences based on gender and generation. Drawing on the tradition of using ethnographic techniques to analyze media reception (in this case, participant-observation and in-depth interviews), this project hopes to establish popular culture as a crucial site for exploring how identities are communicatively constituted in the Indian diaspora. Arguing that cinema viewing constitutes one of the most culturally visible arenas of activity in the Indian diaspora, a topic that is just beginning to attract scholarly attention, this project's larger goal is to serve as a starting point for larger debates and contests over several contentious issues that reveal anxieties of Indian immigrants from diverse social positions. / by Aswin Punathambekar. / S.M.