Ethnography,ȱtheȱInternet,ȱandȱYouthȱCulture:ȱ StrategiesȱforȱExaminingȱSocialȱResistanceȱandȱ “OnlineȬOffline”ȱRelationshipsȱ ȱ BrianȱWilsonȱ ȱ ȱ Theȱ integrationȱ ofȱ traditionalȱ (offlineȱ andȱ faceȬtoȬface)ȱ andȱ virtualȱ ethnographicȱ methodsȱcanȱaidȱresearchersȱinterestedȱinȱdevelopingȱunderstandingsȱofȱrelationshipsȱ betweenȱ onlineȱ andȱ offlineȱ culturalȱ life,ȱ andȱ examiningȱ theȱ diffuseȱ andȱ sometimesȱ globalȱ characterȱ ofȱ youthȱ resistance.ȱȱInȱ constructingȱ thisȱ ,ȱ Iȱ haveȱ usedȱ insightsȱfromȱstudiesȱonȱyouthȱactivismȱandȱtheȱraveȱsubculture.ȱȱTheseȱstudiesȱalsoȱ informedȱmyȱcentralȱtheoreticalȱsuggestion:ȱthatȱanȱapproachȱtoȱresearchȱunderscoredȱ byȱ aȱ sensitivityȱ toȱ everydayȱ experiencesȱ andȱ theȱ powerȱ structuresȱ framingȱ theseȱ experiencesȱ canȱ (still)ȱ beȱ aȱ powerfulȱ guideȱ forȱ understandingȱ flowsȱ andȱ circuitsȱ ofȱ resistanceȱinȱInternetȬinfluencedȱcultures.ȱȱȱ ȱ Keyȱ words:ȱȱglobalization,ȱ qualitativeȱ ,ȱ socialȱ movements,ȱ raveȱ ,ȱ virtualȱethnographyȱ ȱ L’intégrationȱ deȱ méthodesȱ ethnographiquesȱ traditionnellesȱ (horsȱ ligneȱ etȱ enȱ présentiel)ȱ ouȱ recourantȱ auxȱ TICȱ peutȱaiderȱ lesȱ chercheursȱ àȱmieuxȱ comprendreȱ lesȱ relationsȱentreȱlaȱvieȱculturelleȱenȱligneȱetȱhorsȱligneȱetȱàȱétudierȱleȱcaractèreȱdiffusȱetȱ parfoisȱplanétaireȱdeȱlaȱrésistanceȱdesȱjeunes.ȱL’auteurȱfondeȱsonȱargumentationȱsurȱ desȱ observationsȱ tiréesȱ d’étudesȱ portantȱ surȱ l’activismeȱ chezȱ lesȱ jeunesȱ etȱ laȱ sousȬ cultureȱtechnoȬrave.ȱCesȱétudesȱserventȱégalementȱdeȱpointȱdeȱdépartȱàȱl’hypothèseȱ centraleȱ deȱ l’auteur,ȱ àȱ savoirȱ qu’uneȱ approcheȱ deȱ laȱ rechercheȱ quiȱ estȱ sensibleȱ auxȱ expériencesȱ quotidiennesȱ etȱ auxȱ structuresȱ duȱ pouvoirȱ encadrantȱ cesȱ expériencesȱ peuventȱ(encore)ȱservirȱdeȱguideȱprécieuxȱpourȱcomprendreȱlesȱcourantsȱetȱcircuitsȱdeȱ résistanceȱdansȱlesȱculturesȱsousȱl’influenceȱd’Internet.ȱȱȱ ȱ Motsȱclésȱ:ȱmondialisation,ȱrechercheȱqualitative,ȱmouvementsȱsociaux,ȱcultureȱ technoȬrave,ȱethnographieȱvirtuelleȱ ______ȱ ȱ

CANADIANȱJOURNALȱOFȱEDUCATIONȱ29,ȱ1ȱ(2006):ȱ307Ȭ328ȱ 308ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱBRIANȱWILSONȱ

Virtualȱ realityȱ andȱ cyberspaceȱ areȱ commonlyȱ imaginedȱ inȱ termsȱ ofȱ reactionȱ against,ȱ orȱ oppositionȱ to,ȱ theȱ realȱ world….ȱȱInȱ certainȱ cases,ȱ theseȱ areȱ presentedȱ asȱ someȱ kindȱ ofȱ utopianȱ project.ȱ Virtualȱ Realityȱ isȱ imaginedȱ asȱ aȱ nowhereȬsomewhereȱ alternativeȱ toȱ theȱ dangerousȱ conditionsȱ ofȱ contemporaryȱ socialȱ reality….ȱ Theȱ mythologyȱ ofȱ cyberspaceȱ isȱ preferredȱoverȱitsȱsociology.ȱȱIȱhaveȱarguedȱthatȱitȱisȱtimeȱtoȱreȬlocateȱvirtualȱcultureȱinȱtheȱ realȱ worldȱ (theȱ realȱ worldȱ thatȱ virtualȱ culturalists,ȱ seducedȱ byȱ theirȱ ownȱ metaphors,ȱ pronounceȱdeadȱorȱdying).ȱȱThroughȱtheȱdevelopmentȱofȱnewȱtechnologies,ȱweȱare,ȱindeed,ȱ moreȱandȱmoreȱopenȱtoȱexperiencesȱofȱdeȬrealisationȱandȱdeȬlocalisation.ȱButȱweȱcontinueȱ toȱ haveȱ physicalȱ andȱ localisedȱ existences.ȱȱWeȱ mustȱ considerȱ ourȱ stateȱ ofȱ suspensionȱ betweenȱtheseȱconditions.ȱ(Robins,ȱ1996,ȱpp.ȱ16,ȱ26)ȱ Inȱ theȱ yearsȱ sinceȱ Robins’ȱ (1996)ȱ critique,ȱ researchersȱ haveȱ madeȱ importantȱstridesȱtoȱbetterȱunderstandȱlinksȱbetweenȱonlineȱandȱofflineȱ culturalȱlife.ȱScholarsȱlikeȱBurkhalterȱ(1999),ȱEboȱ(1998)ȱHarcourtȱ(1999),ȱ andȱStubbsȱ(1999)ȱhaveȱexaminedȱhowȱrace/ethnicity,ȱclass,ȱandȱgenderȱ relatedȱidentitiesȱareȱexperiencedȱofflineȱandȱonline.ȱȱOtherȱresearchersȱ haveȱconsidered,ȱforȱexample,ȱhowȱyouthȱsubculturalȱlifeȱisȱaȱcontinuousȱ virtualȬrealȱ experienceȱ (Bennett,ȱ 2004;ȱ Wilsonȱ &ȱ Atkinson,ȱ 2005).ȱȱStillȱ othersȱ haveȱ examinedȱ onlineȱ andȱ offlineȱ addiction/recoveryȱ supportȱ groupȱconventionsȱ(Pleace,ȱBurrows,ȱLoader,ȱMuncer,ȱ&ȱNettleton,ȱ2000).ȱ Researchersȱ areȱ alsoȱ consideringȱ howȱ toȱ bestȱ understandȱ theȱ experiencesȱ ofȱ thoseȱ whoȱ navigateȱ acrossȱ onlineȱ andȱ offlineȱ spaces.ȱ Inȱ thisȱcontext,ȱHineȱ(2000),ȱMarkhamȱ(1998),ȱMillerȱandȱSlaterȱ(2000),ȱMannȱ andȱ Stewartȱ (2002,ȱ 2003),ȱ Kendallȱ (1999),ȱ andȱ othersȱ haveȱ emphasizedȱ theȱ importanceȱ ofȱ anȱ ethnographicȱ approachȱ toȱ Internetȱ research,ȱ andȱ offeredȱimportantȱinsightsȱintoȱtheȱuseȱofȱ(andȱrelationships/differencesȱ between)ȱ computerȱ mediatedȱ communicationȱ (CMC)ȱ andȱ faceȱ toȱ faceȱ (FTF)ȱ methodsȱ inȱ interviewingȱ andȱ focusȱ groups.ȱ Ethnographersȱ whoȱ studyȱ InternetȬrelatedȱ topicsȱ struggleȱ toȱ developȱ andȱ applyȱ novelȱ approachesȱ toȱ theirȱ research,ȱ whileȱ remainingȱ sensitiveȱ toȱ stillȬusefulȱ elementsȱ ofȱ conventionalȱ techniquesȱ forȱ qualitativeȱ inquiry.ȱ Markhamȱ (1998)ȱ calledȱ thisȱ theȱ “theȱ paradoxȱ ofȱ conductingȱ aȱ nonȬtraditionalȱ ethnographyȱinȱaȱnonȬtraditionalȱnonspace,ȱwithȱtraditionalȱsensibilities”ȱ (p.ȱ62).ȱȱȱ Thereȱ remainsȱ muchȱ toȱ exploreȱ inȱ theseȱ areasȱ givenȱ theȱ variousȱ relationshipsȱbetweenȱonlineȱandȱofflineȱqualitativeȱmethodologies.ȱȱForȱ example,ȱtheȱInternetȱisȱaȱspaceȱwhereȱresearchȱsubjectsȱareȱrecruitedȱforȱ offlineȱ ,ȱ documentsȱ producedȱ byȱ cultureȱ membersȱ areȱ accessedȱ forȱ analysis,ȱ andȱ experientialȱ ethnographicȱ explorationsȱ ETHNOGRAPHY,ȱTHEȱINTERNET,ȱANDȱYOUTHȱCULTUREȱȱ 309ȱȱȱ throughȱculturalȱspacesȱandȱonlineȱenvironmentsȱtakeȱplace.ȱTheȱareaȱofȱ researchȱ thatȱ specificallyȱ considersȱ relationshipsȱ betweenȱ onlineȱ andȱ offlineȱ ethnographicȱ methodsȱ remainsȱ especiallyȱ richȱ forȱ developmentȱ becauseȱ thereȱ isȱ aȱ relativeȱ scarcityȱ ofȱ workȱ thatȱ includesȱ detailedȱ reflectionsȱonȱwaysȱthatȱonlineȱandȱofflineȱethnographicȱtechniquesȱcanȱ beȱintegratedȱtoȱaidȱresearchȱfocusedȱonȱculturalȱgroupsȱandȱespeciallyȱ onȱculturalȱflowsȱ–ȱaȱtopicȱofȱparticularȱinterestȱforȱthoseȱwhoȱstudyȱtheȱ globalizationȱ ofȱ culture.ȱȱTheȱ reasonȱ thatȱ thisȱ isȱ importantȱ forȱ thoseȱ workingȱinȱeducationȱisȱthatȱunderstandingȱtheȱdisseminationȱofȱcultureȱ isȱ aȱ wayȱ ofȱ understandingȱ theȱ disseminationȱ ofȱ aȱ dominantȱ formȱ ofȱ knowledgeȱ forȱ youngȱ peopleȱ –ȱ culturalȱ knowledgeȱ –ȱ andȱ theȱ setsȱ ofȱ culturalȱ knowledgeȱ thatȱ peopleȱ acquireȱ andȱ possessȱ informȱ theirȱ interpretationsȱofȱtheȱworldȱaroundȱthemȱ(includingȱtheirȱinterpretationsȱ ofȱformsȱofȱknowledgeȱtheyȱareȱofferedȱinȱformalȱeducationȱcontexts).ȱȱȱ Theȱgoalȱofȱthisȱarticleȱisȱtoȱcontributeȱtoȱexistingȱliteratureȱaroundȱ theseȱtopicsȱbyȱofferingȱmethodologicalȱreflectionsȱfromȱmyȱexperiencesȱ conductingȱanȱethnographicȱstudyȱofȱonlineȱandȱofflineȱculturalȱlifeȱinȱaȱ youthȱ ;ȱ describingȱ andȱ outliningȱ theȱ rationaleȱ forȱ theȱ methodologyȱ forȱ aȱ recentlyȱ designedȱ studyȱ ofȱ theȱ onlineȱ andȱ offlineȱ culturalȱlivesȱofȱmembersȱofȱyouthȬdrivenȱsocialȱmovementȱgroups;ȱandȱ ultimatelyȱofferingȱaȱsetȱofȱsuggestionsȱforȱexaminingȱsocialȱresistanceȱinȱ aȱ globalȱ ageȱ –ȱ anȱ ageȱ whereȱ ()ȱ cultureȱ circulatesȱ globallyȱ andȱ locally,ȱ andȱ whereȱ collectiveȱ actionȱ isȱ increasinglyȱ transnational.ȱȱTheȱ argumentȱ thatȱ underliesȱ thisȱ articleȱ isȱ thatȱ theȱ integrationȱ ofȱ ethnographicȱ methods,ȱ bothȱ traditionalȱ (offlineȱ andȱ faceȬtoȬface)ȱ andȱ virtual,ȱ canȱ beȱ helpfulȱ inȱ developingȱ richȱ andȱ comprehensiveȱ understandingsȱofȱrelationshipsȱbetweenȱonlineȱandȱofflineȱculturalȱlife,ȱ andȱforȱexaminingȱtheȱdiffuseȱcharacterȱofȱyouthȱcultureȱandȱresistance.ȱȱ Thisȱ researchȱ isȱ particularlyȱ pertinentȱ forȱ thoseȱ interestedȱ inȱ theȱ waysȱ thatȱyoungȱpeopleȱinteractȱwithȱandȱthroughȱInternetȱtechnologyȱinȱandȱ outȱofȱeducationalȱsettings,ȱtheȱwaysȱthatȱonlineȱandȱofflineȱculturalȱlivesȱ ofȱ youthȱ transcendȱ educationalȱ settings,ȱ andȱ forȱ thoseȱ concernedȱ withȱ theȱ waysȱ thatȱ knowledgeȱ ofȱ socialȱ issuesȱ isȱ sometimesȱ translatedȱ intoȱ socialȱaction.ȱȱȱ Inȱ makingȱ thisȱ argument,ȱ Iȱ acknowledgeȱ thatȱ aȱ combinedȱ onlineȬ offlineȱ approachȱ isȱ notȱ alwaysȱ preferableȱ toȱ exclusivelyȱ onlineȱ orȱ 310ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱBRIANȱWILSONȱ exclusivelyȱ offlineȱ studiesȱ ofȱ Internetȱ culturesȱ andȱ experiences.ȱ Theȱ choiceȱofȱmethodsȱisȱlargelyȱdependentȱonȱtheȱgoalȱofȱtheȱresearchȱandȱ ‘strandsȱ ofȱ experience’ȱ thatȱ theȱ researcherȱ isȱ interestedȱ inȱ studyingȱ (Eichhorn,ȱ 2001).ȱ Asȱ Hineȱ (2000,ȱ p.ȱ 59)ȱ observes,ȱ evenȱ studiesȱ thatȱ includeȱresearchȱconductedȱbothȱonlineȱandȱofflineȱshouldȱnotȱbeȱviewedȱ asȱholistic,ȱgivenȱthatȱallȱethnographicȱaccountsȱareȱselectiveȱandȱpartial.ȱ However,ȱforȱresearchȱconcernedȱwithȱtracingȱconnections/relationshipsȱ betweenȱ onlineȱ formsȱ ofȱ socialȱ organizationȱ andȱ activism,ȱ andȱ offlineȱ interactionsȱandȱaction,ȱaȱmultiȬsiteȱandȱmultiȬmethodȱapproachȱisȱsensibleȱ andȱ desirableȱ –ȱ althoughȱ notȱ withoutȱ challengesȱ andȱ problemsȱ –ȱ asȱ Iȱ intendȱtoȱshow.ȱȱȱ ETHNOGRAPHY:ȱȱTHEORY,ȱ METHOD,ȱ ANDȱ RATIONALIZINGȱ ANȱ ONLINEȱANDȱOFFLINEȱAPPROACHȱ

EthnographicȱMethodsȱandȱtheȱBoundariesȱofȱEthnographicȱResearchȱ Althoughȱ ethnographyȱ isȱ aȱ notoriouslyȱ ambiguousȱ term,ȱ someȱ consensusȱ occursȱ aroundȱ theȱ ideaȱ thatȱ ethnographyȱ includesȱ someȱ combinationȱ ofȱ participantȱ andȱ nonȬparticipantȱ observation,ȱ informalȱ andȱ semiȬstructuredȱ interviews,ȱ andȱ documentȱ analysisȱ –ȱ andȱ thatȱ theȱ processȱofȱwritingȱupȱresearchȱfindingsȱandȱ(re)presentingȱlifeȱworldsȱisȱ integrallyȱrelatedȱtoȱtheȱactȱofȱdoingȱethnographyȱ(Prus,ȱ1996;ȱTedlock,ȱ 2000).ȱȱAlthoughȱoralȱinteractionsȱhaveȱtraditionallyȱbeenȱprivilegedȱ“asȱ partȱofȱtheȱ‘romanticȱlegacy’ȱofȱethnography,ȱthatȱtendsȱtoȱtreatȱspeechȱasȱ moreȱ authenticȱ thanȱ writing,”ȱ increasinglyȱ theȱ writtenȱ textsȱ associatedȱ withȱ culturesȱ haveȱ becomeȱ equallyȱ valuedȱ accountsȱ ofȱ theȱ realtiesȱ ofȱ thoseȱ beingȱ studiedȱ (Hine,ȱ 2000,ȱ p.ȱ 51,ȱ drawingȱ onȱ Hammersleyȱ &ȱ Atkinson,ȱ 1995).ȱ Hineȱ (2000)ȱ elaboratesȱ onȱ thisȱ moreȱ inclusiveȱ viewȱ ofȱ texts.ȱȱ

Ratherȱthanȱbeingȱseenȱasȱmoreȱorȱlessȱaccurateȱportrayalsȱofȱreality,ȱtextsȱshouldȱ beȱseenȱasȱethnographicȱmaterialȱwhichȱtellsȱusȱaboutȱtheȱunderstandingȱwhichȱ authorsȱhaveȱofȱtheȱrealityȱwhichȱtheyȱinhabit.ȱTextsȱareȱanȱimportantȱpartȱofȱlifeȱ inȱmanyȱofȱtheȱsettingsȱwhichȱethnographersȱnowȱaddress,ȱandȱtoȱignoreȱthemȱ wouldȱbeȱaȱhighlyȱimpartialȱaccountȱofȱculturalȱpractices.ȱRuleȱbooks,ȱmanuals,ȱ biographies,ȱ scientificȱ papers,ȱ officialȱ statisticsȱ andȱ codesȱ ofȱ practiceȱ canȱ allȱ beȱ seenȱ asȱ ethnographicȱ materialȱ inȱ theȱ waysȱ inȱ whichȱ theyȱ presentȱ andȱ shapeȱ realityȱandȱareȱembeddedȱinȱpractice.ȱȱ(p.ȱ51)ȱ ETHNOGRAPHY,ȱTHEȱINTERNET,ȱANDȱYOUTHȱCULTUREȱȱ 311ȱȱȱ

Includingȱ onlineȱ andȱ offlineȱ textsȱ asȱ partȱ ofȱ aȱ broaderȱ ethnographicȱ analysisȱ meansȱ properlyȱ contextualizingȱ andȱ situatingȱ theȱ writingȱ andȱ readingȱ practicesȱ inȱ waysȱ thatȱ makeȱ theȱ textsȱ meaningful,ȱ orȱ asȱ Hineȱ (2000)ȱarguesȱ“tyingȱthoseȱtextsȱtoȱparticularȱcircumstancesȱofȱproductionȱ andȱ consumption”ȱ (p.ȱ 52).ȱȱImplicitȱ toȱ thisȱ argumentȱ isȱ theȱ viewȱ thatȱ ethnographicȱ workȱ aroundȱ theȱ Internetȱ ideallyȱ takesȱ placeȱ inȱ multipleȱ sites,ȱaȱpointȱpursuedȱlaterȱinȱthisȱpaper.ȱȱȱ

ConnectingȱTheoryȱandȱMethodȱAroundȱaȱCriticalȱInteractionistȱApproachȱ Althoughȱ theȱ rootsȱ ofȱ sociologyȬbasedȱ ethnographicȱ researchȱ lieȱ inȱ theȱ symbolicȱinteractionistȱtradition,ȱethnographyȱ(especiallyȱasȱitȱrelatedȱtoȱ theȱ studyȱ ofȱ urbanȱ youthȱ )ȱ cameȱ toȱ beȱ associatedȱ withȱ moreȱ criticallyȱ orientedȱ writingȱ andȱ studiesȱ inȱ theȱ 1970sȱ atȱ theȱ Universityȱ ofȱ Birmingham’sȱ Centreȱ forȱ Contemporaryȱ Culturalȱ Studies.ȱȱTheȱ Centre,ȱ andȱ especiallyȱ centreȬassociateȱ Paulȱ Willis,ȱ advocatedȱ anȱ approachȱ knownȱ looselyȱ asȱ “criticalȱ ”ȱ (Willis,ȱ 1977;ȱ seeȱ Kincheloeȱ andȱMcLaren,ȱ2000ȱforȱanȱoverviewȱofȱthisȱandȱrelatedȱtraditions).ȱȱThisȱ approachȱ–ȱanȱapproachȱthatȱguidedȱtheȱresearchȱdescribedȱinȱthisȱarticleȱ –ȱ isȱ essentiallyȱ anȱ integrationȱ ofȱ aȱ conventional,ȱ interpretive,ȱ microȬ sociologicalȱ approachȱ toȱ researchȱ andȱ aȱ structuralistȱ approachȱ toȱ interpretation.ȱȱȱ Theȱ criticalȱ interactionistȱ positionȱ isȱ alignedȱ withȱ aȱ criticalȬrealistȱ stanceȱ–ȱaȱpositioningȱthatȱisȱsomewhatȱdistinctȱfromȱtheȱmoreȱrelativistȱ stancesȱ adoptedȱ byȱ thoseȱ influencedȱ byȱ someȱ strandsȱ ofȱ postmodernȱ theory.ȱȱTheȱontologicalȱpositionȱassociatedȱwithȱcriticalȱrealismȱisȱlinkedȱ toȱtheȱepistemologicalȱassumptionȱthatȱalthoughȱmultipleȱ(evenȱendless)ȱ interpretationsȱ ofȱ textsȱ existȱ –ȱ whetherȱ theseȱ beȱ images,ȱ webpageȱ documents,ȱinterviewȱtranscriptsȱ–ȱatȱsomeȱpointȱaȱ“relativeȱanchorage”ȱ ofȱ meaningȱ inȱ interpretationsȱ ofȱ textsȱ occursȱ (Hall,ȱ 1985,ȱ p.ȱ 93).ȱȱ Interpretationsȱ ofȱ mediaȱ textsȱ (e.g.,ȱ webpages)ȱ madeȱ byȱ mediaȱ analysts/researchersȱcanȱbeȱusefulȱinȱsheddingȱlightȱonȱhowȱtheseȱtextsȱ mightȱ beȱ usedȱ byȱ audiences/users.ȱȱInȱ herȱ textualȱ analysisȱ workȱ onȱ womenȱ inȱ sportȱ media,ȱ Margaretȱ Duncanȱ (1990)ȱ offersȱ aȱ succinctȱ articulationȱofȱthisȱposition.ȱȱ

Responsibleȱ textualȱ analysisȱ studiesȱ doȱ notȱ assertȱ withȱ absoluteȱ certaintyȱ howȱ particularȱtextsȱareȱinterpreted.ȱȱButȱtheyȱsuggestȱtheȱkindsȱofȱinterpretationsȱthatȱ 312ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱBRIANȱWILSONȱ mayȱ takeȱ place,ȱ basedȱ onȱ availableȱ evidence,ȱ andȱ likelyȱ interpretationsȱ ofȱ aȱ particularȱtext.ȱȱUltimatelyȱtheseȱinterpretationsȱmustȱbeȱjudgedȱonȱtheȱbasisȱofȱ theȱpersuasivenessȱandȱlogicȱofȱtheȱresearcher’sȱdiscussion.ȱ(p.ȱ27)ȱȱȱ Thisȱ understandingȱ isȱ especiallyȱ pertinentȱ forȱ textualȱ analysisȱ workȱ focusedȱ onȱ unveilingȱ theȱ potentialȱ meaningsȱ ofȱ webpagesȱ forȱ users/audiences;ȱ andȱ theȱ likelyȱ goalsȱ ofȱ websiteȱ producers.ȱȱTextualȱ analysisȱ studiesȱ focusedȱ onȱ theȱ Internetȱ areȱ ideallyȱ complementedȱ byȱ ethnographicȱ workȱ thatȱ includesȱ interviewsȱ withȱ audiencesȱ andȱ producersȱ ofȱ onlineȱ content,ȱ especiallyȱ ifȱ insightȱ intoȱ theȱ relationshipsȱ betweenȱ onlineȱ andȱ offlineȱ culturalȱ lifeȱ areȱ soughtȱ –ȱ aȱ pointȱ thatȱ influencedȱtheȱdesignȱofȱtheȱsecondȱcaseȱstudyȱpresentedȱinȱthisȱpaper,ȱ describedȱlater.ȱȱȱ Thisȱ reflexive,ȱ criticalȬrealistȱ stanceȱ isȱ inherentlyȱ linkedȱ withȱ anȱ approachȱ toȱ studyingȱ andȱ interpretingȱ (youth)ȱ resistanceȱ thatȱ isȱ groundedȱ inȱ theȱ MarxistȬrelatedȱ conceptsȱ hegemonyȱ andȱ ideology.ȱȱAȱ neoȬMarxistȱ understandingȱ ofȱ hegemonyȱ presumesȱ aȱ relationshipȱ betweenȱ marginalizedȱ youthȱ andȱ aȱ dominantȱ groupȱ (e.g.,ȱ moralȱ entrepreneursȱsuchȱasȱlawȬmakersȱandȱmediaȱproducers),ȱaȱrelationshipȱ thatȱ hasȱ beenȱ atȱ leastȱ tentativelyȱ securedȱ becauseȱ theȱ dominantȱ groupȱ hasȱ beenȱ ableȱ toȱ achieveȱ andȱ maintainȱ consentȱ toȱ itsȱ dominanceȱ andȱ becauseȱitȱhasȱsuccessfullyȱallowedȱsafetyȱvalveȱexpressionsȱofȱresistanceȱ amongstȱthoseȱwhoȱareȱmarginalizedȱ(e.g.,ȱsymbolicȱformsȱofȱresistance,ȱ likeȱ shockingȱ hairstylesȱ orȱ musicalȱ forms,ȱ thatȱ mightȱ empowerȱ someȱ youngȱ people,ȱ butȱ seldomȱ alterȱ theȱ socialȱ conditionsȱ thatȱ frameȱ andȱ reinforceȱ theȱ circumstancesȱ ofȱ theirȱ oppression–c.f.,ȱ Hallȱ &ȱ Jefferson,ȱ 1976;ȱWilson,ȱ2002a,ȱdrawingȱonȱGramsci,ȱ1971).ȱȱThisȱunderstandingȱisȱ inherentlyȱ linkedȱ withȱ Hall’sȱ andȱ Duncan’sȱ viewȱ ofȱ interpretingȱ textsȱ (likeȱ webpages)ȱ becauseȱ itȱ isȱ basedȱ onȱ theȱ assumptionȱ thatȱ dominantȱ groupsȱ maintainȱ theirȱ dominanceȱ throughȱ theȱ useȱ ofȱ ideologicalȱ strategiesȱ (e.g.,ȱ incorporatingȱ formsȱ ofȱ alternativeȱ youthȱ cultureȱ intoȱ mainstreamȱ culture)ȱ (Baron,ȱ 1989;ȱ Schissel,ȱ 1997).ȱȱInȱ aȱ similarȱ way,ȱ resistantȱ (youth)ȱ groups,ȱ especiallyȱ thoseȱ whoȱ areȱ (relatively)ȱ wellȬ equippedȱandȱwellȬorganized,ȱoftenȱattemptȱtoȱchallengeȱtheȱhegemonyȱ ofȱ dominantȱ groupsȱ byȱ underminingȱ andȱ disruptingȱ theȱ ideologicalȱ messagesȱ andȱ structuresȱ thatȱ haveȱ beenȱ createdȱ andȱ disseminatedȱ toȱ supportȱ theirȱ powerȱ positions.ȱȱSuccinctȱ examplesȱ ofȱ thisȱ sortȱ ofȱ ETHNOGRAPHY,ȱTHEȱINTERNET,ȱANDȱYOUTHȱCULTUREȱȱ 313ȱȱȱ undermining/disruptionȱ areȱ evidentȱ inȱ theȱ workȱ ofȱ thoseȱ atȱ theȱ VancouverȬbasedȱ magazineȱ Adbustersȱwhoȱ deviseȱandȱ publishȱ counterȬ advertisementsȱ andȱ writeȱ articlesȱ thatȱ areȱ intendedȱ toȱ unveilȱ theȱ contradictionsȱthatȱunderlieȱtheȱpracticesȱofȱmultinationalȱcorporations.ȱȱ Underlyingȱ criticalȱ analysesȱ ofȱ dominantȱ structuresȱ andȱ mediaȱ messagesȱisȱtheȱassumptionȱthatȱaȱrealȱsetȱofȱpowerȱrelationsȱprivilegesȱ someȱ groupsȱ andȱ marginalizesȱ otherȱ groups,ȱ andȱ thatȱ behindȱ theȱ ideologicalȱ messagesȱ thatȱ supportȱ andȱ justifyȱ theseȱ relationsȱ (e.g.,ȱ oversimplified,ȱ decontextualizedȱ messages/imagesȱ aboutȱ youthȱ –ȱ seeȱ Acland,ȱ1995)ȱisȱaȱhiddenȱreality,ȱaȱrealityȱthatȱmustȱremainȱhiddenȱifȱtheȱ privilegeȱ ofȱ powerfulȱ groupsȱ isȱ toȱ remainȱ relativelyȱ unquestionedȱ andȱ unchallenged.ȱȱForȱcriticalȱinteractionistȱresearchers,ȱaȱprimaryȱgoalȱisȱtoȱ uncoverȱ contradictionsȱ thatȱ emergeȱ whenȱ comparingȱ theȱ ideologicalȱ frontsȱ presentedȱ byȱ powerȱ groupsȱ andȱ theȱ actualȱ practicesȱ ofȱ theseȱ groupsȱ(Howell,ȱAndrews,ȱ&ȱJackson,ȱ2002).ȱȱThisȱisȱimportantȱcontextȱ forȱ subsequentȱ partsȱ ofȱ thisȱ article,ȱ especiallyȱ theȱ descriptionȱ ofȱ andȱ rationaleȱ forȱ methodologiesȱ thatȱ Iȱ adoptedȱ toȱ studyȱ theȱ resistanceȱ ofȱ youthȱwhoȱwereȱguidedȱbyȱtheseȱcriticalȱinteractionistȱprinciples.ȱ

StudyingȱYouthȱCulturalȱResistanceȱinȱaȱGlobalȱAgeȱ Whatȱ isȱ uniqueȱ aboutȱ theȱ criticalȱ studyȱ ofȱ everydayȱ experienceȱ andȱ formsȱofȱculturalȱresistanceȱinȱtheȱageȱofȱInternetȱcommunicationȱisȱthatȱ theseȱ experiencesȱ andȱ formsȱ oftenȱ takeȱ placeȱ onȱ aȱ globalȱ level.ȱȱTheȱ challengeȱforȱsocialȱtheoristsȱandȱmethodologistsȱhasȱbeenȱtoȱfigureȱoutȱ andȱclearlyȱarticulateȱwhatȱitȱmeansȱtoȱstudyȱexperienceȱonȱthisȱlevel.ȱȱȱ Guidingȱmyȱresearchȱonȱthisȱtopicȱhasȱbeenȱtheȱtheoreticalȱworkȱofȱ ArjunȱAppaduraiȱ(2000).ȱȱAppadurai’sȱwritingsȱareȱuniquelyȱfocusedȱonȱ theorizingȱ theȱ dynamicsȱ ofȱ globalȱ culturalȱ transmission,ȱ orȱ whatȱ heȱ calledȱ “fiveȱ dimensionsȱ ofȱ globalȱ culturalȱ flows,”ȱ toȱ demonstrateȱ theȱ variousȱ waysȱ thatȱ cultureȱ movesȱ acrossȱ bordersȱ andȱ aroundȱ theȱ worldȱ (p.ȱ33).ȱȱAppaduraiȱoutlinedȱfiveȱdimensions,ȱorȱ“scapes,”ȱthatȱneedȱtoȱbeȱ takenȱintoȱaccountȱwhenȱexaminingȱglobalȱculturalȱflow:ȱȱȱethnoscapes,ȱ mediascapes,ȱ technoscapes,ȱ finanscapes,ȱ andȱ ideoscapes.ȱȱEthnoscapesȱ refersȱtoȱtheȱflowȱofȱpeopleȱaroundȱtheȱworldȱ(e.g.,ȱtourists,ȱimmigrants,ȱ orȱ refugees).ȱȱTechnoscapesȱ refersȱ toȱ theȱ flowȱ ofȱ technologyȱ (e.g.,ȱ transnationalȱbusinessȱrelocationsȱorȱtheȱhostingȱofȱmegaȬeventsȱlikeȱtheȱ 314ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱBRIANȱWILSONȱ

Olympicsȱ thatȱ includeȱ theȱ movementȱ ofȱ newȱ technologiesȱ toȱ variousȱ countries).ȱȱFinanscapesȱ refersȱ toȱ theȱ patternsȱ ofȱ capitalȱ transferȱ onȱ aȱ globalȱ level.ȱȱMediascapesȱ refersȱ toȱ theȱ modesȱ ofȱ mediatedȱ imageȱ distributionȱ (e.g.,ȱ electronicȱ orȱ printȱ media),ȱ andȱ toȱ howȱ theseȱ imagesȱ allowȱ viewersȱ toȱ gainȱ accessȱ toȱ otherȱ partsȱ ofȱ theȱ world.ȱȱIdeoscapesȱ refersȱ toȱ imagesȱ thatȱ areȱ investedȱ withȱ politicalȬideologicalȱ meaningȱ (e.g.,ȱ propagandaȱ imagesȱ distributedȱ toȱ andȱ throughȱ massȱ mediaȱ outlets).ȱȱAtȱtheȱcoreȱofȱAppadurai’sȱframeworkȱisȱtheȱassumptionȱthatȱ theȱ variousȱ disjuncturesȱ orȱ interactionsȱ thatȱ occurȱ betweenȱ globalȱ culturalȱflowsȱ(asȱtheyȱrelateȱtoȱtheȱvariousȱscapes)ȱofferȱculturalȱanalystsȱ insightȱintoȱtheȱcomplexȱwaysȱthatȱlocalȱculturesȱrelateȱtoȱglobalȱforces,ȱ andȱtheȱwaysȱthatȱcultureȱcirculatesȱ(Carringtonȱ&ȱWilson,ȱ2002).ȱȱȱ Aȱ varietyȱ ofȱ methodologicalȱ strategiesȱ areȱ usedȱ toȱ studyȱ culturalȱ flowsȱ andȱ specificallyȱ theȱ waysȱ thatȱ cultureȱ flowsȱ toȱ andȱ fromȱ individualsȱ aroundȱ theȱ world,ȱ althoughȱ methodsȱ forȱ studyingȱ culturalȱ flowȱandȱtheȱInternetȱ(inȱwaysȱthatȱaccountȱforȱtheȱcomplexitiesȱofȱglobalȱ movementȱ describedȱ byȱ Appadurai)ȱ areȱ onlyȱ beginningȱ toȱ beȱ considered.ȱȱTheȱbodyȱofȱworkȱonȱtheȱbroadȱtopicȱofȱglobalizationȱandȱ culturalȱ flowsȱ includesȱ studiesȱ focusedȱ onȱ theȱ flowȱ andȱ impactȱ ofȱ Americanizingȱ forces,ȱ suchȱ asȱ theȱ globalȱ transmissionȱ ofȱ imagesȱ ofȱ Michaelȱ Jordanȱ (andȱ theȱ corporateȱ valuesȱ associatedȱ withȱ Jordan’sȱ sponsorȱ Nikeȱ [Andrews,ȱ Carrington,ȱ Mazur,ȱ &ȱ Jackson,ȱ 1996])ȱ andȱ theȱ reactionsȱthatȱpeopleȱhaveȱtoȱtheseȱsortsȱofȱmessagesȱandȱimagesȱ(Wilsonȱ &ȱSparks,ȱ2001).ȱȱMethodsȱusedȱtoȱexamineȱsuchȱphenomenaȱincludeȱtheȱ analysisȱ ofȱ images,ȱ spaces,ȱ andȱ discoursesȱ usingȱ textualȱ analysisȱ techniquesȱ drawnȱ fromȱ mediaȱ studies,ȱ historicalȱ analysesȱ thatȱ areȱ sensitizedȱ toȱ theȱ developmentȱ ofȱ (andȱ relationshipsȱ between)ȱ political,ȱ economic,ȱandȱculturalȱphenomenaȱoverȱtime,ȱandȱtheȱuseȱofȱfocusȱgroupȱ interviewsȱ asȱ partȱ ofȱ audienceȱ researchȱ projectsȱ thatȱ assessȱ howȱ individualsȱunderstandȱculturalȱmessagesȱ(fromȱabroad).ȱȱȱ MichaelȱBurawoyȱ(Burawoyȱet.ȱal.,ȱ1999)ȱandȱhisȱcolleaguesȱinȱGlobalȱ Ethnography:ȱȱForces,ȱConnections,ȱandȱImaginationsȱinȱaȱPostmodernȱWorldȱ offerȱ aȱ mostȱ encompassingȱ approachȱ toȱ theȱ studyȱ ofȱ globalȱ forcesȱ andȱ powerȱrelations.ȱȱTheseȱstudiesȱuseȱwhatȱBurawoyȱtermedȱanȱ“extendedȱ caseȱ study”ȱ approach,ȱ anȱ approachȱ thatȱ wasȱ guidedȱ byȱ theȱ followingȱ fourȱprinciples:ȱȱthatȱtheȱresearcherȱmustȱenterȱtheȱfieldȱtoȱappreciateȱtheȱ ETHNOGRAPHY,ȱTHEȱINTERNET,ȱANDȱYOUTHȱCULTUREȱȱ 315ȱȱȱ experiencesȱofȱindividuals;ȱthatȱfieldworkȱmustȱtakeȱplaceȱoverȱtimeȱandȱ space;ȱthatȱresearchȱmustȱextendȱfromȱmicroȬprocessesȱtoȱmacroȬforces;ȱ andȱ thatȱ theoryȱ isȱ extendedȱ andȱ challengedȱ asȱ dueȱ processȱ whenȱ examiningȱresearchȱfindingsȱ(pp.ȱ26Ȭ28).ȱȱThisȱisȱaȱusefulȱdepartureȱpointȱ forȱ consideringȱ globalizationȱ andȱ theȱ Internetȱ becauseȱ itȱ requiresȱ analysesȱofȱbothȱtheȱmicroȬinteractionsȱthatȱtakeȱplaceȱinȱtheȱproductionȱ ofȱInternetȱcontentȱandȱacrossȱtheȱInternetȱmedium,ȱasȱwellȱasȱtheȱmacroȬ structuresȱthatȱframeȱtheseȱinteractionsȱ(e.g.,ȱevidentȱinȱanalysesȱofȱwhoȱ hasȱ accessȱ toȱ theȱ Internetȱ andȱ whoȱ offersȱ Internetȱ services).ȱȱThisȱ approachȱisȱconsistentȱwithȱtheȱcriticalȱinteractionistȱpositionȱembodiedȱ inȱtheȱclassicȱworkȱofȱPaulȱWillisȱ(1977)ȱ–ȱexceptȱthatȱtheȱ“macroȬforces”ȱ referredȱ toȱ byȱ someȱ ofȱ thoseȱ inȱ Burawoyȱ et.ȱ al.’sȱ bookȱ includeȱ globalȱ phenomenaȱ notȱ consideredȱ byȱ Willis.ȱȱWhatȱ theȱ followingȱ twoȱ caseȱ studiesȱ offerȱ thisȱ literatureȱ isȱ aȱ wayȱ ofȱ thinkingȱ theoreticallyȱ andȱ methodologicallyȱ aboutȱ culturalȱ flowȱ asȱ itȱ relatesȱ specificallyȱ toȱ theȱ Internetȱcommunicationȱmedium,ȱandȱwithȱparticularȱattentionȱtoȱflowsȱ throughȱonlineȱandȱofflineȱsettings,ȱandȱfromȱlocalȱtoȱglobalȱspaces.ȱȱȱ STUDYINGȱ YOUTHȱ CULTURE,ȱ SOCIALȱ RESISTANCE,ȱ ANDȱ ONLINEȬOFFLINEȱCULTURALȱFLOWȱȱ Inȱ thisȱ sectionȱ Iȱ haveȱ describedȱ andȱ reflectedȱ onȱ twoȱ studiesȱ ofȱ onlineȱ andȱofflineȱculturalȱlife,ȱsocialȱresistance,ȱandȱyouth.ȱȱTheȱfirstȱisȱaȱnowȬ completedȱ studyȱ ofȱ theȱ raveȱ youthȱ subcultureȱ Iȱ conductedȱ fromȱ 1995Ȭ 1999ȱ inȱ Southernȱ Ontario,ȱ Canadaȱ (Wilson,ȱ 2002a,ȱ 2006;ȱ Wilsonȱ &ȱ Atkinson,ȱ 2005).ȱ Theȱ secondȱ isȱ anȱ inȬprogressȱ studyȱ ofȱ youthȬdrivenȱ socialȱ movementȱ groups,ȱ withȱ aȱ focusȱ onȱ relationshipsȱ betweenȱ onlineȱ organization/activismȱandȱofflineȱcollectiveȱaction.ȱȱInȱtheseȱcontexts,ȱtheȱ termȱyouthȱisȱusedȱlooselyȱtoȱreferȱtoȱadolescentsȱandȱyoungȱadults,ȱwithȱ participantsȱ inȱ theȱ raveȱ sceneȱ rangingȱ fromȱ approximatelyȱ 13Ȭ25ȱ yearsȱ old,ȱ althoughȱ severalȱ raversȱ wereȱ olderȱ thanȱ this.ȱȱParticipantsȱ inȱ theȱ youthȬdrivenȱ activistȱ groupsȱ rangeȱ inȱ ageȱ fromȱ approximatelyȱ 13Ȭ30ȱ yearsȱold.ȱ

CulturalȱResistance,ȱGlobalizationȱandȱOnlineȬOfflineȱCulturalȱFlowȱ Threeȱinterconnectedȱarguments,ȱderivedȱfromȱliteratureȱfocusedȱaroundȱ youth,ȱ resistance,ȱ socialȱ movements,ȱ globalization,ȱ andȱ communicationȱ 316ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱBRIANȱWILSONȱ technology,ȱformȱtheȱbackgroundȱforȱtheȱdiscussionȱofȱtheȱtwoȱstudies.ȱȱ First,ȱtheȱsubculturalȱlivesȱofȱmanyȱInternetȬusingȱyoungȱpeopleȱshouldȱ notȱ beȱ understoodȱ asȱ virtualȱ orȱ realȱ becauseȱ theȱ onlineȱ andȱ offlineȱ experiencesȱofȱyouthȱareȱoftentimesȱcontinuousȱandȱinterconnected.ȱForȱ example,ȱ inȱ anȱ ethnographicȱ studyȱ ofȱ onlineȬofflineȱ relationshipsȱ embeddedȱ inȱ culturalȱ lifeȱ inȱ Trinidadȱ andȱ Tobago,ȱ Millerȱ andȱ Slaterȱ (2000)ȱ statedȱ thatȱ theȱ focusȱ ofȱ soȱ muchȱ researchȱ onȱ “virtualityȱ orȱ separatenessȱasȱtheȱdefiningȱfeatureȱofȱtheȱInternetȱmayȱwellȱhaveȱlessȱtoȱ doȱwithȱtheȱcharacteristicsȱofȱtheȱInternetȱandȱmoreȱtoȱdoȱwithȱtheȱneedsȱ ofȱtheseȱvariousȱintellectualȱprojects”ȱ(p.ȱ5).ȱExtendingȱMillerȱandȱSlater’sȱ pointȱintoȱtheȱcontextȱofȱresearchȱonȱyouthȱculturalȱlife,ȱIȱassertȱthatȱitȱisȱ importantȱ toȱ considerȱ notȱ onlyȱ howȱ theȱ divisionȱ betweenȱ onlineȱ andȱ offlineȱisȱinȱmanyȱrespectsȱ(forȱmanyȱyouth)ȱaȱtheoreticalȱone,ȱbutȱalsoȱ howȱ theȱ studyȱ ofȱ connectionsȱ betweenȱ andȱ flowsȱ throughȱ onlineȱ andȱ offlineȱ requiresȱ methodologiesȱ thatȱ areȱ sensitiveȱ toȱ thisȱ formȱ ofȱ experienceȱ andȱ interaction.ȱȱThisȱ pointȱ isȱ especiallyȱ pertinentȱ forȱ thoseȱ interestedȱinȱbetterȱgaugingȱtheȱculturalȱexperiencesȱofȱyoungȱpeopleȱinȱ developingȱpertinentȱcurriculaȱinȱschoolsȱandȱotherȱsettings.ȱȱȱ Second,ȱ aȱ needȱ existsȱ toȱ moreȱ adequatelyȱ accountȱ forȱ andȱ theorizeȱ theȱ increasinglyȱ globalȱ andȱ politicalȱ characterȱ ofȱ youthȱ culturalȱ life.ȱȱ Earlyȱ theoreticalȱ explanationȱ offeredȱ byȱ thoseȱ workingȱ inȱ aȱ classicalȱ Americanȱ delinquencyȱ traditionȱ (e.g.,ȱ Cohen,ȱ 1955)ȱ helpedȱ subsequentȱ researchersȱ describeȱ howȱ youngȱ peopleȱ reactȱ toȱ feelingsȱ ofȱ marginalizationȱ andȱ alienationȱ byȱ connectingȱ withȱ aȱ groupȱ ofȱ similarȱ othersȱ andȱ creatingȱ anȱ alternativeȱ (counterȬmiddleȱ class)ȱ valueȱ system.ȱȱ Researchersȱ atȱ theȱ Universityȱ ofȱ Birminghamȱ (atȱ theȱ Centreȱ forȱ Contemporaryȱ Culturalȱ Studiesȱ –ȱ theȱ CCCS)ȱ inȱ theȱ 1970sȱ theorizedȱ aȱ reactiveȱ andȱ proactiveȱ youth,ȱ aȱ youthȱ whoȱ assertivelyȱ expressedȱ theirȱ dissatisfactionȱ withȱ theȱ dominantȱ systemȱ throughȱ symbolicȱ ritualsȱ andȱ outlandish/shockingȱstylesȱ(Hallȱ&ȱJefferson,ȱ1976;ȱHebdige,ȱ1979).ȱȱMoreȱ recently,ȱ theoristsȱ studyingȱ theȱ mostȱ prominentȱ lateȱ twentiethȱ centuryȱ subculture,ȱ theȱ raveȱ subculture,ȱ haveȱ arguedȱ thatȱ membersȱ ofȱ thisȱ supposedlyȱ postmodernȱ youthȱ groupȱ areȱ lessȱ overtlyȱ politicalȱ andȱ confrontationalȱthanȱthoseȱofȱpastȱsubculturalȱgenerationsȱ(Malbon,ȱ1998,ȱ 1999;ȱ McRobbie,ȱ 1993,ȱ 1994;ȱ Redhead,ȱ 1990;ȱ Redhead,ȱ O’Connor,ȱ &ȱ Wynn,ȱ 1997).ȱȱInȱ aȱ similarȱ way,ȱ classicalȱ socialȱ movementȱ theoristȱ ETHNOGRAPHY,ȱTHEȱINTERNET,ȱANDȱYOUTHȱCULTUREȱȱ 317ȱȱȱ

AlbertoȱMellucciȱ(1996)ȱhasȱcommentedȱonȱtheȱapparentȱdisappearanceȱ ofȱ politicalȱactionȱ amongȱyouthȱ inȱ theȱ1990sȱandȱ beyondȱ (comparedȱ toȱ previousȱeras).ȱȱ Theseȱapproachesȱfailȱtoȱaccountȱforȱmoreȱglobalȱandȱpoliticalȱformsȱ ofȱ resistanceȱ andȱ culturalȱ disseminationȱ thatȱ haveȱ emergedȱ inȱ recentȱ yearsȱ aroundȱ aȱ rangeȱ ofȱ socialȱ issues,ȱ includingȱ theȱ environment,ȱ globalization,ȱ poverty,ȱ andȱ /racial/ethnicȱ inequalityȱ (Barlowȱ &ȱ Clarke,ȱ2002;ȱKlein,ȱ2000;ȱNiedzviecki,ȱ2000;ȱSage,ȱ1999;ȱWilson,ȱ2002b),ȱaȱ pointȱIȱelaborateȱonȱinȱmyȱdiscussionȱofȱtheȱmethodologyȱforȱtheȱsecondȱ caseȱstudy.ȱȱInȱtheȱsameȱway,ȱtheȱglobalȱflowsȱofȱyouthȱ(culture),ȱflowsȱ thatȱoccurȱthroughȱtourism,ȱmassȱmedia,ȱInternetȱmedia,ȱmigration,ȱandȱ otherȱmeans,ȱareȱonlyȱbeginningȱtoȱbeȱaccountedȱforȱinȱliteratureȱaroundȱ youthȱresistanceȱ(Carringtonȱ&ȱWilson,ȱ2002).ȱȱȱ Thisȱobservationȱisȱatȱtheȱbaseȱofȱtheȱthirdȱandȱfinalȱargument,ȱwhichȱ is,ȱ thatȱ theȱ identifiedȱ linkȱ betweenȱ theȱ riseȱ ofȱ Internetȱ communicationȱ andȱ theȱ emergenceȱ ofȱ variousȱ socialȱ movementsȱ (andȱ theȱ relatedȱ potentialȱ forȱ transnationalȱ collectiveȱ action,ȱ [Downing,ȱ 2001;ȱ DyerȬ Witheford,ȱ2000;ȱFisher,ȱ1998;ȱȱMyers,ȱ1994])ȱhasȱnotȱbeenȱinvestigatedȱinȱ anyȱ depthȱ byȱ thoseȱ whoȱ studyȱ youthȱ resistanceȱ (Wilson,ȱ 2002b)ȱȱThisȱ lackȱ ofȱ researchȱ focusedȱ onȱ theȱ globalȱ disseminationȱ ofȱ youthȱ culturalȱ formsȱ andȱ onȱ theȱ enhancedȱ potentialȱ forȱ collectiveȱ actionȱ inȱ anȱ ageȱ ofȱ Internetȱ communicationȱ hasȱ alsoȱ meantȱ thatȱ methodologiesȱ aimedȱ atȱ examiningȱonlineȬofflineȱculture,ȱglobalȱflowsȱofȱculture,ȱandȱtheȱimpactȱ ofȱ Internetȱ communicationȱ onȱ attemptsȱ atȱ collectiveȱ actionȱ remainȱ underdevelopedȱandȱunexplored.ȱȱȱ

CaseȱStudyȱ1ȱ–ȱRaveȱCulture,ȱOnlineȱandȱOfflineȱȱ Raveȱculture,ȱasȱitȱexistedȱinȱSouthernȱOntarioȱinȱtheȱmidȱtoȱlateȱ1990s,ȱ wasȱ aȱ largelyȱ middleȱ classȱ cultureȱ ofȱ youthȱ whoseȱ membersȱ wereȱ renownedȱ forȱ theirȱ interestȱ inȱ computerȬgeneratedȱ danceȱ music,ȱ attendanceȱatȱallȬnightȱdanceȱpartiesȱand,ȱinȱmanyȱcases,ȱamphetamineȱ drugs.ȱ Unlikeȱ previousȱ youthȱ subculturesȱ thatȱ rejectedȱ mainstreamȱ progressionsȱinȱcommunicationsȱandȱmedia,ȱraversȱembracedȱtechnologyȱ asȱ partȱ ofȱ theirȱ philosophyȱ (Wilson,ȱ 2002a,ȱ 2006).ȱ Myȱ studyȱ didȱ notȱ initiallyȱaimȱtoȱexamineȱrelationshipsȱbetweenȱonlineȱandȱofflineȱculturalȱ life,ȱalthoughȱeventuallyȱthisȱbecameȱanȱinterestȱ(andȱrequirement)ȱonceȱ 318ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱBRIANȱWILSONȱ itȱ wasȱ clearȱ thatȱ theȱ Internetȱ wasȱ aȱ centralȱ meetingȱ place,ȱ spaceȱ ofȱ organization,ȱ andȱ culturalȱ referenceȱ pointȱ forȱ youthȱ raversȱ (Wilsonȱ &ȱ Atkinson,ȱ2005).ȱȱ Iȱchoseȱaȱvarietyȱofȱmethodsȱandȱdataȱsourcesȱtoȱstudyȱthisȱgroup,ȱ manyȱfocusedȱaroundȱtheȱInternet.ȱȱIȱjoinedȱthreeȱraveȱnewsgroups:ȱȱtwoȱ TorontoȬbasedȱ newsgroupsȱ andȱ oneȱ inhabitedȱ byȱ raversȱ aroundȱ theȱ world.ȱIȱreadȱweeklyȱandȱmonthlyȱonlineȱraveȱzinesȱproducedȱinȱTorontoȱ andȱabroad.ȱȱIȱattendedȱonlineȬofflineȱravesȱthatȱfeaturedȱonlineȱvideoȱofȱ DJsȱplayingȱatȱaȱdanceȱparty,ȱandȱaȱchatroomȱwhereȱthoseȱinȱattendanceȱ atȱ theȱ offlineȱ raveȱ locationȱ couldȱ interactȱ withȱ onlineȱ participants/ȱ viewers.ȱIȱalso,ȱmoreȱconventionally,ȱspentȱtimeȱatȱallȬnightȱraveȱdanceȱ partiesȱinȱvariousȱTorontoȱlocations,ȱandȱconductedȱinȬpersonȱandȱonlineȱ interviewsȱ withȱ raveȱ DJs,ȱ raveȱ promoters,ȱ andȱ membersȱ ofȱ theȱ raveȱ subculture.ȱȱȱ Thereȱ wereȱ severalȱ instancesȱ whereȱ myȱ workȱ onlineȱ andȱ offlineȱ (especiallyȱ myȱ involvementȱ onȱ localȱ raveȱ newsgroups)ȱ wasȱ complementary.ȱȱTheȱfollowingȱsetȱofȱexamplesȱdrawnȱfromȱmyȱresearchȱ isȱevidenceȱofȱthis:ȱȱ x informationȱ gleanedȱ fromȱ readingȱ newsgroupȱ discussionsȱ andȱ debatesȱ inȱ theȱ localȱ raveȱ sceneȱ providedȱ aȱ basisȱ fromȱ whichȱ toȱ developȱ earlyȱ “sensitizingȱ concepts.”ȱȱTheseȱ experiencesȱ andȱ earlyȱ ‘miniȬhypotheses’ȱ informedȱ theȱ developmentȱ ofȱ interviewȱ guides,ȱ guidesȱ designedȱ toȱ allowȱ forȱ explorationsȱ aroundȱ theseȱ identifiedȱ concepts.ȱȱȱ x theȱ localȱ newsgroupȱ wasȱ aȱ forumȱ throughȱ whichȱ Iȱ recruitedȱ intervieweesȱ forȱ bothȱ offlineȱ andȱ onlineȱ interviewsȱ (althoughȱ theȱ majorityȱ wereȱ offline).ȱȱIȱ wasȱ especiallyȱ awareȱ ofȱ theȱ needȱ toȱ beȱ viewedȱ asȱ credibleȱ andȱ trustworthyȱ byȱ potentialȱ intervieweesȱ becauseȱ raversȱ wereȱ commonlyȱ beingȱ stigmatizedȱ inȱ localȱ andȱ nationalȱmediaȱatȱtheȱtimeȱ(andȱforȱthisȱreason,ȱconcernedȱaboutȱandȱ suspiciousȱofȱoutsidersȱwhoȱmightȱlurkȱonȱtheirȱnewsgroups).ȱȱAtȱtheȱ sameȱ time,ȱ Iȱ wasȱ sensitiveȱ toȱ theȱ factȱ thatȱ postsȱ thatȱ includedȱ tooȱ muchȱdepthȱandȱdetailȱmightȱnotȱbeȱread.ȱȱForȱthisȱreason,ȱIȱadoptedȱ whatȱ Iȱ calledȱ aȱ “twoȱ message”ȱ approachȱ toȱ recruitment.ȱȱTheȱ firstȱ letterȱ wasȱ aȱ shortȱ summaryȱ ofȱ whoȱ Iȱ was,ȱ theȱ natureȱ ofȱ myȱ involvementȱ onȱ theȱ newsgroups,ȱ theȱ reasonsȱ forȱ theȱ research,ȱ andȱ ETHNOGRAPHY,ȱTHEȱINTERNET,ȱANDȱYOUTHȱCULTUREȱȱ 319ȱȱȱ

myȱ interestȱ inȱ interviewingȱ ravers.ȱȱInȱ thisȱ letter,ȱ Iȱ directedȱ thoseȱ interestedȱinȱtheȱprojectȱtoȱaȱsecondȱletterȱ(i.e.,ȱnewsgroupȱposting)ȱ whereȱ Iȱ providedȱ greaterȱ detailȱ aboutȱ myselfȱ andȱ theȱ research.ȱȱIȱ receivedȱ severalȱ responsesȱ fromȱ interestedȱ ravers.ȱȱPerhapsȱ surprisingly,ȱthereȱwasȱnoȱonlineȱnegativeȱresponseȱtoȱtheȱresearchȱ request.ȱȱȱ x theȱnewsgroupȱwasȱanȱexcellentȱinformationȱsourceȱaboutȱupcomingȱ eventsȱ (i.e.,ȱ onlineȱ andȱ offlineȱ events).ȱȱMyȱ researchȱ scheduleȱ wasȱ heavilyȱinfluencedȱbyȱtheȱdailyȱinformationȱIȱreceived.ȱȱȱ Theȱ onlineȱ andȱ offlineȱ qualitativeȱ approachesȱ wereȱ harmoniousȱ inȱ otherȱways.ȱMyȱonlineȱresearch,ȱfocusedȱonȱwebsitesȱthatȱpromotedȱtheȱ raveȱ sceneȱ andȱ offeredȱ insightsȱ intoȱ theȱ raveȱ philosophy,ȱ providedȱ anȱ excellentȱ referenceȱ pointȱ forȱ examiningȱ contradictionsȱ andȱ tensionsȱ withinȱ theȱ raveȱ scene,ȱ andȱ distinguishingȱ betweenȱ theȱ officialȱ rhetoricȱ aboutȱtheȱscene,ȱandȱtheȱvariousȱ(andȱoftenȱcontradictory)ȱpracticesȱandȱ culturalȱbehaviorsȱembeddedȱinȱit.ȱInȱseveralȱinstances,ȱofflineȱinterviewsȱ includedȱ followȬupȱ emailȱ conversationsȱ thatȱ allowedȱ meȱ toȱ continueȱ developingȱrapportȱandȱtrust.ȱȱInȱaȱgeneralȱway,ȱmyȱearlyȱexperiencesȱinȱ theȱraveȱsceneȱ(e.g.,ȱattendingȱraveȱpartiesȱandȱreadingȱaboutȱtheȱsceneȱ onȱ webpagesȱ andȱ newsgroups),ȱ whenȱ referredȱ toȱ duringȱ interviews,ȱ allowedȱmeȱtoȱdemonstrateȱtoȱrespondentsȱthatȱIȱwasȱdeeplyȱinterestedȱ inȱtheirȱculture,ȱandȱwasȱnotȱlookingȱtoȱdoȱaȱsuperficial,ȱjournalisticȱstoryȱ aboutȱraveȱ(andȱdrugs)ȱthatȱwouldȱfurtherȱdiscreditȱtheirȱculture.ȱȱȱ Theȱdesignȱofȱtheȱsecondȱstudy,ȱoutlinedȱinȱdetailȱbelow,ȱwasȱheavilyȱ influencedȱ byȱ myȱ realizationȱ thatȱ theȱ researchȱ onȱ raveȱ wasȱ notȱ onlyȱ aboutȱ aȱ specificȱ groupȱ andȱ setȱ ofȱ spaces,ȱ butȱ alsoȱ aboutȱ theȱ circuitsȱ throughȱwhichȱinformationȱaboutȱtheȱcultureȱflowedȱandȱthroughȱwhichȱ aspectsȱofȱtheȱcultureȱwereȱenabled.ȱThisȱisȱakin,ȱretrospectively,ȱtoȱtheȱ positionȱthatȱHineȱ(2000)ȱtookȱinȱherȱonlineȱethnographicȱresearch.ȱ

Byȱfocusingȱonȱsites,ȱlocalesȱandȱplaces,ȱweȱmayȱbeȱmissingȱoutȱonȱotherȱwaysȱofȱ understandingȱ culture,ȱ basedȱ onȱ connection,ȱ difference,ȱ heterogeneityȱ andȱ incoherence.ȱȱWeȱ missȱ outȱ onȱ theȱ opportunityȱ toȱ considerȱ theȱ roleȱ ofȱ spaceȱ inȱ structuringȱsocialȱrelations.ȱȱ[Itȱisȱsimultaneouslyȱimportantȱtoȱconsider]ȱtheȱideaȱ thatȱaȱnewȱformȱofȱspaceȱisȱincreasinglyȱimportantȱinȱstructuringȱsocialȱrelations.ȱȱ Thisȱ spaceȱ isȱ theȱ spaceȱ ofȱ flows,ȱ which,ȱ inȱ contrastsȱ toȱ theȱ spaceȱ ofȱ place,ȱ isȱ organizedȱaroundȱconnectionȱratherȱthanȱlocation…[andȱthat]ȱtheȱorganizationȱofȱ 320ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱBRIANȱWILSONȱ socialȱrelationsȱisȱnotȱnecessarilyȱlinkedȱtoȱlocalȱcontextȱinȱaȱstraightforwardȱway.ȱȱ Byȱ analogy,ȱ theȱ fieldȱ siteȱ ofȱ ethnographyȱ couldȱ becomeȱ aȱ fieldȱ flow,ȱ whichȱ isȱ organizedȱ aroundȱ tracingȱ connectionsȱ ratherȱ thanȱ aboutȱ locationȱ inȱ aȱ singularȱ boundedȱway.ȱ(p.ȱ61)ȱȱȱ CaseȱStudyȱ2ȱ–ȱConnectedȱYouth:ȱAȱStudyȱofȱYouthȬDrivenȱSocialȱMovements,ȱ Globalization,ȱandȱCommunityȱinȱtheȱAgeȱofȱtheȱInternetȱ Inȱrecentȱyears,ȱyouthȬdriven,ȱsocialȱactivistȱnetworks/organizationsȱthatȱ addressȱaȱvarietyȱofȱsocial,ȱpolitical,ȱandȱculturalȱconcernsȱhaveȱbecomeȱ abundantȱ andȱ atȱ timesȱ prominent.ȱȱIssuesȱ addressedȱ withinȱ theseȱ networksȱareȱbothȱyouthȬspecificȱ(e.g.,ȱschoolȱbullying)ȱandȱmoreȱgeneralȱ (poverty,ȱ theȱ environment,ȱ violence,ȱ humanȱ rights,ȱ Aboriginalȱ issues),ȱ andȱ areȱ engagedȱ onȱ bothȱ aȱ localȱ andȱ globalȱ level.ȱ Manyȱ ofȱ theseȱ organizationsȱexist,ȱandȱinȱsomeȱcasesȱthrive,ȱbecauseȱtheyȱhaveȱaccessȱtoȱ andȱ makeȱ strategicȱ useȱ ofȱ theȱ farȬreachingȱ andȱ relativelyȱ inexpensiveȱ Internet.ȱInȱmostȱcases,ȱinȱfact,ȱwebpagesȱareȱaȱcentralȱmeetingȱpointȱandȱ basisȱforȱinformationȱdisseminationȱandȱexpressionȱforȱtheseȱgroups.ȱȱ Theseȱ developmentsȱ areȱ soȱ notableȱ becauseȱ studiesȱ onȱ youth,ȱ toȱ date,ȱhaveȱtendedȱtoȱfocusȱonȱtheȱsymbolic,ȱstylistic,ȱapolitical,ȱandȱlocalȱ waysȱthatȱyoungȱpeopleȱrespondȱtoȱtheirȱfeelingsȱofȱmarginalizationȱandȱ socialȱ concerns,ȱ aȱ pointȱ elaboratedȱ onȱ earlierȱ inȱ thisȱ article.ȱ Moreover,ȱ thoseȱwhoȱstudyȱyouthȱresistanceȱhaveȱnotȱinvestigatedȱinȱanyȱdepthȱtheȱ identifiedȱ linkȱ betweenȱ theȱ riseȱ ofȱ Internetȱ communicationȱ andȱ theȱ emergenceȱ ofȱ variousȱ (transnational)ȱ socialȱ movements.ȱȱForȱ theseȱ reasons,ȱ severalȱ questionsȱ aboutȱ youth,ȱ socialȱ action,ȱ identity,ȱ andȱ globalizationȱremainȱlargelyȱunanswered:ȱȱWhatȱdoȱtheseȱdevelopmentsȱ tellȱresearchersȱaboutȱtheȱnatureȱofȱyouthȱcommunityȱandȱsocialȱcohesionȱ atȱ aȱ timeȱ whenȱ youngȱ peopleȱ areȱ increasinglyȱ gainingȱ accessȱ toȱ andȱ activelyȱ usingȱ theȱ Internetȱ asȱ aȱ forumȱ forȱ meetingȱ similarlyȱ positionedȱ peers?ȱ Howȱ mightȱ theȱ developmentȱ ofȱ theseȱ networks/movementȬ organizationsȱalterȱhowȱresearchersȱexplainȱtheȱresistiveȱeffortsȱofȱyoungȱ people?ȱȱHowȱmightȱtheȱemergenceȱofȱtransnationalȱyouthȬdrivenȱeffortsȱ influenceȱ howȱ youngȱ people’sȱ relationshipsȱ toȱ globalizationȱ areȱ understood,ȱ relationshipsȱ thatȱ haveȱ traditionallyȱ beenȱ understoodȱ inȱ termsȱofȱyouthȱbeingȱimpactedȱbyȱglobalȱforces?ȱȱWhatȱisȱtheȱrelationshipȱ betweenȱ youngȱ people’sȱ onlineȱ (activist)ȱ activitiesȱ andȱ offlineȱ socialȱ action?ȱȱ ETHNOGRAPHY,ȱTHEȱINTERNET,ȱANDȱYOUTHȱCULTUREȱȱ 321ȱȱȱ

Theȱ studyȱ designȱ wasȱ informedȱ byȱ traditionalȱ ethnographicȱ principles,ȱlessonsȱderivedȱfromȱmyȱexperienceȱconductingȱresearchȱonȱ theȱraveȱsubculture,ȱandȱexistingȱethnographicȱworkȱandȱmethodologicalȱ papersȱ sensitiveȱ toȱ onlineȬofflineȱ relationshipsȱȱ(especiallyȱ Hine,ȱ 2000;ȱ Mannȱ &ȱ Stewart,ȱ 2002,ȱ 2003;ȱ SadeȬBeck,ȱ 2004)ȱ andȱ toȱ theȱ studyȱ ofȱ globalizationȱ andȱ culturalȱ flowsȱ (Burawoyȱ et.ȱ al.,ȱ 2000).ȱȱTheȱ researchȱ focusesȱonȱyouthȬdrivenȱnetworks/organizationsȱthatȱuseȱtheȱInternetȱasȱ aȱ primaryȱ forumȱ forȱ promotionȱ andȱ communication.ȱȱOrganizationsȱ wereȱchosenȱthatȱhadȱaȱmandateȱrelatedȱtoȱtheȱengagementȱofȱlocalȱ(i.e.,ȱ VancouverȬbased)ȱ issuesȱ andȱ concernsȱ andȱ participationȱ inȱ andȱ promotionȱ ofȱ localȱ networks.ȱȱOthersȱ wereȱ chosenȱ becauseȱ ofȱ theirȱ engagementȱ ofȱ globalȱ issuesȱ andȱ participationȱ inȱ andȱ promotionȱ ofȱ globalȱnetworks.ȱȱȱ Representativesȱ forȱ thirtyȬsevenȱ organizationsȱ wereȱ interviewedȱ overȱtheȱcourseȱofȱstudy.ȱȱTheȱorganizations/movementsȱwereȱfocusedȱonȱ aȱ rangeȱ ofȱ issues/topics,ȱ includingȱ racialȱ conflict,ȱ theȱ environment,ȱ violence,ȱnativeȱyouthȱissues,ȱnativeȱactivism,ȱglobalization,ȱsweatshops,ȱ geneticȱ engineering,ȱ problemsȱ withȱ massȱ media,ȱ warȱ issues,ȱ andȱ socialȱ developmentȱ throughȱ sport.ȱȱBecauseȱ partsȱ ofȱ theȱ researchȱ areȱ stillȱ inȱ progressȱ –ȱ andȱ becauseȱ thisȱ articleȱ isȱ aboutȱ theȱ researchȱ methodsȱ andȱ methodologyȱadoptedȱforȱtheȱresearchȱ(notȱtheȱfindings)ȱ—ȱIȱwillȱkeepȱ theȱorganizations’ȱidentitiesȱanonymous.ȱȱ Phaseȱ One.ȱȱInȱ theȱ firstȱ phase,ȱ theȱ contentȱ ofȱ theseȱ websitesȱ wasȱ monitoredȱ andȱ analyzed,ȱ includingȱ anȱ examinationȱ ofȱ articlesȱ onȱ theȱ websites,ȱchatroomȱactivities,ȱandȱonlineȱmaterialsȱdesignedȱtoȱdescribeȱ andȱ promoteȱ theȱ organization/movement.ȱ Followingȱ thisȱ stage,ȱ theȱ websitesȱ remainedȱ aȱ keyȱ informationȱ sourceȱ (i.e.,ȱ keepingȱ theȱ researchȱ teamȱinformedȱofȱupcomingȱeventsȱandȱemergentȱissuesȱofȱinterestȱtoȱtheȱ group).ȱȱTheȱ informationȱ alsoȱ providedȱ aȱ basisȱ toȱ compareȱ theȱ valuesȱ andȱgoalsȱofȱtheȱgroupȱasȱtheyȱwereȱformallyȱdescribedȱonȱtheirȱwebsiteȱ toȱtheȱinformalȱandȱactualȱpracticesȱofȱtheȱorganization.ȱInȱthisȱway,ȱtheȱ collectedȱ dataȱ actedȱ asȱ aȱ foundationȱ forȱ subsequentȱ interviewsȱ withȱ movementȱ organizersȱ andȱ websiteȬproducers,ȱ asȱ wellȱ asȱ forȱ theȱ ethnographicȱworkȱatȱmeetingsȱandȱconferencesȱ(phasesȱ2ȱandȱ3).ȱ Phaseȱ Two.ȱȱInȱ phaseȱ two,ȱ teamȱ membersȱ conductedȱ inȬdepthȱ interviewsȱ withȱ websiteȱ producersȱ andȱ movementȱ organizers.ȱȱTheȱ 322ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱBRIANȱWILSONȱ interviewsȱ focusedȱ onȱ theȱ detailsȱ ofȱ theȱ movements’ȱ emergenceȱ andȱ development,ȱstrategiesȱunderlyingȱtheȱmovements’ȱpromotionȱ(andȱtheȱ roleȱ ofȱ theȱ Internetȱ inȱ thisȱ context),ȱ relationshipsȱ betweenȱ onlineȱ andȱ offlineȱmovementȬactivities,ȱandȱtheȱvariousȱidentitiesȱandȱperspectivesȱ ofȱ thoseȱ involvedȱ inȱ theȱ movement.ȱ Teamȱ membersȱ alsoȱ consideredȱ relationshipsȱ betweenȱ theȱ variousȱ participantsȱ inȱ theȱ movementȱ (localȱ relationships,ȱ globalȱ relationships),ȱ betweenȱ theȱ movementȱ andȱ otherȱ movements,ȱ andȱ betweenȱ theȱ movementȱ andȱ othersȱ (e.g.,ȱ mainstreamȱ press,ȱpoliticians,ȱgovernmentȱorganizations,ȱkeyȱfiguresȱrelevantȱtoȱtheȱ socialȱconcernsȱofȱtheȱgroup).ȱTheȱkeyȱgoalȱofȱthisȱphaseȱwasȱtoȱfindȱoutȱ moreȱ aboutȱ theȱ mainȱ featuresȱ ofȱ youthȱ movementȬorganizationsȱ andȱ attainȱ aȱ senseȱ ofȱ theȱ relationshipȱ betweenȱ onlineȱ writing/activismȱ andȱ offlineȱculture/activism/action.ȱȱ Phaseȱ Three.ȱȱPhaseȱ threeȱ wasȱ basedȱ aroundȱ observationȱ andȱ interviewingȱ atȱ formalȱ andȱ informalȱ eventsȱ organizedȱ byȱ theseȱ movementȬgroupsȱ (e.g.,ȱ rallies,ȱ culturalȱ festivals,ȱ fundraisers,ȱ protests,ȱ demonstrations,ȱ orȱ conventions)ȱ andȱ aroundȱ anȱ analysisȱ ofȱ theȱ promotionȱ ofȱ andȱ mediaȱ coverageȱ surroundingȱ higherȱ profileȱ eventsȱ (e.g.,ȱmeetingsȱofȱtheseȱgroupsȱpriorȱtoȱtheȱG8ȱEconomicȱSummitȱorȱtheȱ EarthȱSummitȱ–ȱthisȱpartȱofȱtheȱresearchȱisȱinȬprogress).ȱTheseȱeventsȱareȱ easilyȱ foundȱ onȱ eventȱ calendarsȱ thatȱ canȱ beȱ accessedȱ throughȱ theȱ Internet.ȱ LargeȬscaleȱ events,ȱ suchȱ asȱ Vancouver’sȱ Rhymeȱ andȱ Resistȱ –ȱ aȱ culturalȱfestivalȱattendedȱbyȱthousandsȱofȱyouth,ȱincludeȱworkshopsȱonȱ topicsȱ suchȱ asȱ antiȬimperialismȱ andȱ rainforestȬdefenseȱ –ȱ occurȱ semiȬ regularlyȱ (whileȱ smallerȱ eventsȱ occurȱ frequently).ȱ Aȱ combinationȱ ofȱ observationȱ andȱ informalȱ interviewingȱ followedȱ byȱ fieldnoteȬtaking,ȱ transcriptionȱ ofȱ recordedȱ interviews,ȱ andȱ ongoingȱ (reflexive)ȱ analysisȱ wereȱcentralȱtoȱthisȱphase.ȱ

RationaleȱandȱReflectionsȱ Phaseȱ oneȱ wasȱ designedȱ withȱ severalȱ ethnographicȱ principlesȱ inȱ mind.ȱȱ Perhapsȱmostȱnotably,ȱtheȱearlyȱexplorationsȱofȱtheȱwebpagesȱinformedȱ theȱ constructionȱ ofȱ theȱ interviewȱ guide.ȱ Atȱ theȱ sameȱ time,ȱ theȱ websiteȱ analysisȱcouldȱbeȱviewedȱasȱ‘casingȱtheȱjoint,’ȱthatȱis,ȱusingȱinformationȱ fromȱtheȱwebsiteȱtoȱmakeȱdecisionsȱaboutȱhowȱresearchȱteamȱmembersȱ shouldȱpresentȱthemselvesȱtoȱthoseȱtheȱorganizations,ȱandȱforȱidentifyingȱ ETHNOGRAPHY,ȱTHEȱINTERNET,ȱANDȱYOUTHȱCULTUREȱȱ 323ȱȱȱ potentialȱ gatekeepersȱ andȱ interviewees.ȱȱIȱ alsoȱ considerȱ theȱ websitesȱ producedȱbyȱtheȱyouthȱgroupsȱasȱdocumentsȱtoȱunderstandȱtheȱofficialȱ rulesȱ andȱ stancesȱ underlyingȱ groupȬculture,ȱ actingȱ asȱ aȱ keyȱ referenceȱ pointȱduringȱotherȱpartsȱofȱtheȱstudyȱwhereȱtheȱunofficialȱandȱinformalȱ rules,ȱsystems,ȱandȱstrategiesȱwillȱpotentiallyȱbeȱuncovered.ȱȱȱ Theȱ taskȱ ofȱ assessingȱ theȱ abilityȱ ofȱ theseȱ youthȬdrivenȱ movementȱ groupsȱ toȱ organizeȱ andȱ raiseȱ consciousnessȱ aroundȱ certainȱ issuesȱ (andȱ accomplishȱ otherȱ relatedȱ goalsȱ theyȱ haveȱ set),ȱ whileȱ examiningȱ theȱ Internet’sȱ roleȱ inȱ thisȱ process,ȱ areȱ beingȱ guidedȱ byȱ Lemire’sȱ (2002)ȱ previousȱ researchȱ onȱ socialȱ movementȱ groups.ȱȱLemire’sȱ researchȱ identifiedȱ aȱ listȱ ofȱ knownȱ strategiesȱ forȱ enablingȱ socialȱ actionȱ throughȱ Internetȱcommunication.ȱFactorsȱidentifiedȱinȱhisȱresearchȱincludedȱusingȱ emailȱandȱwebsitesȱtoȱmobilizeȱtheȱsigningȱofȱpetitions,ȱusingȱwebpagesȱ toȱ promoteȱ theȱ ideologies/doctrineȱ ofȱ theȱ group/movement,ȱ andȱ usingȱ theȱ webpageȱ asȱ anȱ alternativeȱ mediaȱ source.ȱȱTheȱ aimȱ inȱ consideringȱ theseȱandȱotherȱfactorsȱthroughȱinterviewsȱwithȱkeyȱgroupȱmembersȱisȱtoȱ beȱinȱaȱpositionȱtoȱcommentȱonȱInternetȬrelatedȱstrategiesȱforȱcollectiveȱ actionȱ adoptedȱ byȱ theseȱ groups,ȱ andȱ theȱ logicȱ underlyingȱ theseȱ strategies.ȱȱIȱ alsoȱ intend,ȱ withȱ thisȱ background,ȱ toȱ considerȱ howȱ theseȱ groupȱ membersȱ defineȱ theȱ successȱ ofȱ theirȱ InternetȬrelatedȱ efforts,ȱ andȱ ultimatelyȱreflectȱonȱtheȱwayȱthatȱtheȱInternetȱenabledȱorȱconstrainedȱinȱ theirȱefforts.ȱȱȱ CONCLUSIONS,ȱCONCERNS,ȱANDȱFUTUREȱDIRECTIONSȱȱ Inȱ thisȱ article,ȱ Iȱ haveȱ raisedȱ severalȱ issuesȱ pertinentȱ toȱ researchersȱ interestedȱinȱtheȱstudyȱofȱyouthȱculturalȱresistanceȱinȱanȱageȱofȱInternetȱ communication.ȱ Iȱ alsoȱ considerȱ inȱ reflectionȱ howȱ aȱ criticalȱ interactionist/ethnographicȱ approach,ȱ whichȱ isȱ underscoredȱ byȱ aȱ theoreticalȱsensitivityȱtoȱeverydayȱexperiencesȱandȱtheȱpowerȱstructuresȱ thatȱframeȱtheseȱexperiences,ȱisȱaȱusefulȱguideȱforȱunderstandingȱyouthȱ resistanceȱinȱaȱglobalȱageȱandȱInternetȬinfluencedȱculture.ȱȱTheȱInternetȱisȱ aȱ spaceȱ whereȱ aspectsȱ ofȱ youthȱ culturalȱ resistanceȱ thatȱ areȱ evidentȱ inȱ communityȬformationȱandȱonlineȱproductionȱexistȱalongsideȱandȱinȱtheȱ sameȱ virtualȱ spaceȱ asȱ formsȱ ofȱ cultureȱ operatedȱ byȱ powerȱ groupsȱ associatedȱ withȱ theȱ Internetȱ (e.g.,ȱ AOL/TIMEȱ Warner).ȱȱAȱ criticalȱ ethnographicȱ approachȱ isȱ usefulȱ inȱ sensitizingȱ scholarsȱ toȱ thisȱ broaderȱ 324ȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱBRIANȱWILSONȱ contextȱthatȱyouthȱgroupsȱexistȱwithin,ȱandȱforȱconsideringȱthisȱstruggleȱ inȱ relationȱ toȱ notionsȱ ofȱ hegemonyȱ andȱ ideologyȱ describedȱ earlierȱ –ȱ leadingȱ toȱ questionsȱ aboutȱ whetherȱ flowsȱ ofȱ youthȱ culturalȱ resistanceȱ are,ȱ inȱ fact,ȱ effectivelyȱ challengingȱ powerȱ groups,ȱ andȱ theȱ extentȱ toȱ whichȱ youthȱ culturalȱ formsȱ areȱ consentedȱ toȱ orȱ incorporated.ȱȱ Underlyingȱ researchȱ onȱ topicsȱ suchȱ asȱ theseȱ isȱ aȱ commitmentȱ toȱ understandȱ ‘whoseȱ knowledgeȱ counts’ȱ andȱ understandingȱ theȱ Internetȱ asȱ aȱ spaceȱ whereȱ battlesȱ betweenȱ differentȱ messageȱ producersȱ andȱ knowledgeȱclaimsȱplayȱout.ȱȱThisȱsortȱofȱresearchȱcontributesȱtoȱaȱbodyȱofȱ workȱinȱeducationȱfocusedȱaroundȱtheȱdiffusionȱofȱknowledgeȱfromȱandȱ throughȱvariousȱmedia.ȱȱȱ Ultimately,ȱ byȱ consideringȱ howȱ moreȱ conventionalȱ approachesȱ toȱ studyingȱsocialȱgroups’ȱrelationshipsȱwithȱandȱuseȱofȱtheȱInternetȱ(asȱanȱ interactive,ȱglobalȱmedium)ȱandȱtheȱsocialȬpoliticalȱcontextȱthatȱInternetȱ useȱ takesȱ placeȱ within,ȱ aȱ betterȱ understandingȱ ofȱ media,ȱ youthȱ andȱ resistance,ȱ andȱ culturalȱ experienceȱ intoȱ theȱ twentyȬfirstȱ centuryȱ canȱ beȱ approached.ȱȱȱ

ACKNOWLEDGMENTSȱ

IȱacknowledgeȱtheȱsupportȱofȱaȱSocialȱSciencesȱandȱHumanitiesȱResearchȱCouncilȱ (SSHRC)ȱofȱCanadaȱstandardȱresearchȱgrant.ȱȱȱ

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