Academic literature on the topic 'Commercialised and professionalised mode of production'

Introduction Children are not only born digital, they are fashioned toward a lifestyle that needs them to be digital all the time (Palfrey and Gasser). They click, tap, save, circulate, download, and upload the texts of their lives, their friends’ lives, and the anonymous lives of the people that surround them. They are socialised as Internet consumers ready to participate in digital services targeted to them as they age such as Snapchat, Instagram, and YouTube. But they are also fashioned as producers, whereby their lives are sold as content on these same markets. As commodities, the minutiae of their lives become the fodder for online circulation. Paradoxically, we also celebrate these digital behaviours as a means to express identity. Personal profile-building for adults is considered agency-building (Beer and Burrows), and as a consequence, we praise children for mimicking these acts of adult lifestyle. This article reflects on the Kids, Creative Storyworlds, and Wearables project, which involved an ethnographic study with five young children (ages 4-7), who were asked to share their autobiographical stories, creative self-narrations, and predictions about their future mediated lives (Atkins et al.). For this case study, we focus on commercialised forms of children’s automedia, and we compare discussions we had with 6-year old Cayden, a child we met in the study who expresses the desire to make himself famous online, with videos of Jacob, a child vlogger on YouTube’s Kinder Playtime, who clearly influences children like Cayden. We argue that child social influencers need consideration both as autobiographical agents and as child subjects requiring a sheltered approach to their online lives.Automedia Automedia is an emergent genre of autobiography (Smith and Watson Reading 190; “Virtually Me” 78). Broadcasting one’s life online takes many forms (Kennedy “Vulnerability”). Ümit Kennedy argues “Vlogging on YouTube is a contemporary form of autobiography in which individuals engage in a process of documenting their life on a daily or weekly basis and, in doing so, construct[ing] their identity online” (“Exploring”). Sidonie Smith and Julia Watson write that “visual and digital modes are projecting and circulating not just new subjects but new notions of subjectivity through the effects of automediality” with the result that “the archive of the self in time, in space and in relation expands and is fundamentally reorganized” (Reading 190). Emma Maguire addresses what online texts “tell us about cultural understandings of selfhood and what it means to communicate ‘real’ life through media” naming one tool, “automedia”. Further, Julie Rak calls on scholars “to rethink ‘life’ and ‘writing’ as automedia” to further “characterize the enactment of a personal life story in a new media environment.” We define automedia as a genre that involves the practices of creating, performing, sharing, circulating, and (at times) preserving one’s digital life narrative meant for multiple publics. Automedia revises identity formation, embodiment, or corporealities in acts of self-creation (Brophy and Hladki 4). Automedia also emphasizes circulation. As shared digital life texts now circulate through the behaviours of other human subjects, and automatically via algorithms in data assemblages, we contend that automediality currently involves a measure of relinquishing control over perpetually evolving mediatised environments. One cannot control how a shared life narrative will meet a public in the future, which is a revised way of thinking about autobiography. For the sake of this paper, we argue that children’s automedia ought to be considered a creative, autobiographical act, in order to afford child authors who create them the consideration they deserve as agents, now and in the future. Automedial practices often begin when children receive access to a device. The need for a distraction activity is often the reason parents hand a young child a smartphone, iPad, or even a wearable camera (Nansen). Mirroring the lives of parents, children aspire to share representations of their own personal lives in pursuit of social capital. They are often encouraged to use technologies and apps as adults do–to track aspects of self, broadcast life stories and eventually “live share” them—effectively creating, performing, sharing, and at times, seeking to preserve a public life narrative. With this practice, society inculcates children into spheres of device ubiquity, “socializing them to a future digital lifestyle that will involve always carrying a computer in some form” (Atkins et al. 49). Consequently, their representations become inculcated in larger media assemblages. Writing about toddlers, Nansen describes how the “archiving, circulation and reception of these images speaks to larger assemblages of media in which software protocols and algorithms are increasingly embedded in and help to configure everyday life (e.g. Chun; Gillespie), including young children’s media lives (Ito)” (Nansen). Children, like adult citizens, are increasingly faced with choices “not structured by their own preferences but by the economic imperatives of the private corporations that have recently come to dominate the internet” (Andrejevic). Recent studies have shown that for children and youth in the digital age, Internet fame, often characterized by brand endorsements, is a major aspiration (Uhls and Greenfield, 2). However, despite the ambition to participate as celebrity digital selves, children are also mired in the calls to shield them from exposure to screens through institutions that label these activities detrimental. In many countries, digital “protections” are outlined by privacy commissioners and federal or provincial/state statutes, (e.g. Office of the Privacy Commissioner of Canada). Consequently, children are often caught in a paradox that defines them either as literate digital agents able to compose or participate with their online selves, or as subjectified wards caught up in commercial practices that exploit their lives for commercial gain.Kids, Creative Storyworlds and Wearables ProjectBoth academic and popular cultural critics continually discuss the future but rarely directly engage the people who will be empowered (or subjugated) by it as young adults in twenty years. To address children’s lack of agency in these discussions, we launched the Kids, Creative Storyworlds and Wearables project to bring children into a dialogue about their own digital futures. Much has been written on childhood agency and participation in culture and mediated culture from the discipline of sociology (James and James; Jenks; Jenkins). In previous work, we addressed the perspective of child autobiographical feature filmmakers to explore issues of creative agency and consent when adult gatekeepers facilitate children in film production (Pedersen and Aspevig “My Eyes”; Pedersen and Aspevig “Swept”). Drawing on that previous work, this project concentrates on children’s automediated lives and the many unique concerns that materialize with digital identity-building. Children are categorised as a vulnerable demographic group necessitating special policy and legislation, but the lives they project as children will eventually become subsumed in their own adult lives, which will almost certainly be treated and mediated in a much different manner in the future. We focused on this landscape, and sought to query the children on their futures, also considering the issues that arise when adult gatekeepers get involved with child social media influencers. In the Storyworlds ethnographic study, children were given a wearable toy, a Vtech smartwatch called Kidizoom, to use over a month’s timeframe to serve as a focal point for ethnographic conversations. The Kidizoom watch enables children to take photos and videos, which are uploaded to a web interface. Before we gave them the tech, we asked them questions about their lives, including What are machines going to be like in the future? Can you imagine yourself wearing a certain kind of computer? Can you tell/draw a story about that? If you could wear a computer that gave you a super power, what would it be? Can you use your imagination to think of a person in a story who would use technology? In answering, many of them drew autobiographical drawings of technical inventions, and cast themselves in the images. We were particularly struck by the comments made by one participant, Cayden (pseudonym), a 6-year-old boy, and the stories he told us about himself and his aspirations. He expressed the desire to host a YouTube channel about his life, his activities, and the wearable technologies his family already owned (e.g. a GroPro camera) and the one we gave him, the Kidizoom smartwatch. He talked about how he would be proud to publically broadcast his own videos on YouTube, and about the role he had been allowed to play in the making of videos about his life (that were not broadcast). To contextualize Cayden’s commentary and his automedial aspirations, we extended our study to explore child social media influencers who broadcast components of their personal lives for the deliberate purpose of popularity and the financial gain of their parents.We selected the videos of Jacob, a child vlogger because we judged them to be representative of the kinds that Cayden watched. Jacob reviews toys through “unboxing videos,” a genre in which a child tells an online audience her or his personal experiences using new toys in regular, short videos on a social media site. Jacob appears on a YouTube channel called Kinder Playtime, which appears to be a parent-run channel that states that, “We enjoy doing these things while playing with our kids: Jacob, Emily, and Chloe” (see Figure 1). In one particular video, Jacob reviews the Kidizoom watch, serving as a child influencer for the product. By understanding Jacob’s performance as agent-driven automedia, as well as being a commercialised, mediatised form of advertising, we get a clearer picture of how the children in the study are coming to terms with their own digital selfhood and the realisation that circulated, life-exposing videos are the expectation in this context.Children are implicated in a range of ways through “family” influencer and toy unboxing videos, which are emergent entertainment industries (Abidin 1; Nansen and Nicoll; Craig and Cunningham 77). In particular, unboxing videos do impact child viewers, especially when children host them. Jackie Marsh emphasizes the digital literacy practices at play here that co-construct viewers as “cyberflâneur[s]” and she states that “this mode of cultural transmission is a growing feature of online practices for this age group” (369). Her stress, however, is on how the child viewer enjoys “the vicarious pleasure he or she may get from viewing the playing of another child with the toy” (376). Marsh writes that her study subject, a child called “Gareth”, “was not interested in being made visible to EvanHD [a child celebrity social media influencer] or other online peers, but was content to consume” the unboxing videos. The concept of the cyberflâneur, then, is fitting as a mediatising co-constituting process of identity-building within discourses of consumerism. However, in our study, the children, and especially Cayden, also expressed the desire to create, host, and circulate their own videos that broadcast their lives, also demonstrating awareness that videos are valorised in their social circles. Child viewers watch famous children perform consumer-identities to create an aura of influence, but viewers simultaneously aspire to become influencers using automedial performances, in essence, becoming products, themselves. Jacob, Automedial Subjects and Social Media InfluencersJacob is a vlogger on YouTube whose videos can garner millions of views, suggesting that he is also an influencer. In one video, he appears to be around the age of six as he proudly sits with folded hands, bright eyes, and a beaming, but partly toothless smile (see Figure 2). He says, “Welcome to Kinder Playtime! Today we have the Kidi Zoom Smartwatch DX. It’s from VTech” (Kinder Playtime). We see the Kidi Zoom unboxed and then depicted in stylized animations amid snippets of Jacob’s smiling face. The voice and hands of a faceless parent guide Jacob as he uses his new wearable toy. We listen to both parent and child describe numerous features for recording and enhancing the wearer’s daily habits (e.g. calculator, calendar, fitness games), and his dad tells him it has a pedometer “which tracks your steps” (Kinder Playtime). But the watch is also used by Jacob to mediate himself and his world. We see that Jacob takes pictures of himself on the tiny watch screen as he acts silly for the camera. He also uses the watch to take personal videos of his mother and sister in his home. The video ends with his father mentioning bedtime, which prompts a “thank you” to VTech for giving him the watch, and a cheerful “Bye!” from Jacob (Kinder Playtime). Figure 1: Screenshot of Kinder Playtime YouTube channel, About page Figure 2: Screenshot of “Jacob,” a child vlogger at Kinder Playtime We chose Jacob for three reasons. First, he is the same age as the children in the Storyworlds study. Second, he reviews the smart watch artifact that we gave to the study children, so there was a common use of automedia technology. Third, Jacob’s parents were involved with his broadcasts, and we wanted to work within the boundaries of parent-sanctioned practices. However, we also felt that his playful approach was a good example of how social media influence overlaps with automediality. Jacob is a labourer trading his public self-representations in exchange for free products and revenue earned through the monetisation of his content on YouTube. It appears that much of what Jacob says is scripted, particularly the promotional statements, like, “Today we have the Kidizoom Smartwatch DX. It’s from VTech. It’s the smartest watch for kids” (Kinder Playtime). Importantly, as an automedial subject Jacob reveals aspects of his self and his identity, in the manner of many child vloggers on public social media sites. His product reviews are contextualised within a commoditised space that provides him a means for the public performance of his self, which, via YouTube, has the potential to reach an enormous audience. YouTube claims to have “over a billion users—almost one-third of all people on the Internet—and every day people watch hundreds of millions of hours on YouTube and generate billions of views” (YouTube). Significantly, he is not only filmed by others, Jacob is also a creative practitioner, as Cayden aspired to become. Jacob uses high-tech toys, in this case, a new wearable technology for self-compositions (the smart watch), to record himself, friends, family or simply the goings-on around him. Strapped to his wrist, the watch toy lets him play at being watched, at being quantified and at recording the life stories of others, or constructing automediated creations for himself, which he may upload to numerous social media sites. This is the start of his online automediated life, which will be increasingly under his ownership as he ages. To greater or lesser degrees, he will later be able to curate, add to, and remediate his body of automedia, including his digital past. Kennedy points out that “people are using YouTube as a transformative tool, and mirror, to document, construct, and present their identity online” (“Exploring”). Her focus is on adult vloggers who consent to their activities. Jacob’s automedia is constructed collaboratively with his parents, and it is unclear how much awareness he has of himself as an automedia creator. However, if we don’t afford Jacob the same consideration as we afford adult autobiographers, that the depiction of his life is his own, we will reduce his identity performance to pure artifice or advertisement. The questions Jacob’s videos raise around agency, consent, and creativity are important here. Sidonie Smith asks “Can there be a free, agentic space; and if so, where in the world can it be found?” (Manifesto 188). How much agency does Jacob have? Is there a liberating aspect in the act of putting personal technology into the hands of a child who can record his life, himself? And finally, how would an adult Jacob feel about his childhood self advertising these products online? Is this really automediality if Jacob does not fully understand what it means to publicly tell a mediated life story?These queries lead to concerns over child social media influence with regard to legal protection, marketing ethics, and user consent. The rise of “fan marketing” presents a nexus of stealth marketing to children by other children. Stealth marketing involves participants, in this case, fans, who do not know they are involved in an advertising scheme. For instance, the popular Minecon Minecraft conference event sessions have pushed their audience to develop the skills to become advocates and advertisers of their products, for example by showing audiences how to build a YouTube channel and sharing tips for growing a community. Targeting children in marketing ploys seems insidious. Marketing analyst Sandy Fleisher describes the value of outsourcing marketing to fan labourers:while Grand Theft Auto spent $120 million on marketing its latest release, Minecraft fans are being taught how to create and market promotional content themselves. One [example] is Minecraft YouTuber, SkydoesMinecraft. His nearly 7 million strong YouTube army, almost as big as Justin Bieber’s, means his daily videos enjoy a lot of views; 1,419,734,267 to be precise. While concerns about meaningful consent that practices like this raise have led some government bodies, and consumer and child protection groups to advocate restrictions for children, other critics have questioned the limits placed on children’s free expression by such restrictions. Tech commentator Larry Magid has written that, “In the interest of protecting children, we sometimes deny them the right to access material and express themselves.” Meghan M. Sweeney notes that “the surge in collaborative web models and the emphasis on interactivity—frequently termed Web 2.0—has meant that children are not merely targets of global media organizations” but have “multiple opportunities to be active, critical, and resistant producers”...and ”may be active agents in the production and dissemination of information” (68). Nevertheless, writes Sweeney, “corporate entities can have restrictive effects on consumers” (68), by for example, limiting imaginative play to the choices offered on a Disney website, or limiting imaginative topics to commercial products (toys, video games etc), as in YouTube review videos. Automedia is an important site from which to consider young children’s online practices in public spheres. Jacob’s performance is indeed meant to influence the choice to buy a toy, but it is also meant to influence others in knowing Jacob as an identity. He means to share and circulate his self. Julie Rak recalls Paul John Eakin’s claims about life-writing that the “process does not even occur at the level of writing, but at the level of living, so that identity formation is the result of narrative-building.” We view Jacob’s performance along these lines. Kinder Playtime offers him a constrained, parent-sanctioned (albeit commercialised) space for role-playing, a practice bound up with identity-formation in the life of most children. To think through the legality of recognising Jacob’s automedial content as his life, Rak is also useful: “In Eakin’s work in particular, we can see evidence of John Locke’s contention that identity is the expression of consciousness which is continuous over time, but that identity is also a product, one’s own property which is a legal entity”. We have argued that children are often caught in the paradox that defines them either as literate digital creators composing and circulating their online selves or as subjectified personas caught up in commercial advertising practices that use their lives for commercial gain. However, through close observation of individual children, one who we met and questioned in our study, Cayden, the other who we met through his mediated, commercialized, and circulated online persona, Jacob, we argue that child social influencers need consideration as autobiographical agents expressing themselves through automediality. As children create, edit, and grow digital traces of their lives and selves, how these texts are framed becomes increasingly important, in part because their future adult selves have such a stake in the matter: they are being formed through automedia. Moreover, these children’s coming of age may bring legal questions about the ownership of their automedial products such as YouTube videos, an enduring legacy they are leaving behind for their adult selves. Crucially, if we reduce identity performances such as unboxing, toy review videos, and other forms of children’s fan marketing to pure advertisement, we cannot afford Jacob and other child influencers the agency that their self representation is legally and artistically their own.ReferencesAbidin, Crystal. “#familygoals: Family Influencers, Calibrated Amateurism, and Justifying Young Digital Labor.” Social Media + Society 3.2 (2017): 1-15.Andrejevic, Mark. “Privacy, Exploitation, and the Digital Enclosure.” Amsterdam Law Forum 1.4 (2009). <http://amsterdamlawforum.org/article/view/94/168>.Atkins, Bridgette, Isabel Pedersen, Shirley Van Nuland, and Samantha Reid. “A Glimpse into the Kids, Creative Storyworlds and Wearables Project: A Work-in-Progress.” ICET 60th World Assembly: Teachers for a Better World: Creating Conditions for Quality Education – Pedagogy, Policy and Professionalism. 2017. 49-60.Beer, David, and Roger Burrows. “Popular Culture, Digital Archives and the New Social Life of Data.” Theory, Culture & Society 30.4 (2013): 47–71.Brophy, Sarah, and Janice Hladki. Introduction. Pedagogy, Image Practices, and Contested Corporealities. Eds. Sarah Brophy and Janice Hladki. New York, NY: Routledge, 2014. 1-6.Craig, David, and Stuart Cunningham. “Toy Unboxing: Living in a(n Unregulated) Material World.” Media International Australia 163.1 (2017): 77-86.Fleischer, Sandy. “Watch Out for That Creeper: What Minecraft Teaches Us about Marketing.” Digital Marketing Magazine. 30 May 2014. <http://digitalmarketingmagazine.co.uk/articles/watch-out-for-that-creeper-what-minecraft-teaches-us-about-marketing>.James, Allison, and Adrian James. Key Concepts in Childhood Studies. London: Sage, 2012.Jenkins, Henry. The Childhood Reader. New York: NYU P, 1998.Jenks, Chris. Childhood. 2nd ed. London: Routledge, 2015.Kennedy, Ümit. "Exploring YouTube as a Transformative Tool in the 'The Power of MAKEUP!' Movement." M/C Journal 19.4 (2016). <http://journal.media-culture.org.au/index.php/mcjournal/article/view/1127>.———. “The Vulnerability of Contemporary Digital Autobiography” a/b: Auto/Biography Studies 32.2 (2017): 409-411.Kinder Playtime. “VTech Kidizoom Smart Watch DX Review by Kinder Playtime.” YouTube, 4 Nov. 2015. <https://www.youtube.com/watch?v=JaxCSjwZjcA&t=28s>.Magid, Larry. “Protecting Children Online Needs to Allow for Their Right to Free Speech.” ConnectSafely 29 Aug. 2014. <http://www.connectsafely.org/protecting-children-online-needs-to-allow-for-their-right-to-free-speech/>.Maguire, Emma. “Home, About, Shop, Contact: Constructing an Authorial Persona via the Author Website.” M/C Journal 17.3 (2014). <http://journal.media-culture.org.au/index.php/mcjournal/article/view/821>.Marsh, Jackie. “‘Unboxing’ Videos: Co-construction of the Child as Cyberflâneur.” Discourse: Studies in the Cultural Politics of Education 37.3 (2016): 369-380.Nansen, Bjorn. “Accidental, Assisted, Automated: An Emerging Repertoire of Infant Mobile Media Techniques.” M/C Journal 18.5 (2015). <http://journal.media-culture.org.au/index.php/mcjournal/article/view/1026>.———, and Benjamin Nicoll. “Toy Unboxing Videos and the Mimetic Production of Play.” Paper presented at the 18th Annual Conference of Internet Researchers (AoIR), Tartu, Estonia. 2017.Palfrey, John, and Urs Gasser. Born Digital: How Children Grow Up in a Digital Age. New York: Basic Books, 2016.Pedersen, Isabel, and Kristen Aspevig. “‘My Eyes Ended Up at My Fingertips, My Ears, My Nose, My Mouth’: Antoine, Autobiographical Documentary, and the Cinematic Depiction of a Blind Child Subject.” Biography: An Interdisciplinary Quarterly 34.4 (2011).Pedersen, Isabel, and Kristen Aspevig. “‘Swept to the Sidelines and Forgotten’: Cultural Exclusion, Blind Persons’ Participation, and International Film Festivals.” Canadian Journal of Disability Studies 3.3 (2014): 29-52.Rak, Julie. “First Person? Life Writing versus Automedia.” International Association for Biography and Autobiography Europe (IABA Europe). Vienna, Austria. 30 Oct. – 3 Nov. 2013.Smith, Sidonie. “The Autobiographical Manifesto.” Ed. Shirely Neuman. Autobiography and Questions of Gender. London: Frank Cass, 1991.———, and Julia Watson. Reading Autobiography. Minneapolis: U of Minnesota P, 2010.———. “Virtually Me: A Toolbox about Online Self-Presentation.” Identity Technologies: Constructing the Self Online. Eds. Anna Poletti and Julie Rak. Madison: U of Wisconsin P, 2014. 70-95.Sweeney, Meghan. “‘Where Happily Ever After Happens Every Day’: Disney's Official Princess Website and the Commodification of Play.” Jeunesse: Young People, Texts, Cultures 3.2 (2011): 66-87.Uhls, Yalda, and Particia Greenfield. “The Value of Fame: Preadolescent Perceptions of Popular Media and Their Relationship to Future Aspirations.” Developmental Psychology 48.2 (2012): 315-326.YouTube. “YouTube for Press.” 2017. <https://www.youtube.com/yt/about/press/>.

Introduction Sharing food is central to culture. Indeed, according to Montanari, “food is culture” (xii). Ways of sharing knowledge about food, such as the exchange of recipes, give longevity to food sharing. Recipes, an important cultural technology, expand the practice of sharing food beyond specific times and places. The means through which recipes, and information about food, is shared has historically been communicated through whatever medium is available at the time. Cookbooks were among the first printed books, with the first known cookbook published in 1485 at Nuremberg, which set a trend in which cookbooks were published in most of the languages across Western Europe by the mid 16th century (Mennell). Since then, recipe collections have found a comfortable home in new and emerging media, from radio, to television, and now, online. The proliferation of cookbooks and other forms of food-related media “can be interpreted as a reflection of culinary inexperience, if not also incompetence—otherwise why so much reliance on outside advice?” (Belasco 46). Food-related media has also been argued to reflect both what people eat and what they might wish they could eat (Neuhaus, in Belasco). As such, cookbooks, television cooking shows, and food websites help shape our identity and, as Gallegos notes, play “a role in inscribing the self with a sense of place, belonging and achievement” (99). Food writing has expanded beyond the instructional form common to cookbooks and television cooking shows and, according to Hughes, “has insinuated itself into every aspect of the literary imagination” (online) from academic writing through to memoir, fiction, and travel writing. Hughes argues that concerns that people are actually now cooking less that ever, despite this influx of food-related media, miss the point that “food writing is a literary activity […] the best of it does what good writing always does, which is to create an alternative world to the one you currently inhabit” (online). While pragmatic, this argument also reinforces the common perception that food writing is a professional pursuit. It is important to note that while cookbooks and other forms of food-related media are well established as a means for recipes to be communicated, recipes have a longer history of being shared between individuals, that is, within families and communities. In helping to expand recipe-sharing practices, food-related media has also both professionalised and depersonalised this activity. As perhaps a reaction to this, or through a desire to re-establish communal recipe-sharing traditions, blogging, and specifically food blogging, has emerged as a new and viable way for people to share information about food in a non-professional capacity. Blogging has long been celebrated for its capacity to give “ordinary” people a voice (Nilsson). Due to their social nature (Walker Rettberg) and the ability for bloggers to create “networks for sharing ideas, trends and information” (Walker Rettberg 60), blogs are a natural fit for sharing recipes and information about food. Additionally, blogs, like food-related media forms such as cookbooks, are also used as tools for identity building. Blogger’s identities may be closely tied to their offline identity (Baumer, Sueyoshi and Tomlinson), forged through discussions about their everyday lives (Lövheim) or used in a professional capacity (Kedrowicz and Sullivan). Food blogs, broadly defined as blogs primarily focused on food, are one of the most prominent means through which so-called “ordinary” people can share recipes online, and can be seen to challenge perceptions that food writing is a professional activity. They may focus specifically on recipes, restaurant reviews, travel, food ethics, or aesthetic concerns such as food styling and photography. Since food blogs began to appear in the early 2000s, their number has steadily increased, and the community has become more established and structured. In my interview with the writer of the popular blog Chocolate & Zucchini, she noted that when she started blogging about food in 2003 there were perhaps a dozen other food bloggers. Since then, this blogger has become a professional food writer, published author, and recipe developer, while the number of food bloggers has grown dramatically. It is difficult to know the precise number of food blogs—as at July 2012, Technorati ranked more than 16,000 food blogs, including both recipe and restaurant review blogs (online)—but it is clear that they are both increasing in number and have become a common and popular blog genre. For the purposes of this article, food blogs are understood as those blogs that mostly feature recipes. The term “recipe blog” could be used, but food bloggers make little distinction between different topic categories—whether someone writes recipes or reviews, they are referred to as a food blogger. As such, I have used the term “food blog” in keeping with the community’s own terminology and practices. Recipes published on blogs reach a wider audience than those shared between individuals within a family or in a community, but are not as exclusive or professional, in most instances, as traditional food-related media. Blogging allows for the compression of time and space, as people can connect with others from around the world, and respond and reinvigorate posts sometimes several years after they have been written. In this sense, food blogs are more dynamic than cookbooks, with multiple entry points and means for people to discover them—through search engines as well as through traditional word of mouth referrals. This dynamism allows food bloggers to form an active community through which “ordinary” people can share their passion for food and the pleasures of cooking, seek advice, give feedback, and discuss such issues as seasonality, locality, and diet. This article is based on research I conducted on food blogs between 2010 and 2012, which used an ethnographic, cultural studies approach to online community studies to provide a rich description of the food blogging community. It examines how food blogging provides insight into the eating habits of “ordinary” people in a more broad-based manner than traditional food-related media such as cookbooks. It looks at how food blogging has evolved from a subcultural activity to an established and recognised element of the wider food-related media ecology, and in this way has been transformed from a hobbyist activity to a cottage industry. It discusses how food blogs have influenced food-related media and the potential they have to drive food trends. In doing so, this research does not consider the Internet, or online communities, as separate or distinct from offline culture. Instead, it follows Richard Rogers’s argument for a new approach to Internet studies, in which “one is not so much researching the Internet, and its users, as studying culture and society with the Internet” (29). A cultural studies approach is useful for understanding food blogs in a broader historical and cultural context, since it considers the Internet as “a rich arena for thinking about how contemporary culture is constituted” (Hine et al. 2). Food Blogging: From Hobbyist Activity to Cottage Industry Benkler argues that “people have always created their own culture” (296); however, as folk culture has gradually been replaced by mass-produced popular culture, we have come to expect certain production values in culture, and lost confidence in creating or sharing it ourselves, for fear of it not meeting these high standards. Such mass-produced popular culture includes food-related media and recipes, as developing and sharing recipes has become the domain of celebrity chefs. Food blogs are created by “ordinary” people, and in this way continue the tradition of community cookbooks and reflect an increased interest in both the do-it-yourself phenomena, and a resurgence of a desire to share and contribute to folk culture. Jenkins argues that “a thriving culture needs spaces where people can do bad art, get feedback, and get better” (140-1). He notes that the Internet has drastically expanded the availability of these spaces, and argues that: "some of what amateurs create will be surprisingly good, and some artists will be recruited into commercial entertainment or the art world. Much of it will be good enough to engage the interest of some modest public, to inspire someone else to create, to provide new content which, when polished through many hands, may turn into something more valuable down the line" (140-1). Food blogs provide such a space for amateurs to share their creations and get feedback. Additionally, some food bloggers, like the artists to whom Jenkins refers, do create recipes, writing, and images that are “surprisingly good”, and are recruited, not into commercial entertainment or the art world, but into food-related media. Some food bloggers publish cookbooks (for example, Clotilde Dusoulier of Chocolate & Zucchini), or food-related memoirs (for example, Molly Wizenberg of Orangette), and some become food celebrities in their own right, as guests on high profile television shows such as Martha Stewart (Matt Armendariz of mattbites) or with their own cooking shows (Ree Drummond of The Pioneer Woman Cooks). Others, while not reaching these levels of success, do manage to inspire others to create, or recreate their, recipes. Mainstream media has a tendency to suggest that all food bloggers have professional aspirations (see, for example, Phipps). Yet, it is important to note that, many food bloggers are content to remain hobbyists. These food bloggers form the majority of the community, and blog about food because they are interested in food, and enjoy sharing recipes and discussing their interest with like-minded people. In this way, they are contributing to, and engaging with, folk culture within the blogging community. However, this does not mean that they do not have a broader impact on mainstream food-related media. Food-Related Media Response As the food blogging community has grown, food-related media and other industries have responded with attempts to understand, engage with, and manage food bloggers. Food blogs are increasingly recognised as an aspect of the broader food-related media and, as such, provide both competition and opportunities for media and other industries. Just as food blogs offer individuals opportunities for entry into food-related media professions, they also offer media and other industries opportunities to promote products, reach broader audiences, and source new talent. While food bloggers do not necessarily challenge existing food-related media, they increasingly see themselves as a part of it, and expect to be viewed as a legitimate part of the media landscape and as an alternative source of food-related information. As such, they respond positively to the inclusion of bloggers in food-related media and in other food-related environments. Engaging with the food blogging community allows the wider food-related media to subtly regulate blogger behaviour. It can also provide opportunities for some bloggers to be recruited in a professional capacity into food-related media. In a sense, food-related media attempt to “tame” food bloggers by suggesting that if bloggers behave in a way that they deem is acceptable, they may be able to transition into the professional world of food writing. The most notable example of this response to food blogs by food-related media is the decision to publish blogger’s work. While not all food bloggers have professional aspirations, being published is generally viewed within the community as a positive outcome. Food bloggers are sometimes profiled in food-related media, such as in the Good Weekend magazine in The Sydney Morning Herald (Karnikowski), and in MasterChef Magazine, which profiles a different food blogger each month (T. Jenkins). Food bloggers are also occasionally commissioned to write features for food-related media, as Katie Quinn Davies, of the blog What Katie Ate, who is a regular contributor to delicious magazine. Other food bloggers have been published in their own right. These food bloggers have transitioned from hobbyists to professionals, moving beyond blogging spaces into professional food-related media, and they could be, in Abercrombie and Longhurst’s terms, described as “petty producers” (140). As professionals, they have become a sort of “brand”, which their blog supports and promotes. This is not to say they are no longer interested in food or blogging on a personal level, but their relationship to these activities has shifted. For example, Dusoulier has published numerous books, and was one of the first food bloggers to transition into professional food-related media. However, her career in food-related media—as a food writer, recipe developer and author—goes beyond the work of a petty producer. Dusoulier edited the first English-language edition of I Know How To Cook (Mathiot), which, first published in 1932 (in French), has been described as the “bible” of traditional French cookery. Her work revising this classic book reveals that, beyond being a high-profile member of the food blogging community, she is a key figure in wider food culture. Such professional food bloggers achieve a certain level of celebrity both within the food blogging community and in food-related media. This is reflective of broader media trends in which “ordinary” people are “plucked from obscurity to enjoy a highly circumscribed celebrity” (Turner 12), and, in this way, food bloggers challenge the idea that you need to be an “expert” to talk publicly about food. Food Blogging as an Established Genre Food blogs are often included alongside traditional food-related media as another source of food-related information. For example, the site Eat your books, which indexes cookbooks, providing users with an online tool for searching the recipes in the books they own, has begun to index food blogs as well. Likewise, in 2010, the James Beard Foundation announced that their prestigious journalism awards had “mostly abolished separate categories based on publishing platforms”, although they still have an award for best food blog (Fox online). This inclusion reflects how established food blogging has become. Over time, food blogs have co-evolved and converged with food-related media, offering greater diversity of opinion. Ganda Suthivarakom, a food blogger and now director of the SAVEUR website, says that “in 2004, to be a food blogger was to be an outsider in the world of food media. Today, it couldn’t be more different” (online). She argues that “food blogs leveled the playing field […] Instead of a rarefied and inaccessible group of print reviewers having a say, suddenly thousands of voices of varying skill levels and interests chimed in, and the conversation became livelier” (Suthivarakom online). It is worthwhile noting that while there are more voices and more diversity in traditional food-related media, food blogging has also become somewhat of a cliché: it has even been satirised in an episode of The Simpsons (Bailey and Anderson). As food blogging has evolved it has developed into an established and recognised genre, which may be nuanced to the bloggers themselves, but often appears generic to outsiders. Food blogging has, as it were, gone mainstream. As such, the thousands of voices are also somewhat of an echo chamber. In becoming established as a genre, food blogs reflect the gradual convergence of different types of food-related media. Food blogs are part of a wider trend towards user-generated, food-related online content. It could also be argued that reality shows take cues from food blogs in terms of their active audiences and use of social media. MasterChef in particular is supported by a website, a magazine, and active social media channels, reflecting an increasing expectation of audience participation and interactivity in the delivery of food-related information. Food bloggers have also arguably contributed to the increasingly image-driven nature of food-related media. They have also played a key role in the popularity of sharing photos of food through platforms such as Instagram and Pinterest. Food Blogs and Food Trends Food blogs, like cookbooks, can be seen to both reflect and shape culture (Gallegos). In addition to providing an archive of what “ordinary” people are cooking on a scale not previously available, they have potential to influence food trends. Food bloggers are essentially food enthusiasts or “foodies”. According to De Solier, “most foodies see themselves as culturalists rather than materialists, people whose self-making is bound up in the acquisition of cultural experiences and knowledge, rather than the accumulation of material things” (16). As foodies, food bloggers are deeply engaged with food, keen to share their knowledge and, due to the essential and convivial nature of food, are afforded many opportunities to do so. As such, food blogs have influence beyond the food blogging community. For example, food bloggers could be seen to be responsible, in part at least, for the current popularity of macarons. These sweet, meringue-based biscuits were featured on the blog A la cuisine! in 2004—one of the earliest examples of the recipe in the food blogging community. Its popularity then steadily grew throughout the community, and has since been featured on high-profile and popular blogs such as David Lebovitz (2005), The Traveller’s Lunchbox (2005), and La Tartine Gourmand (2006). Creating and posting a recipe for macarons became almost a rite of passage for food bloggers. At a food blogging conference I attended in 2011, one blogger confided to me that she did not feel like a proper blogger because she had not yet made macarons. The popularity of macarons then extended beyond the food blogging community. They were the subject of a book, I Love Macarons (Ogita), first published in Japanese in 2006 and then in English in 2009, and featured in a cooking challenge on MasterChef (Byrnes), which propelled their popularity into mainstream food culture. Macarons, which could have once been seen as exclusive, delicate, and expensive (Jargon and Passariello) are now readily available, and can even be purchased at MacDonalds. Beyond the popularity of specific foods, the influence of food bloggers can be seen in the growing interest in where, and how, food is produced, coupled with concerns around food wastage (see, for example, Tristram). Concerns about food production are sometimes countered by the trend of making foods “from scratch,” a popular topic on food blogs, and such trends can also be seen in wider food culture, such as with classes on topics ranging from cheese making to butchering (Severson). These concerns are also evident in the growing interest in organic and ethical produce (Paish). Conclusion Food blogs have demonstrably revitalised an interest in recipe sharing among “ordinary” people. The evolution of food blogs, however, is just one part of the ongoing evolution of food-related media and recipe sharing technologies. Food blogs are also an important part of food culture, and indeed, culture more broadly. They reflect a renewed interest in folk culture and the trend towards “do-it-yourself”, seen in online and offline communities. Beyond this, food blogs provide a useful case study for understanding how our online and offline lives have become intertwined, and showcase the Internet as a part of everyday life. They remind us that new means of sharing food and culture will continue to emerge, and that our relationships to food and technology, and our interactions with food-related media, must be continually examined if we are to understand the ways they both shape and reflect culture. References Abercrombie, Nicholas, and Brian Longhurst. Audiences: A Sociological Theory of Performance and Imagination. London: Sage, 1998. Armendariz, Matt. Mattbites. 21 Apr. 2013 ‹http://mattbites.com/›. Bailey, Timothy, and Mike B. Anderson. “The Food Wife.” The Simpsons. 2011. 13 Nov. Baumer, Eric, Mark Sueyoshi, and Bill Tomlinson. "Exploring the Role of the Reader in the Activity of Blogging." ACM Conference on Human Factors in Computing Systems. 2008. Belasco, Warren. Food: The Key Concepts. Oxford: Berg, 2008. Benkler, Yochai. The Wealth of Networks: How Social Production Transforms Markets and Freedom. New Haven: Yale U P, 2006. Byrnes, Holly. "Masterchef's Macaron Madness." The Daily Telegraph (2010). 6 Jul. ‹http://www.dailytelegraph.com.au/entertainment/masterchefs-macaroon-madness/story-e6frewyr-1225888378794%3E. Clement. “Macarons (IMBB 10).” A La Cuisine!. 21 Nov. 2004. 21 Apr. 2013 ‹http://www.alacuisine.org/alacuisine/2004/11/macarons_imbb_1.html›. DeSolier, Isabelle. "Making the Self in a Material World: Food and Moralities of Consumption." Cultural Studies Review 19.1 (2013): 9–27. Drummond, Ree. The Pioneer Woman Cooks!. 21 Apr. 2013 ‹http://thepioneerwoman.com/cooking/›. Dusoulier, Clotilde. Chocolate and Zucchini. 21 Apr. 2013. ‹http://chocolateandzucchini.com/›. Fox, Nick. "Beard Awards Will Not Distinguish between Online and Print Journalism." New York Times (2010). 14 Oct. ‹http://dinersjournal.blogs.nytimes.com/2010/10/14/beard-awards-will-not-distinguish-between-online-and-print-journalism/%3E›.. Gallegos, Danielle. "Cookbooks as Manuals of Taste." Ordinary Lifestyles: Popular Media, Consumption and Taste. Eds. Bell, David and Joanne Hollows. Maidenhead: Open University Press, 2005. 99–110. Hine, Christine, Lori Kendall, and Danah Boyd. "Question One: How Can Qualitative Internet Researchers Define the Boundaries of Their Projects?" Internet Inquiry: Conversations About Method. Eds. Baym, Nancy K. and Annette N. Markham. Los Angeles: Sage, 2009. 1-32. Hughes, Kathryn. "Food Writing Moves from Kitchen to Bookshelf." guardian.co.uk (2010). 19 June ‹http://www.guardian.co.uk/books/2010/jun/19/anthony-bourdain-food-writing. Jargon, Julie, and Christina Passariello. "Mon Dieu! Will Newfound Popularity Spoil the Dainty Macaron?" Wall Street Journal. 2 March (2010). 21 April 2013 ‹http://online.wsj.com/article/SB10001424052748704269004575073843836895952.html›. Jenkins, Henry. Convergence Culture: Where Old and New Media Collide. New York: New York U P, 2008. Jenkins, Trudi. "Blog File." MasterChef Magazine 2010: 20. Karnikowski, Nina. "Eat, Cook, Blog." Good Weekend 18 Feb. 2012: 29–33. Kedrowicz, April Ann, and Katie Rose Sullivan. "Professional Identity on the Web: Engineering Blogs and Public Engagement." Engineering Studies 4.1 (2012). Lebovitz, David. David Lebovitz. 21 Apr. 2013. ‹http://www.davidlebovitz.com›. Lebovitz, David. “French Chocolate Macaron Recipe.” David Lebovitz. 26 Oct. 2005. 21 Apr. 2013. ‹http://www.davidlebovitz.com/2005/10/french-chocolat/›. Lövheim, Mia. "Young Women's Blogs as Ethical Spaces." Information, Communication & Society 14.3 (2011): 338–54. Mathiot, Ginette. I Know How to Cook. Trans. Forster, Imogen. UK ed. London: Phaidon Press Limited, 2009. Melissa. “The Mighty Macaron.” The Traveller’s Lunchbox. 27 Sep. 2005. 21 April 2013. ‹http://www.travelerslunchbox.com/journal/2005/9/27/the-mighty-macaron.html Mennell, Stephen. All Manners of Food. 2nd ed. U of Illinois P, 1996. Montanari, Massimo. Food Is Culture. Trans. Albert Sonnenfeld. New York: Columbia U P, 2006. Nilsson, Bo. "Politicians’ Blogs: Strategic Self-Presentations and Identities." Identity: An International Journal of Theory and Research 12.3 (2012): 247–65. Ogita, Hisako. I Love Macarons. San Francisco: Chronicle Books LLC, 2009. Paish, Matt. "Ethical Food Choices Influencing Product Development, Research Finds." Australian Food News 21 Dec. 2011. ‹http://www.ausfoodnews.com.au/2011/12/21/ethical-food-choices-influencing-product-development-research-finds.html›. Peltre, Béatrice. “Macarons or Victim of a Food fashion—Les macarons ou victime d’une mode culinaire.” La Tartine Gourmande. 10 Dec. 2006. 21 Apr. 2013. ‹http://www.latartinegourmande.com/2006/12/10/macarons-or-victim-of-a-food-fashion-les-macarons-ou-victime-dune-mode-culinaire/›. Phipps, Catherine. "From Blogs to Books." The Guardian (2011). 6 June ‹http://www.guardian.co.uk/lifeandstyle/wordofmouth/2011/jun/06/from-blogs-to-books›. Quinn Davies, Katie. "Brunch Time." delicious. 2012: 98–106. Rogers, Richard. The End of the Virtual: Digital Methods. Inaugural Lecture: Delivered on the Appointment to the Chair of New Media & Digital Culture. 8 May 2009. Vossiuspers UvA. Severson, Kim. "Don't Tell the Kids." The New York Times. 2 Mar. 2010. sec. Dining & Wine. Suthivarakom, Ganda. "How Food Blogging Changed My Life " Saveur. 9 May 2011. Technorati. "Blog Directory / Living". 2012. 22 Jul. 2012. ‹http://technorati.com/blogs/directory/living/food/%3E. Tristram, Stuart. Waste: Uncovering the Global Food Scandal. London: Penguin, 2009. Turner, Graeme. Ordinary People and the Media: The Demotic Turn. Theory, Culture & Society. Ed. Featherstone, Mike. London: Sage, 2010. Walker Rettberg, Jill. Blogging. Digital Media and Society Series. Cambridge: Polity, 2008. Wizenberg, Molly. Orangette. 21 Apr. 2013. ‹http://orangette.blogspot.com.au/›.

Discussions of the economic theory of planned obsolescence—the purposeful embedding of redundancy into the functionality or other aspect of a product—in the 1980s and 1990s often focused on the impact of such a design strategy on manufacturers, consumers, the market, and, ultimately, profits (see, for example, Bulow; Lee and Lee; Waldman). More recently, assessments of such shortened product life cycles have included calculations of the environmental and other costs of such waste (Claudio; Kondoh; Unruh). Commonly utilised examples are consumer products such as cars, whitegoods and small appliances, fashion clothing and accessories, and, more recently, new technologies and their constituent components. This discourse has been adopted by those who configure workers as human resources, and who speak both of skills (Janßen and Backes-Gellner) and human capital itself (Chauhan and Chauhan) being made obsolete by market forces in both predictable and unplanned ways. This includes debate over whether formal education can assist in developing the skills that make their possessors less liable to become obsolete in the workforce (Dubin; Holtmann; Borghans and de Grip; Gould, Moav and Weinberg). However, aside from periodic expressions of disciplinary angst (as in questions such as whether the Liberal Arts and other disciplines are becoming obsolete) are rarely found in discussions regarding higher education. Yet, higher education has been subsumed into a culture of commercial service provision as driven by markets and profit as the industries that design and deliver consumer goods. McKelvey and Holmén characterise this as a shift “from social institution to knowledge business” in the subtitle of their 2009 volume on European universities, and the recent decade has seen many higher educational institutions openly striving to be entrepreneurial. Despite some debate over the functioning of market or market-like mechanisms in higher education (see, for instance, Texeira et al), the corporatisation of higher education has led inevitably to market segmentation in the products the sector delivers. Such market segmentation results in what are called over-differentiated products, seemingly endless variations in the same product to attempt to increase consumption and attendant sales. Milk is a commonly cited example, with supermarkets today stocking full cream, semi-skimmed, skimmed, lactose-free, soy, rice, goat, GM-free and ‘smart’ (enriched with various vitamins, minerals and proteins) varieties; and many of these available in fresh, UHT, dehydrated and/or organic versions. In the education market, this practice has resulted in a large number of often minutely differentiated, but differently named, degrees and other programs. Where there were once a small number of undergraduate degrees with discipline variety within them (including the Bachelor of Arts and Bachelor of Science awards), students can now graduate with a named qualification in a myriad of discipline and professional areas. The attempt to secure a larger percentage of the potential client pool (who are themselves often seeking to update their own skills and knowledges to avoid workforce obsolescence) has also resulted in a significant increase in the number of postgraduate coursework certificates, diplomas and other qualifications across the sector. The Masters degree has fractured from a research program into a range of coursework, coursework plus research, and research only programs. Such proliferation has also affected one of the foundations of the quality and integrity of the higher education system, and one of the last bastions of conventional practice, the doctoral degree. The PhD as ‘Gold-Standard’ Market Leader? The Doctor of Philosophy (PhD) is usually understood as a largely independent discipline-based research project that results in a substantial piece of reporting, the thesis, that makes a “substantial original contribution to knowledge in the form of new knowledge or significant and original adaptation, application and interpretation of existing knowledge” (AQF). As the highest level of degree conferred by most universities, the PhD is commonly understood as indicating the height of formal educational attainment, and has, until relatively recently, been above reproach and alteration. Yet, whereas universities internationally once offered a single doctorate named the PhD, many now offer a number of doctoral level degrees. In Australia, for example, candidates can also complete PhDs by Publication and by Project, as well as practice-led doctorates in, and named Doctorates of/in, Creative Arts, Creative Industries, Laws, Performance and other ‘new’ discipline areas. The Professional Doctorate, introduced into Australia in the early 1990s, has achieved such longevity that it now has it’s own “first generation” incarnations in (and about) disciplines such as Education, Business, Psychology and Journalism, as well as a contemporary “second generation” version which features professionally-practice-led Mode 2 knowledge production (Maxwell; also discussed in Lee, Brennan and Green 281). The uniquely Australian PhD by Project in the disciplines of architecture, design, business, engineering and education also includes coursework, and is practice and particularly workplace (or community) focused, but unlike the above, does not have to include a research element—although this is not precluded (Usher). A significant number of Australian universities also currently offer a PhD by Publication, known also as the PhD by Published Papers and PhD by Published Works. Introduced in the 1960s in the UK, the PhD by Publication there is today almost exclusively undertaken by academic staff at their own institutions, and usually consists of published work(s), a critical appraisal of that work within the research context, and an oral examination. The named degree is rare in the USA, although the practice of granting PhDs on the basis of prior publications is not unknown. In Australia, an examination of a number of universities that offer the degree reveals no consistency in terms of the framing policies except for the generic Australian Qualifications Framework accreditation statement (AQF), entry requirements and conditions of candidature, or resulting form and examination guidelines. Some Australian universities, for instance, require all externally peer-refereed publications, while others will count works that are self-published. Some require actual publications or works in press, but others count works that are still at submission stage. The UK PhD by Publication shows similar variation, with no consensus on purpose, length or format of this degree (Draper). Across Australia and the UK, some institutions accept previously published work and require little or no campus participation, while others have a significant minimum enrolment period and count only work generated during candidature (see Brien for more detail). Despite the plethora of named degrees at doctoral level, many academics continue to support the PhD’s claim to rigor and intellectual attainment. Most often, however, these arguments cite tradition rather than any real assessment of quality. The archaic trappings of conferral—the caps, gowns and various other instruments of distinction—emphasise a narrative in which it is often noted that doctorates were first conferred by the University of Paris in the 12th century and then elsewhere in medieval Europe. However, challenges to this account note that today’s largely independently researched thesis is a relatively recent arrival to educational history, being only introduced into Germany in the early nineteenth century (Bourner, Bowden and Laing; Park 4), the USA in a modified form in the mid-nineteenth century and the UK in 1917 (Jolley 227). The Australian PhD is even more recent, with the first only awarded in 1948 and still relatively rare until the 1970s (Nelson 3; Valadkhani and Ville). Additionally, PhDs in the USA, Canada and Denmark today almost always incorporate a significant taught coursework element (Noble). This is unlike the ‘traditional’ PhD in the UK and Australia, although the UK also currently offers a number of what are known there as ‘taught doctorates’. Somewhat confusingly, while these do incorporate coursework, they still include a significant research component (UKCGE). However, the UK is also adopting what has been identified as an American-inflected model which consists mostly, or largely, of coursework, and which is becoming known as the ‘New Route British PhD’ (Jolley 228). It could be posited that, within such a competitive market environment, which appears to be driven by both a drive for novelty and a desire to meet consumer demand, obsolescence therefore, and necessarily, threatens the very existence of the ‘traditional’ PhD. This obsolescence could be seen as especially likely as, alongside the existence of the above mentioned ‘new’ degrees, the ‘traditional’ research-based PhD at some universities in Australia and the UK in particular is, itself, also in the process of becoming ‘professionalised’, with some (still traditionally-framed) programs nevertheless incorporating workplace-oriented frameworks and/or experiences (Jolley 229; Kroll and Brien) to meet professionally-focused objectives that it is acknowledged cannot be met by producing a research thesis alone. While this emphasis can be seen as operating at the expense of specific disciplinary knowledge (Pole 107; Ball; Laing and Brabazon 265), and criticised for that, this workplace focus has arisen, internationally, as an institutional response to requests from both governments and industry for training in generic skills in university programs at all levels (Manathunga and Wissler). At the same time, the acknowledged unpredictability of the future workplace is driving a cognate move from discipline specific knowledge to what have been described as “problem solving and knowledge management approaches” across all disciplines (Gilbert; Valadkhani and Ville 2). While few query a link between university-level learning and the needs of the workplace, or the motivating belief that the overarching role of higher education is the provision of professional training for its client-students (see Laing and Brabazon for an exception), it also should be noted that a lack of relevance is one of the contributors to dysfunction, and thence to obsolescence. The PhD as Dysfunctional Degree? Perhaps, however, it is not competition that threatens the traditional PhD but, rather, its own design flaws. A report in The New York Times in 2007 alerted readers to what many supervisors, candidates, and researchers internationally have recognised for some time: that the PhD may be dysfunctional (Berger). In Australia and elsewhere, attention has focused on the uneven quality of doctoral-level degrees across institutions, especially in relation to their content, rigor, entry and assessment standards, and this has not precluded questions regarding the PhD (AVCC; Carey, Webb, Brien; Neumann; Jolley; McWilliam et al., "Silly"). It should be noted that this important examination of standards has, however, been accompanied by an increase in the awarding of Honorary Doctorates. This practice ranges from the most reputable universities’ recognising individuals’ significant contributions to knowledge, culture and/or society, to wholly disreputable institutions offering such qualifications in return for payment (Starrs). While generally contested in terms of their status, Honorary Doctorates granted to sports, show business and political figures are the most controversial and include an award conferred on puppet Kermit the Frog in 1996 (Jeffries), and some leading institutions including MIT, Cornell University and the London School of Economics and Political Science are distinctive in not awarding Honorary Doctorates. However, while distracting, the Honorary Doctorate itself does not answer all the questions regarding the quality of doctoral programs in general, or the Doctor of Philosophy in particular. The PhD also has high attrition rates: 50 per cent or more across Australia, the USA and Canada (Halse 322; Lovitts and Nelson). For those who remain in the programs, lengthy completion times (known internationally as ‘time-to-degree’) are common in many countries, with averages of 10.5 years to completion in Canada, and from 8.2 to more than 13 years (depending on discipline) in the USA (Berger). The current government performance-based funding model for Australian research higher degrees focuses attention on timely completion, and there is no doubt that, under this system—where universities only receive funding for a minimum period of candidature when those candidates have completed their degrees—more candidates are completing within the required time periods (Cuthbert). Yet, such a focus has distracted from assessment of the quality and outcomes of such programs of study. A detailed survey, based on the theses lodged in Australian libraries, has estimated that at least 51,000 PhD theses were completed in Australia to 2003 (Evans et al. 7). However, little attention has been paid to the consequences of this work, that is, the effects that the generation of these theses has had on either candidates or the nation. There has been no assessment, for instance, of the impact on candidates of undertaking and completing a doctorate on such facets of their lives as their employment opportunities, professional choices and salary levels, nor any effect on their personal happiness or levels of creativity. Nor has there been any real evaluation of the effect of these degrees on GDP, rates of the commercialisation of research, the generation of intellectual property, meeting national agendas in areas such as innovation, productivity or creativity, and/or the quality of the Australian creative and performing arts. Government-funded and other Australian studies have, however, noted for at least a decade both that the high numbers of graduates are mismatched to a lack of market demand for doctoral qualifications outside of academia (Kemp), and that an oversupply of doctorally qualified job seekers is driving wages down in some sectors (Jones 26). Even academia is demanding more than a PhD. Within the USA, doctoral graduates of some disciplines (English is an often-cited example) are undertaking second PhDs in their quest to secure an academic position. In Australia, entry-level academic positions increasingly require a scholarly publishing history alongside a doctoral-level qualification and, in common with other quantitative exercises in the UK and in New Zealand, the current Excellence in Research for Australia research evaluation exercise values scholarly publications more than higher degree qualifications. Concluding Remarks: The PhD as Obsolete or Retro-Chic? Disciplines and fields are reacting to this situation in various ways, but the trend appears to be towards increased market segmentation. Despite these charges of PhD dysfunction, there are also dangers in the over-differentiation of higher degrees as a practice. If universities do not adequately resource the professional development and other support for supervisors and all those involved in the delivery of all these degrees, those institutions may find that they have spread the existing skills, knowledge and other institutional assets too thinly to sustain some or even any of these degrees. This could lead to the diminishing quality (and an attendant diminishing perception of the value) of all the higher degrees available in those institutions as well as the reputation of the hosting country’s entire higher education system. As works in progress, the various ‘new’ doctoral degrees can also promote a sense of working on unstable ground for both candidates and supervisors (McWilliam et al., Research Training), and higher degree examiners will necessarily be unfamiliar with expected standards. Candidates are attempting to discern the advantages and disadvantages of each form in order to choose the degree that they believe is right for them (see, for example, Robins and Kanowski), but such assessment is difficult without the benefit of hindsight. Furthermore, not every form may fit the unpredictable future aspirations of candidates or the volatile future needs of the workplace. The rate with which everything once new descends from stylish popularity through stages of unfashionableness to become outdated and, eventually, discarded is increasing. This escalation may result in the discipline-based research PhD becoming seen as archaic and, eventually, obsolete. Perhaps, alternatively, it will lead to newer and more fashionable forms of doctoral study being discarded instead. Laing and Brabazon go further to find that all doctoral level study’s inability to “contribute in a measurable and quantifiable way to social, economic or political change” problematises the very existence of all these degrees (265). Yet, we all know that some objects, styles, practices and technologies that become obsolete are later recovered and reassessed as once again interesting. They rise once again to be judged as fashionable and valuable. Perhaps even if made obsolete, this will be the fate of the PhD or other doctoral degrees?References Australian Qualifications Framework (AQF). “Doctoral Degree”. AQF Qualifications. 4 May 2009 ‹http://www.aqf.edu.au/doctor.htm›. Australian Vice-Chancellors’ Committee (AVCC). Universities and Their Students: Principles for the Provision of Education by Australian Universities. Canberra: AVCC, 2002. 4 May 2009 ‹http://www.universitiesaustralia.edu.au/documents/publications/Principles_final_Dec02.pdf›. Ball, L. “Preparing Graduates in Art and Design to Meet the Challenges of Working in the Creative Industries: A New Model For Work.” Art, Design and Communication in Higher Education 1.1 (2002): 10–24. Berger, Joseph. “Exploring Ways to Shorten the Ascent to a Ph.D.” Education. The New York Times, 3 Oct. 2008. 4 May 2009 ‹http://nytimes.com/2007/10/03/education/03education.html›. Borghans, Lex, and Andries de Grip. Eds. The Overeducated Worker?: The Economics of Skill Utilization. Cheltenham, UK: Edward Elgar, 2000. Bourner, T., R. Bowden and S. Laing. “Professional Doctorates in England”. Studies in Higher Education 26 (2001) 65–83. Brien, Donna Lee. “Publish or Perish?: Investigating the Doctorate by Publication in Writing”. The Creativity and Uncertainty Papers: the Refereed Proceedings of the 13th Conference of the Australian Association of Writing Programs. AAWP, 2008. 4 May 2009 ‹http://www.aawp.org.au/creativity-and-uncertainty-papers›. Bulow, Jeremy. “An Economic Theory of Planned Obsolescence.” The Quarterly Journal of Economics 101.4 (Nov. 1986): 729–50. Carey, Janene, Jen Webb, and Donna Lee Brien. “Examining Uncertainty: Australian Creative Research Higher Degrees”. The Creativity and Uncertainty Papers: the Refereed Proceedings of the 13th Conference of the Australian Association of Writing Programs. AAWP, 2008. 4 May 2009 ‹http://www.aawp.org.au/creativity-and-uncertainty-papers›. Chauhan, S. P., and Daisy Chauhan. “Human Obsolescence: A Wake–up Call to Avert a Crisis.” Global Business Review 9.1 (2008): 85–100. Claudio, Luz. "Environmental Impact of the Clothing Industry." Environmental Health Perspectives 115.9 (Set. 2007): A449–54. Cuthbert, Denise. “HASS PhD Completions Rates: Beyond the Doom and Gloom”. Council for the Humanities, Arts and Social Sciences, 3 March 2008. 4 May 2009 ‹http://www.chass.org.au/articles/ART20080303DC.php›. Draper, S. W. PhDs by Publication. University of Glasgow, 11 Aug. 2008. 4 May 2009 ‹http://www.psy.gla.ac.uk/~steve/resources/phd.html. Dubin, Samuel S. “Obsolescence or Lifelong Education: A Choice for the Professional.” American Psychologist 27.5 (1972): 486–98. Evans, Terry, Peter Macauley, Margot Pearson, and Karen Tregenza. “A Brief Review of PhDs in Creative and Performing Arts in Australia”. Proceeding of the Association for Active Researchers Newcastle Mini-Conference, 2–4 October 2003. Melbourne: Australian Association for Research in Education, 2003. 4 May 2009 ‹http://www.aare.edu.au/conf03nc. Gilbert, R. “A Framework for Evaluating the Doctoral Curriculum”. Assessment and Evaluation in Higher Education 29.3 (2004): 299–309. Gould, Eric D., Omer Moav, and Bruce A. Weinberg. “Skill Obsolescence and Wage Inequality within Education Groups.” The Economics of Skills Obsolescence. Eds. Andries de Grip, Jasper van Loo, and Ken Mayhew. Amsterdam: JAI Press, 2002. 215–34. Halse, Christine. “Is the Doctorate in Crisis?” Nagoya Journal of Higher Education 34 Apr. (2007): 321–37. Holtmann, A.G. “On-the-Job Training, Obsolescence, Options, and Retraining.” Southern Economic Journal 38.3 (1972): 414–17. Janßen, Simon, and Uschi Backes-Gellner. “Skill Obsolescence, Vintage Effects and Changing Tasks.” Applied Economics Quarterly 55.1 (2009): 83–103. Jeffries, Stuart. “I’m a Celebrity, Get Me an Honorary Degree”. The Guardian 6 July 2006. 4 May 2009 ‹http://www.guardian.co.uk/music/2006/jul/06/highereducation.popandrock. Jolley, Jeremy. “Choose your Doctorate.” Journal of Clinical Nursing 16.2 (2007): 225–33. Jones, Elka. “Beyond Supply and Demand: Assessing the Ph.D. Job Market.” Occupational Outlook Quarterly Winter (2002-2003): 22–33. Kemp, D. ­New Knowledge, New Opportunities: A Discussion Paper on Higher Education Research and Research Training. Canberra: Australian Government Printing Service, 1999. Kondoh, Shinsuke, Keijiro Masui, Mitsuro Hattori, Nozomu Mishima, and Mitsutaka Matsumoto. “Total Performance Analysis of Product Life Cycle Considering the Deterioration and Obsolescence of Product Value.” International Journal of Product Development 6.3–4 (2008): 334–52. Kroll, Jeri, and Donna Lee Brien. “Studying for the Future: Training Creative Writing Postgraduates For Life After Degrees.” Australian Online Journal of Arts Education 2.1 July (2006): 1–13. Laing, Stuart, and Tara Brabazon. “Creative Doctorates, Creative Education? Aligning Universities with the Creative Economy.” Nebula 4.2 (June 2007): 253–67. Lee, Alison, Marie Brennan, and Bill Green. “Re-imagining Doctoral Education: Professional Doctorates and Beyond.” Higher Education Research & Development 28.3 2009): 275–87. Lee, Ho, and Jonghwa Lee. “A Theory of Economic Obsolescence.” The Journal of Industrial Economics 46.3 (Sep. 1998): 383–401. Lovitts, B. E., and C. Nelson. “The Hidden Crisis in Graduate Education: Attrition from Ph.D. Programs.” Academe 86.6 (2000): 44–50. Manathunga, Catherine, and Rod Wissler. “Generic Skill Development for Research Higher Degree Students: An Australian Example”. International Journal of Instructional Media, 30.3 (2003): 233–46. Maxwell, T. W. “From First to Second Generation Professional Doctorate.” Studies in Higher Education 28.3 (2003): 279–91. McKelvey, Maureen, and Magnus Holmén. Ed. Learning to Compete in European Universities: From Social Institution to Knowledge Business. Cheltenham, UK: Edward Elgar Publishing, 2009. McWilliam, Erica, Alan Lawson, Terry Evans, and Peter G Taylor. “‘Silly, Soft and Otherwise Suspect’: Doctoral Education as Risky Business”. Australian Journal of Education 49.2 (2005): 214–27. 4 May 2009. http://eprints.qut.edu.au/archive/00004171. McWilliam, Erica, Peter G. Taylor, P. Thomson, B. Green, T. W. Maxwell, H. Wildy, and D. Simmons. Research Training in Doctoral Programs: What Can Be Learned for Professional Doctorates? Evaluations and Investigations Programme 02/8. Canberra: Commonwealth of Australia, 2002. Nelson, Hank. “A Doctor in Every House: The PhD Then Now and Soon”. Occasional Paper GS93/3. Canberra: The Graduate School, Australian National University, 1993. 4 May 2009 ‹http://dspace.anu.edu.au/bitstream/1885/41552/1/GS93_3.pdf›. Neumann, Ruth. The Doctoral Education Experience: Diversity and Complexity. 03/12 Evaluations and Investigations Programme. Canberra: Department of Education, Science and Training, 2003. Noble K. A. Changing Doctoral Degrees: An International Perspective. Buckingham: Society for Research into Higher Education, 1994. Park, Chris. Redefining the Doctorate: Discussion Paper. York: The Higher Education Academy, 2007. Pole, Christopher. “Technicians and Scholars in Pursuit of the PhD: Some Reflections on Doctoral Study.” Research Papers in Education 15 (2000): 95–111. Robins, Lisa M., and Peter J. Kanowski. “PhD by Publication: A Student’s Perspective”. Journal of Research Practice 4.2 (2008). 4 May 2009 ‹http://jrp.icaap.org›. Sheely, Stephen. “The First Among Equals: The PhD—Academic Standard or Historical Accident?”. Advancing International Perspectives: Proceedings of the Higher Education Research and Development Society of Australasia Conference, 1997. 654-57. 4 May 2009 ‹http://www.herdsa.org.au/wp-content/uploads/conference/1997/sheely01.pdf›. Texeira, Pedro, Ben Jongbloed, David Dill, and Alberto Amaral. Eds. Markets in Higher Education: Rethoric or Reality? Dordrecht, the Netherlands: Kluwer, 2004. UK Council for Graduate Education (UKCGE). Professional Doctorates. Dudley: UKCGE, 2002. Unruh, Gregory C. “The Biosphere Rules.” Harvard Business Review Feb. 2008: 111–17. Usher R. “A Diversity of Doctorates: Fitness for the Knowledge Economy?”. Higher Education Research & Development 21 (2002): 143–53. Valadkhani, Abbas, and Simon Ville. “A Disciplinary Analysis of the Contribution of Academic Staff to PhD Completions in Australian Universities”. International Journal of Business & Management Education 15.1 (2007): 1–22. Waldman, Michael. “A New Perspective on Planned Obsolescence.” The Quarterly Journal of Economics 108.1 (Feb. 1993): 273–83.

The Internet has long been a venue for individuals to craft their online personas on their own terms, and many have embraced the opportunity to take on a persona that is not associated with a legally recognised name. The rise of social networking has continued to spur proliferation of online personas, but often in ways that intensify corporate mediation of these personas. Debates about online pseudonymity exemplify these tensions, especially when social media corporations attempt to implement “real name policies” that require users to use one, legally recognised name in their online interactions. These debates, however, have broader stakes: they are negotiations over who has the right to control the individual presentation of self, and thus part of a larger conversation about information control and the future of Internet culture. While there was some coverage of these debates in traditional news media, blogs were a key site for examining how real name policies affect oppressed or marginalised groups. To explore these issues, this essay analyses the rhetoric of feminist and anti-racist blog posts that argue for protecting online pseudonymity practices. In general, these sites construct pseudonymity as a technology of resistance and as a vital tool in ensuring that the Internet remains (or becomes) a democratising force. The essay will first provide an overview of the issue and of blog posts about real name policies and gender and/or race, which were selected by the depth and interest of their commentary, and found by search engine or Twitter hashtag using search terms such as “pseudonymity” and “real name policy.” The essay will then explore how these blog posts theorise how real name policies contribute to the broader move toward a surveillance society. Through these arguments, these bloggers reveal that various online communities have vastly different ways of understanding what it means to construct an online persona, and that these varied understandings in turn shape how communities inscribe value (or danger) in pseudonymous Internet practices. Feminist and Anti-Racist Blogger Responses to Real Name Policies While online pseudonymity has long been hotly debated, the conversation intensified following moves by Google-plus to implement “real name policies” in July 2011. Officially these real name policies were intended to improve the experience of users by making it easy to be found online and ensuring that online conversations remained civil. Critics of real name policies often object to the term “real name” and its implication that a pseudonym is a “fake” name. Moreover, proponents of pseudonymity tend to distinguish between pseudonymity and anonymity; a pseudonym is a public persona with relationships, a reputation to uphold, and often years of use. A pseudonym is thus not a way of escaping the responsibilities of having one’s online actions associated with one’s public persona—it is quite the opposite. Nevertheless, defenders of pseudonymity generally argue that both pseudonymity and anonymity must be permitted. Supporters argue that real name policies will enhance the experience of users, and particularly that they will help stop the widespread incivility of many internet comments, on the presumption that using one’s real name will ensure accountability for one’s behavior online. On the other side, many bloggers have argued that the use of real names will not solve these problems and will instead be a threat to the safety and privacy of users, as well as stymieing debate about important or controversial issues. Moreover, many of these bloggers theorise about gender, politics, technology, and identity in ways that resonate well with broader feminist and critical race theory, as well as current conversations about technology and surveillance society. Feminist and other defenses of pseudonymity have used a variety of tactics. One has been to portray pseudonymity as a standard part of Internet culture, and legal names or “wallet names” as an arbitrary way of governing production of public personas. Underlying this framing of pseudonymity as a fundamental part of Internet culture is a long tradition of defining the Internet as a free, open, and democratic space. Internet enthusiasts have long described and prescribed an Internet in which anyone is free to explore and exchange ideas without the ordinary limits imposed by the flesh world, arguing that the Internet encourages more open debate, decentralises networks of knowledge, allows users to try on new identities, and challenges the rigidity of categories and hierarchies that shape knowledge and conversations in the non-virtual world (Rheingold, Plant). Traditionally, pseudonymity and anonymity have been key ways for users to pursue these ends. Thus, the ability to create one or more online personas has, in this conversation, a direct relationship to questions of democracy and about whose practices count as legitimate or valuable in the online world. Additionally, many feminist bloggers frame real name policies as an attempt at corporate control; these policies thus are symbolic to some bloggers of the shift from what they imagine was once a free and open Internet to a corporate-controlled, highly commercialised realm. s.e. smith, for example, writes that “This is what the nymwars are about; a collision between capitalism and the rest of us, where identities are bargaining chips and tools,” with “nym” being the term for the name and persona that one employs online (“The Google+ Nymwars”). Pseudonymity is thus understood by these bloggers as a necessary practice in a democratic Internet, in which one has the right to define one’s own persona online, rather than allowing one’s persona to be defined by a corporation. This framing of pseudonymity as a normalised and valuable part of Internet communication also seems to be an attempt to pre-empt the question of why someone needs a pseudonym if they are not doing anything wrong, but many of the arguments in favor of pseudonyms in fact address this question directly by producing long lists, such as those at geekfeminism and techdirt. In particular, feminist and anti-racist arguments for protecting pseudonymity emphasise that this practice is especially important for women and other marginalised groups, especially since using a real name may expose them to harassment, discrimination, or social consequences. Women who discuss feminism, for example, are sometimes subject to death and rape threats (Hess; Sarkeesian; s.e. smith “On Blogging, Threats, and Silence”). While many feminist bloggers choose to use their real names anyway, most still suggest that pseudonymity must remain a choice anywhere where one seeks to have conversations about issues of import. Moreover, these arguments are a reversal of the claim that real name requirements will stop harassment—while real name policies are purportedly instated to protect the safety of online conversations, many bloggers, pseudonymous and otherwise, suggest that real name policies make women and minorities of all kinds less safe, both online and off-line, and have other negative effects on these groups as well. For instance, Elusis writes that: For minorities, often their name and reputation doesn’t just affect them, it affects their family, and it affects other members of their minority group. Stories of not just outing but of harassment, abuse, and death threats that escalated to the point of being taken seriously by law enforcement (which takes rather a lot). […] Men who get in arguments with other people online don’t get threatened with rape on a regular basis. Unsurprisingly, trans people get abused in this way too. People of color get driven from online spaces** for daring to speak out. (Hyperlinks in original) Likewise, Sarah Stokely writes: As a woman who’s written about feminism online and received anonymous hatemail and death threats for doing so, I would like to preserve my right to post under a pseudonym to keep myself safe in the real world and if I choose, so I’m not identified as a woman online in places where it might not be safe to do so. […] I don’t believe that getting rid of anonymity online will stop bad behaviour like the abuse and death threats I’ve received. I do think that getting rid of anonymity and pseudonymity online will make it easier for people like myself to become targets of abuse and potentially put us in danger. Note that these comments suggest that simply being a woman or member of any kind of minority may make one a target of harassment. Also notice that these comments tend to frame real name policies as an expression of the privileged—real name policies only appear innocuous because of the assumption that the experiences of financially privileged English-speaking white men are universal, and that knowledge of the experiences of marginalised groups is not necessary to design safe and effective policies for consumers of technology. According to feminist blogger critiques of real name policies, it is this privilege that assumes that those using pseudonyms are the “Others” that decent people must be protected from, instead of examining the possibility that those using the pseudonyms might be the ones in danger. A quotation from Geek Feminism, a site whose lengthy discussions of pseudonymity are often cited by bloggers, further illustrates the centrality of privilege to this debate: the writer notes that a proponents of real name policies has dismissed critique by saying, “Don’t say anything in a comment thread that you wouldn’t say in person,” and Geek Feminism responds, “but that sounds like the voice of someone who’s never received abuse or harassment in person” (“Hacker News and Pseudonymity”). The many bloggers who critique the privilege they find responsible for real name policies suggest that beneath conflicts over pseudonymity and accountability online is not the question of how the online world relates to the flesh world, but instead a fundamental disagreement about the nature of accountability and free expression in the flesh world. In this light, attempts to make the online world mimic the accountabilities and social norms of the offline world operate under the assumption that oppression and abuse are not the norm in the flesh world, and that it is Internet technology and Internet culture that has made conversations uncivil or unsafe, and that these should be converted to be more like the flesh world. In this set of assumptions, the flesh world is characterised by respectful and safe interactions, categories of identity are natural as opposed to something that society imposes on individuals, and the existing ways of holding people accountable for their words and actions is very effective at protecting people. Clearly, however, it takes a degree of privilege to characterise the flesh world this way. Thus, the pseudonymity debate is largely about deeper-seated questions on the nature of identity and power in online and offline settings, while appearing to be about the differences between the real world and the online world. Other bloggers have also countered the assumption that real name policies make the Internet safer, often by pointing out that sites that have mandated the use of real names still see a great deal of harassment. s.e. smith, for instance, argues, “If Google really cares about safety, it needs strong, effective, and enforceable site policies. It needs to create a culture of safety, because, well, if your website’s full of assholes, it’s your fault. Real names policies don’t work. Good site policies and the cultivation of a culture of mutual respect do” (“The Google+ Nymwars,” hyperlinks in original). Pseudonyms allow users to participate in important debates online while maintaining a public persona that allows for continued conversations and interactions, which is vital for sustained activism. In this light, policies that take away users’ abilities to control or shape their online personas may force users to choose silence for their own safety. Individual control over online personas is thus both a safety issue and a free speech issue; in direct contradiction to claims that real name policies make users safer and more able to participate in civil discussions. Other pro-pseudonymity bloggers also celebrate the way that a “robust culture of pseudonymity” focuses discussion on ideas rather than the privilege of the speaker, “which, I often think, is why authoritarians and those with authoritarian tendencies hate it” (Paolucci). boyd notes that: the issue of reputation must be turned on its head when thinking about marginalised people. Folks point to the issue of people using pseudonyms to obscure their identity and, in theory, ‘protect’ their reputation. The assumption baked into this is that the observer is qualified to actually assess someone’s reputation. All too often, and especially with marginalised people, the observer takes someone out of context and judges them inappropriately. boyd is one of many bloggers who note that if one’s name is coded as white, Anglo, and male, using one’s real name may often enhance one’s credibility and authority, but if one’s name is coded otherwise, a pseudonym may be helpful; again, assuming that the white male experience is universal allows one to assume that using a real name is a harmless request. In general, these bloggers’ tactics all serve to denaturalise the assumption that a real name is the normal, desirable, and traditional mode of presenting one’s persona, and highlight the ways that real name policies claim to reflect universal concerns but primarily reflect wealthy white men’s experiences with online personas. Information, Power, and Control over Online Personas Additionally, defenders of pseudonymity associate real name policies with the move to a surveillance society, with particular emphasis on corporate surveillance of consumer behavior, also known as the “personal information economy.” Many feminist blogger discussions of pseudonymity note that while real name policies are purportedly intended for safety and protection, they actually allow corporations to amass huge swaths of data about individuals and to keep nearly all the online activities of one person attached to their name. For example blogger much_a_luck writes that: This is exactly the source of trying to pin down who users ‘really’ are. The advertising economy is super-creepy to me, everybody trying to make money by telling people about something someone else is doing, as efficiently as possible. Maybe I'm naive, but I feel like the internet's advertising-driven economy, with it’s [sic] ability to track and target activity, has just blown this whole sector completely out of control. (Paolucci) And indeed the practice of gathering and storing as much information as possible, simply on the chance that an institution might one day use this information, is becoming a more common fear, whether with regard to corporate data mining or recent news stories about privacy and government surveillance. In the larger conversation about surveillance, in fact, it is often the case that while one side argues that information gathering makes everyone safer, an opposition will claim that such measures actually make people vulnerable to abuses of this information. Blogger Space_dinosaur_blue has called real name policies a “security placebo” that claims to stop harassment while actually doing nothing but invading privacy (comment to Paolucci). s.e. smith has argued: What this is really about, of course, is capitalism. […] For the owners of […] sites like Google+ and Facebook, there’s also a big potential to make a profit through the direct commodification of user identities. […] The standards that Google+ sets revolve around the purchase, sale, and exchange of identity, a multibillion dollar industry worldwide. This is what people should be talking about. (“The Google+ Nymwars”) Clearly, the pseudonymity debate resonates in many ways with broader discussions of surveillance, corporate and otherwise. First, scholars have often noted that surveillances practices tend to be more harmful to those in marginalised or oppressed groups, and feminist arguments for pseudonymity reinforce this finding. Additionally, many defenders of pseudonymity point out the dissembling found in companies’ claims that real name policies are there to protect the safety of users and create a civil and decent space for people to interact while actually using the data for marketing research purposes. Framing pseudonymity as anti-social, uncivil, and dangerous, assumes a criminality so to speak, or at the very least, an illegitimacy, on the part of pseudonym users. The rhetorical move here is worth noting: implicitly suggesting that a real name is an inherent part of civility and safety is also suggesting that you have an ethical obligation to those who would compile information about you. In other words, the rules of civility demand that you participate in the corporatisation and commodification of your identity and personal information. Shaping an online persona—or multiple personas—is not an act of creativity or political resistance or freedom; it is assumed to be an act of aggression toward others. We see here a new form of the “good citizenship” argument that characterises the surveillance society. In debates about national security, for instance, acceptance of extensive surveillance of all citizens is framed as a contribution to national security. Here, however, it is not national security but corporate interests that have been inserted as the epitome of the “common good.” In this framework, an anti-corporate approach to personal information appears to be anti-social and even unethical. Commodification of identity is not only the norm but also an obligation of citizenship. Furthermore, as scholars of surveillance have noted (Gilliom and Monahan for instance), social networking creates an environment in which most individuals are participating in creating a surveillance society simply through the level of documentation they voluntarily provide. Again, more and more, willing participation in surveillance practices—making it easy to be surveilled—is becoming part of one’s civic duty. Thus, the debate over pseudonymity is also a debate about the extent to which corporations can expect compliance to the increasingly normalised demands of a surveillance society. And so, for all of these reasons, debates over pseudonymity reveal a host of complex and multi-layered tensions about technology’s influence on the construction of personas, and how these personas are shaped by encroaching forms of surveillance and the marketing of identities. Proponents of pseudonymity use numerous strategies to challenge, subvert, or reconceptualise privileged assumptions about the complex relationships among names, personas, and identities. In doing so, they contribute to an important shift, from the classic question of “What’s in a name?” to “Who wants to know, and why?” References boyd, danah. “‘Real Names’ Policies Are an Abuse of Power.” Zephoria 4 Aug. 2011. 18 Oct. 2013 ‹http://www.zephoria.org/thoughts/archives/2011/08/04/real-names.html›. Coffeeandink. “RaceFail: Once More, with Misdirection.” Coffeeandink 2 Mar. 2009. 18 Oct. 2013 ‹http://coffeeandink.livejournal.com/901816.html›. Elusis. “Don’t Try to Teach Your Internet Grandmother to Suck Eggs: On Anonymity/Pseudonymity.” Elusis 5 Mar. 2009. 18 Oct. 2013 ‹http://elusis.livejournal.com/1891498.html›. Geek Feminism. “Hacker News and Pseudonymity.” Geek Feminism Wiki n.d. 15 Jan. 2014 ‹http://geekfeminism.org/2010/06/10/hacker-news-and-pseudonymity/›. Gilliom, John, and Torin Monahan. SuperVision: An Introduction to the Surveillance Society. Chicago: University of Chicago Press, 2012. Hess, Amanda. “Why Women Aren’t Welcome on the Internet.” Pacific Standard 6 Jan. 2014. 15 Apr. 2014 ‹http://www.psmag.com/navigation/health-and-behavior/women-arent-welcome-internet-72170/›. Masnick, Mike. “What’s in a Name: The Importance of Pseudonymity and the Dangers of Requiring ‘Real Names.’” TechDirt 5 Aug. 2011. 29 Apr. 2014 ‹https://www.techdirt.com/articles/20110805/14103715409/whats-name-importance-pseudonymity-dangers-requiring-real-names.shtml›. Paolucci, Denise. “Real Name Policies: They Just Don’t Work.” Dreamwidth 3 Aug. 2011. 15 Oct. 2013 ‹http://denise.dreamwidth.org/60359.html›. Plant, Sadie. Zeros + Ones: Digital Women and the New Technoculture. New York: Doubleday, 1997. Rheingold, Howard. Smart Mobs: The Next Social Revolution. Cambridge, MA: Basic Books, 2002. Sarkeesian, Anita. “Harassment, Misogyny and Silencing on YouTube.” Feminist Frequency 7 June 2012. 17 Apr. 2014 ‹http://www.feministfrequency.com/2012/06/harassment-misogyny-and-silencing-on-youtube/›. smith, s.e. “The Google+ Nymwars: Where Identity and Capitalism Collide.” Tiger Beatdown 3 Aug. 2011. 18 Oct. 2013 ‹http://tigerbeatdown.com/2011/08/03/the-google-nymwars-where-identity-and-capitalism-collide/›. smith, s.e. “On Blogging, Threats, and Silence.” Tiger Beatdown 11 Oct. 2011. 17 Apr. 2014 ‹http://tigerbeatdown.com/2011/10/11/on-blogging-threats-and-silence/›. Stokely, Sarah. “Why Google Should Allow Anonymous/Pseudonymous Names on Google+.” Sarah Stokely: On Teaching and Participating in Online Media 8 July 2011. 15 Oct. 2013 ‹http://www.sarahstokely.com/blog/2011/07/why-google-should-allow-anonymouspseudonymous-names-on-google/›. “Who Is Harmed by a Real Names Policy?” Geek Feminism Wiki n.d. 15 Oct. 2013 ‹http://geekfeminism.wikia.com/wiki/Who_is_harmed_by_a_%22Real_Names%22_policy%3F›.

Despite soccer being arguably the world's most popular sport, Australia's national soccer competition has consistently failed to attract the prolonged mainstream support that is given to the comparable rugby league, Australian Rules football and rugby union competitions. This is a puzzling situation considering Australia's British lineage, soccer's British origins and the game's pre-eminent international status. Indeed, soccer's lowly position in Australia is paradoxical given the sport's historically dominant status in Britain and Australia's traditional adoption of Anglocentric culture. Most research into the situation has pointed to the sport's inability to shake-off the adverse effects of a lingering connection to post-World War II immigration and certain ethnic communities. Soccer has, in the eyes of many, been unable to access popular culture primarily because it has been viewed by the mainstream as 'foreign' or inherently un-Australian. The sport has clashed with traditional notions of national identity even though, historically, the Australian men's national team has received relatively strong community support. Strangely though, there has been little attention paid to the role the mass media has played in establishing, maintaining and even altering soccer's position in relation to mainstream Australian culture. While some researchers, such as Mosely and Hay, have criticised the media's coverage of violence associated with soccer at the domestic level, there has been no textual analysis of the mass media's role in soccer's marginal position in Australian popular culture. Considering that the mass media is critical to the development, reinforcement and maintenance of culture and has been implicated in shaping entire professional sporting competitions to its own ends, this is an area of considerable scholarly neglect. By undertaking a textual analysis of the mainstream newspaper coverage given to two critical periods in the history of the Australian men's soccer team it becomes clear that there is marked divergence between the media's treatment of internationally-based soccer and domestically-based soccer. This divergence in coverage has contributed to the development of two distinct mediated 'realities' of soccer, which in turn has influenced the game's ambivalent place in mainstream Australian culture. First, the media's control over the news production process has given it the ability to send textual messages that elevate soccer from its traditional cultural exclusion- and establish the national team as part of the historically dominant Anglocentric mainstream culture in Australia. This process has been inextricably linked to the increasing ethnic diversity of Australia's population and the dominant culture's efforts to maintain, despite this emerging plurality, the preeminence of a traditional Australian 'way of life'. Second, the media's messages have helped to maintain the ascendancy of the dominant culture by establishing the characteristics of modern day corporatised sport as the 'normal' expectation for soccer's development in Australia. As a result, soccer's future in Australia is deemed to be limited until it is able to conform fully to the commercialised and professionalised mode of production that defines the sport overseas.