The 2012 Québec Student Protests
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Social Media, Red Squares, and Other Tactics: The 2012 Québec Student Protests by Rhon Teruelle A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Faculty of Information University of Toronto © Copyright by Rhon Teruelle, 2016 Social Media, Red Squares, and Other Tactics: The 2012 Québec Student Protests Rhon Teruelle Doctor of Philosophy Faculty of Information University of Toronto 2016 Abstract Recent social uprisings worldwide have evidenced people’s desire for social change. From the Arab Spring, to the Occupy Movement, to the protests in Brazil, Israel, and Greece, resistances worldwide cannot and should not be ignored. Although the Québec student strike of 2012 began as the students’ measured response to a proposed university tuition fee increase by the provincial government, what resulted instead was a social movement that stood against neoliberalism, austerity measures, economic injustice, the criminalization of protest, and the corporatization of the university. The thesis documents this successful youth-led struggle against their provincial government during what is now referred to as “Maple Spring.” Utilizing free-format semi- structured interviews, textual analysis, and rich media archives, this study allows for a better understanding of the Québec student strike, and the tactics used by the students during the strike, including their use of social media. The thesis draws from political economic theory, and posits that social media lends itself as a political tactic due to the structural foundations of social media (ownership, profit models, production practices, and cultural capital). The research explores techno-optimist versus techno-pessimist arguments regarding social media's abilities for ii emancipation and social justice. It also addresses the students' use of social media in their roles as citizen journalists. This thesis provides empirical evidence of the Québec students’ tactical use of social media. Although it was but one of many tactics utilized by the students, the impact of social media was clearly displayed throughout the strike. For one, social media enabled the students and supporters to organize and demonstrate in the streets of Montreal for over 100 nights in a row. Similarly, organizing approximately 300,000 students to protest in the streets of Montréal in the largest expression of civil disobedience in Canadian history was also made possible because of the use of social media. Moreover, by using the symbol of the red square, the physical act of banging on casserole dishes, and an event such as the well-attended (almost) nude march(es) in May, otherwise known as the “maNUfestation,” the student strike became visible worldwide because of the students’ diverse and creative tactics. My research into the Québec student strike of 2012 provides analysis and results of a successful and unique social struggle, given Québec’s rich history of student strikes. It was a resistance that captivated the imaginations of many around the world. iii Acknowledgments I could not have completed this dissertation without funding from the Social Sciences and Humanities Research Council of Canada, the University of Toronto, and the Faculty of Information. I extend the warmest thanks to my seven student organizers, by order of interview: Léo Bureau-Blouin, Laurent Gauthier, Micah Fournier, Nadia Lafreniѐre, Anne-Marie Provost, Myriam, and Jolly Roger. I also offer my thanks to Guillaume Legault, another student organizer who I met and exchanged ideas with at Montréal Student Movement Convention. I am indebted to all of you for giving life to this project. Throughout the development and completion of this thesis, I have benefitted greatly from the support and generosity of a number of individuals. Chief among them are Leslie Shade, my supervisor and mentor. I cannot thank you enough for your unceasing championing of me and my work since becoming my supervisor. From all the insightful feedback, to the number of Skype chats, to the enormous number of reference letters you have provided in my name. Thank you. I am so fortunate to have worked with the other members of my committee, David J. Phillips and Megan Boler, who have asked the most crucial questions of this project, and whose support have enriched the thesis beyond measure. To my external examiner, Sandra Jeppesen, who likewise asked helpful and interesting questions while validating the project. And to my internal-external buddy, Brett Caraway, who did not let down his guard one bit. To those who have and continue to inspire me to become a better scholar, but more importantly, an even better citizen: Herbert Marcuse, Antonio Gramsci, Theodor Adorno, Stuart Hall, Noam Chomsky, Daniel Paré, Anne MacLennan, Jason Nolan, Michael Truscello, Paolo Gerbaudo, Christian Fuchs, Duncan Koerber, Janet Melo-Thaiss, and Imre Szeman. Thank you. To my thousands of students, from Melody Village to Artesian Drive to Royal Orchard to McMaster to the University of Toronto to Sir Wilfrid Laurier. I have so many fond memories of you. So many of you continue to inspire me to this day. You inspire me to greater heights. Thank you. To the Inspiring Innovaders and McMaster cohorts. It was only one year, but what a year it was. My hearts: S. J. Krahn, Devon Mordell, Christine Lyons, Matt MacLellan, Sharlee Reimer, Nicholas (Animal Nick) Loess, Jon Smith, Nicholas (Kiwi Nick) Holm, Richard Davila, and Kim Clarke. My amazing MAC friends and colleagues: Max Haiven, Phanuel Antwi, Laura iv Wiebe, Jennifer Pybus, Chantelle Thauvette, Malissa Phung, Pamela Ingleton, and Phebe Wolframe. A better group one could not ask for. Thank you. To the core of us, Rebecka Sheffield, Michael Jones, Glen Farrelly, and Stephanie Perrin for finding and making our way. To the rest of my ISchool and CCIT peeps, friends, and comrades, Joseph Ferenbok, Zack Hayat, Diane Dechief, Von Totanes, Karen Smith, Sayaka Sugimoto, Lysanne Lessard, Chris Young, Harrison Smith, Jenna Jacobson, Alex Cybulski, Patrick MacInnis, Sandra Danilovic, Wendy Duff, Kelly Lyons, Seamus Ross, Lisa Peden, Nicole Cohen, and Anthony Wensley. Each one of you have helped in your own special way. Thank you. And of course, my family. I could not have completed this degree without your love, care, and support. The Deadbeat Club for providing the levity and distraction when needed: Claire, Cris, Jay, Bo, Kevin, Ed, Christian, Joyce, Kaleb, Isaiah, Jayden, and baby Lily. My Mr. Man for always being by my side through some painstakingly long hours. My pillars, for your unconditional love and unending support: Alyssandra Kaye, Darryl James Starr, Tyler Jay and Kyle Johnathan. Finally, I will forever be grateful for my heart, my soul, and my life, Heide. Thank you for everything. v Table of Contents Abstract............................................................................................................................................................. ii Acknowledgements ........................................................................................................................................ iv Table of Contents .......................................................................................................................................... vi List of Screenshots ......................................................................................................................................... ix List of Tables and Charts ............................................................................................................................... x Chapter 1 – Introduction.................................................................... 1 Motivation and Purpose of the Study ............................................................................................. 14 Operational Definitions ..................................................................................................................... 17 Youth ......................................................................................................................................... 17 Social Media and Social Networking Sites (SNS) ................................................................ 19 Social Movements .................................................................................................................... 20 Uprising ..................................................................................................................................... 22 Revolution, Rebellion, Resistance ......................................................................................... 23 The Structural Foundations of Social Media ....................................................................... 24 Significance of the Study ................................................................................................................... 25 Structure of the Dissertation ............................................................................................................ 25 Chapter 2 – Historicizing the Québec Student Strike ..................... 30 Québec’s School System .................................................................................................................... 30 The Quiet Revolution ........................................................................................................................ 35 A History of Resistance ....................................................................................................................