abstract: This dissertation discusses how Twitter may function not only as a tool for planning public protest, but also as a discursive site, albeit a virtual one, for staging protest itself. Much debate exists on the value and extent that Twitter (and other social media or social networking sites) can contribute to successful activism for social justice. Previously, scholars' assessments of online activism have tended to turn on a simple binary: either the activity enjoyed complete success for a social movement (for instance, during the Arab Spring an overthrow of a regime) or else the campaign was designated as a failure. In my dissertation, I examine a Twitter public-relations campaign organized by the New York Police Department using the hashtag #MyNYPD. The campaign asked citizens to tweet pictures of themselves with police officers, and the public did, just not in the way the police department envisioned. Instead of positive photos with the police, the public organized online to share pictures of police brutality and harassment. I collected six months of tweets using #MyNYPD, and then analyzed protestors' rhetorical work through three lenses: rhetorical analysis, analysis of literacy practices, and social network analysis. These analyses show, first, the complex rhetorical work required to appropriate the police department's public-service campaign for purposes that subverted its original intent; second, the wide range of literacy practices required to mobilize and to sustain public attention on data exposing police abuse; and third, the networked activity constituting the protest online. Together, these analyses show the important work achieved within this social justice campaign beyond the binary definition of successful activism. This project shows that by increasing our analytical repertoires for studying digital rhetoric and writing, scholars can more accurately acknowledge what it takes for participants to share experiential knowledge, to construct new knowledge, and to mobilize connections when engaging online in public protest. / Dissertation/Thesis / Doctoral Dissertation English 2016
| Identifer | oai:union.ndltd.org:asu.edu/item:38575 |
| Date | January 2016 |
| Contributors | Hayes, Tracey (Author), Hayes, Elisabeth (Advisor), Long, Elenore (Advisor), Boyd, Patricia (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 182 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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