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RECREATING the PUBLIC and PRIVATE in JAPAN Meghan Sarah Fidler Southern Illinois University Carbondale, [email protected]

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RECREATING the PUBLIC and PRIVATE in JAPAN Meghan Sarah Fidler Southern Illinois University Carbondale, Meghansarahfidler@Gmail.Com Southern Illinois University Carbondale OpenSIUC Dissertations Theses and Dissertations 12-1-2014 PAPER PEOPLE AND DIGITAL MEMORY: RECREATING THE PUBLIC AND PRIVATE IN JAPAN Meghan Sarah Fidler Southern Illinois University Carbondale, [email protected] Follow this and additional works at: http://opensiuc.lib.siu.edu/dissertations Recommended Citation Fidler, Meghan Sarah, "PAPER PEOPLE AND DIGITAL MEMORY: RECREATING THE PUBLIC AND PRIVATE IN JAPAN" (2014). Dissertations. Paper 950. This Open Access Dissertation is brought to you for free and open access by the Theses and Dissertations at OpenSIUC. It has been accepted for inclusion in Dissertations by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. PAPER PEOPLE AND DIGITAL MEMORY: RECREATING THE PUBLIC AND PRIVATE IN JAPAN by Meghan Sarah Fidler B.A. Southern Illinois University, 2004 M.A. Southern Illinois University, 2007 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Doctor of Philosophy Department of Anthropology in the Graduate School Southern Illinois University Carbondale December 2014 DISSERTATION APPROVAL PAPER PEOPLE AND DIGITAL MEMORY: RECREATING THE PUBLIC AND PRIVATE IN JAPAN By Meghan Sarah Fidler A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of PhD. in the field of Anthropology Approved by: David E. Sutton, Chair Andrew Hofling Anthony K. Webster David Slater Roberto Barrios Graduate School Southern Illinois University Carbondale September 12, 2014 AN ABSTRACT OF THE DISSERTATION OF MEGHAN SARAH FIDLER, for the Doctor of Philosophy degree in ANTHROPOLOGY, presented on September 12, 2014 at Southern Illinois University Carbondale. TITLE: PAPER PEOPLE AND DIGITAL MEMORY: RECREATING THE PUBLIC AND PRIVATE IN JAPAN MAJOR PROFESSOR: Dr. David Sutton This research examines how reading and writing on digital platforms establishes public and private spheres in Tokyo, Japan. Based upon findings from a group of students at an international University, I develop new modes of thinking about people and their use of Internet capable devices by exploring the paradoxes present in contemporary literacies. Contextualizing reading and writing within the speech patterns and exchange rituals (aisatsu) which mark public spheres in Japan, writing practices are found to reflect multiple nuanced identity performances in which the varied use of the cultural principles uchi/soto (inside/outside) and ura/omote (back/front) create parallel publics. Constructed by authors and recognized by readers, these parallel publics are the result of student agency as well as the materiality of platform programing and device capabilities. Contemporary literacies have developed conventions which account for the message recipient carrying an ever-present Internet capable device, leading authors to utilize message practices which align the proximity of a platform to levels of intimacy in a relationship. Authors also compose messages which are less likely to require the receiver to excuse themselves from any given social situation. The ubiquity of human-device pairs has also impacted memory practices, with youths prioritizing recognition skills over memorization. i ACKNOWLEDGMENTS I am deeply indebted to a warm group of senior scholars, without whose patience and teachings I could not have completed this project. My chair, Professor David Sutton, has long been a mentor and a friend. I have yet to find a more engaged instructor, and the care in which Professor Sutton ordered class readings, projects, and multimedia footage has left an impression of excellence for instruction in my mind: given materials at the right time and in an open environment, students will find it in themselves to question the world they believed they knew. Professor Sutton not only taught me to find my analytical self, he never doubted my drive and desire to tackle any project, big or small. While any error in this paper is my own, the strengths are due to his wisdom. I am also grateful for Professor David Slater presence on my committee. Professor Slater was my Japan contact, and the resources he helped supply for this project became an invaluable component for my research methods. It is because of both Professor Slater’s graduate student colloquium and his close reading of the draft of this dissertation that I was able revise and strengthen this body of research. The time Professor Slater took with my draft spurred my efforts onward, and it is because of him that I pushed to clarify Japanese formulations of public and private. いろいろお世話になる。本とにどもありがとございます。 My attention to components of science and technology studies, like trends in bookstores and debates on the use of new writing technologies, were the result of Professor Roberto Barrios influence. His classes demonstrated how to align theoretical concepts and scientific practice to on the ground discourse and experience. ii My potential to grasp the implications of language, whether through the analysis of interview data or understanding how speech and writing influence one another, is due to Professor Andrew Hofling, Professor Anthony K. Webster and Professor Janet Fuller. My attention to genre, posting topics, and the conversational conventions of aisatsu were the little overlooked details you both love to hunt down. While I eventually wore Professor Hofling down to play tag in the hall with me, Professor Webster has yet to stoop to my childish whims. I vow to one day corrupt his professional sensibilities. In light of how important my anketo (questionnaire) data became for understanding the broad milieu of authorship and readership in the Tokyo area, I thank Professor Robert Corruccini. The statistical magic contained in your mind I have yet to master, but the time and effort you gave me in making a sound survey was invaluable. Plus we read science fiction. Aliens and chi squares can only produce comradeship. The students I interviewed will always have a place in my memories. I thank them for sharing their thoughts and ideas on how they wrote. Mom and Dad…you know why they don’t send donkeys to college? Last but not least, I thank Daniel Burton-Rose, who had the patient perseverance to read and comment upon every draft of this work. It was with your support that we have managed to explore Japan, China, and Taiwan. I continue to be moved by your insights and academic drive, and I delight in the strength we draw from one another. iii TABLE OF CONTENTS CHAPTER PAGE ABSTRACT .................................................................................................................................... i ACKNOWLEDGMENTS ............................................................................................................... ii LIST OF FIGURES ........................................................................................................................ ix CHAPTERS CHAPTER I – WHAT IS LITERACIES STUDIES? SOCIAL TRAJECTORIES IN READING AND WRITING TECHNOLOGIES ............................................................... 1 Reading, Texting, Writing, Tagging: Digital Literacy at a University in Tokyo ....... 1 Organization of the Dissertation ................................................................................ 6 Notes on Conventions ......................................................................................... 9 Field Site Introduction ...................................................................................... 10 Defining Writing, Finding Literacy ......................................................................... 12 Linking Literacy to Changing Technologies: Development and Modernity .... 15 Critiques of a Literate-Oral Divide ................................................................... 20 Deploying Literacy for Communication Technologies .................................... 22 Closing Remarks for Technology and Literacy ................................................ 29 Computer Mediated Communication and Ethnographic Research .......................... 31 Identity and Technologies ................................................................................ 35 Publics, Privates, Japan and the Internet .................................................................. 42 Japan, Communication Platforms, and Public and Private Spheres ................. 49 iv Closing remarks on Japanese Public and Private ............................................. 53 Gendered Writing and the Public-Private Divide .................................................... 53 Writing and Japan’s Feminists .......................................................................... 55 Gender Performance on Public and Private Writing ........................................ 57 Examples of Literacy in Communication Technologies .......................................... 61 What Can We Draw from Literacy? ........................................................................ 67 CHAPTER II – THE DEVELOPMENT OF LITERACIES IN JAPAN .......................... 69 Introduction .............................................................................................................. 69 New Literacy: A Brief Review ......................................................................... 71 The Earliest Evidence of Writing and Authors ........................................................ 75 Rubbing the Inkstone: Government Reform and Nara and Heian Texts as Borrowed Manuscripts ..............................................................................................................
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