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Education in Oceania continues to reflect the embedded implicit and explicit colonial practices and processes from the past. This paper conceptualises a cultural approach to education and leadership appropriate and relevant to the Republic of the Marshall Islands. As elementary school leaders, we highlight Kanne Lobal, a traditional Marshallese navigation practice based on indigenous language, values and practices. We conceptualise and develop Kanne Lobal in this paper as a framework for understanding the usefulness of our indigenous knowledge in leadership and educational practices within formal education. Through bwebwenato, a method of talk story, our key learnings and reflexivities were captured. We argue that realising the value of Marshallese indigenous knowledge and practices for school leaders requires purposeful training of the ways in which our knowledge can be made useful in our professional educational responsibilities. Drawing from our Marshallese knowledge is an intentional effort to inspire, empower and express what education and leadership partnership means for Marshallese people, as articulated by Marshallese themselves. Introduction As noted in the call for papers within the Waikato Journal of Education (WJE) for this special issue, bodies of knowledge and histories in Oceania have long sustained generations across geographic boundaries to ensure cultural survival. For Marshallese people, we cannot really know ourselves “until we know how we came to be where we are today” (Walsh, Heine, Bigler & Stege, 2012). Jitdam Kapeel is a popular Marshallese concept and ideal associated with inquiring into relationships within the family and community. In a similar way, the practice of relating is about connecting the present and future to the past. Education and leadership partnerships are linked and we look back to the past, our history, to make sense and feel inspired to transform practices that will benefit our people. In this paper and in light of our next generation, we reconnect with our navigation stories to inspire and empower education and leadership. Kanne lobal is part of our navigation stories, a conceptual framework centred on cultural practices, values, and concepts that embrace collective partnerships. Our link to this talanoa vā with others in the special issue is to attempt to make sense of connections given the global COVID-19 context by providing a Marshallese approach to address the physical and relational “distance” between education and leadership partnerships in Oceania. Like the majority of developing small island nations in Oceania, the Republic of the Marshall Islands (RMI) has had its share of educational challenges through colonial legacies of the past which continues to drive education systems in the region (Heine, 2002). The historical administration and education in the RMI is one of colonisation. Successive administrations by the Spanish, German, Japanese, and now the US, has resulted in education and learning that privileges western knowledge and forms of learning. This paper foregrounds understandings of education and learning as told by the voices of elementary school leaders from the RMI. The move to re-think education and leadership from Marshallese perspectives is an act of shifting the focus of bwebwenato or conversations that centres on Marshallese language and worldviews. The concept of jelalokjen was conceptualised as traditional education framed mainly within the community context. In the past, jelalokjen was practiced and transmitted to the younger generation for cultural continuity. During the arrival of colonial administrations into the RMI, jelalokjen was likened to the western notions of education and schooling (Kupferman, 2004). Today, the primary function of jelalokjen, as traditional and formal education, it is for “survival in a hostile [and challenging] environment” (Kupferman, 2004, p. 43). Because western approaches to learning in the RMI have not always resulted in positive outcomes for those engaged within the education system, as school leaders who value our cultural knowledge and practices, and aspire to maintain our language with the next generation, we turn to Kanne Lobal, a practice embedded in our navigation stories, collective aspirations, and leadership. The significance in the development of Kanne Lobal, as an appropriate framework for education and leadership, resulted in us coming together and working together. Not only were we able to share our leadership concerns, however, the engagement strengthened our connections with each other as school leaders, our communities, and the Public Schooling System (PSS). Prior to that, many of us were in competition for resources. Educational Leadership: IQBE and GCSL Leadership is a valued practice in the RMI. Before the IQBE programme started in 2018, the majority of the school leaders on the main island of Majuro had not engaged in collaborative partnerships with each other before. Our main educational purpose was to achieve accreditation from the Western Association of Schools and Colleges (WASC), an accreditation commission for schools in the United States. The WASC accreditation dictated our work and relationships and many school leaders on Majuro felt the pressure of competition against each other. We, the authors in this paper, share our collective bwebwenato, highlighting our school leadership experiences and how we gained strength from our own ancestral knowledge to empower “us”, to collaborate with each other, our teachers, communities, as well as with PSS; a collaborative partnership we had not realised in the past. The paucity of literature that captures Kajin Majol (Marshallese language) and education in general in the RMI is what we intend to fill by sharing our reflections and experiences. To move our educational practices forward we highlight Kanne Lobal, a cultural approach that focuses on our strengths, collective social responsibilities and wellbeing. For a long time, there was no formal training in place for elementary school leaders. School principals and vice principals were appointed primarily on their academic merit through having an undergraduate qualification. As part of the first cohort of fifteen school leaders, we engaged in the professional training programme, the Graduate Certificate in School Leadership (GCSL), refitted to our context after its initial development in the Solomon Islands. GCSL was coordinated by the Institute of Education (IOE) at the University of the South Pacific (USP). GCSL was seen as a relevant and appropriate training programme for school leaders in the RMI as part of an Asia Development Bank (ADB) funded programme which aimed at “Improving Quality Basic Education” (IQBE) in parts of the northern Pacific. GCSL was managed on Majuro, RMI’s main island, by the director at the time Dr Irene Taafaki, coordinator Yolanda McKay, and administrators at the University of the South Pacific’s (USP) RMI campus. Through the provision of GCSL, as school leaders we were encouraged to re-think and draw-from our own cultural repository and connect to our ancestral knowledge that have always provided strength for us. This kind of thinking and practice was encouraged by our educational leaders (Heine, 2002). We argue that a culturally-affirming and culturally-contextual framework that reflects the lived experiences of Marshallese people is much needed and enables the disruption of inherent colonial processes left behind by Western and Eastern administrations which have influenced our education system in the RMI (Heine, 2002). Kanne Lobal, an approach utilising a traditional navigation has warranted its need to provide solutions for today’s educational challenges for us in the RMI. Education in the Pacific Education in the Pacific cannot be understood without contextualising it in its history and culture. It is the same for us in the RMI (Heine, 2002; Walsh et al., 2012). The RMI is located in the Pacific Ocean and is part of Micronesia. It was named after a British captain, John Marshall in the 1700s. The atolls in the RMI were explored by the Spanish in the 16th century. Germany unsuccessfully attempted to colonize the islands in 1885. Japan took control in 1914, but after several battles during World War II, the US seized the RMI from them. In 1947, the United Nations made the island group, along with the Mariana and Caroline archipelagos, a U.S. trust territory (Walsh et al, 2012). Education in the RMI reflects the colonial administrations of Germany, Japan, and now the US. Before the turn of the century, formal education in the Pacific reflected western values, practices, and standards. Prior to that, education was informal and not binded to formal learning institutions (Thaman, 1997) and oral traditions was used as the medium for transmitting learning about customs and practices living with parents, grandparents, great grandparents. As alluded to by Jiba B. Kabua (2004), any “discussion about education is necessarily a discussion of culture, and any policy on education is also a policy of culture” (p. 181). It is impossible to promote one without the other, and it is not logical to understand one without the other. Re-thinking how education should look like, the pedagogical strategies that are relevant in our classrooms, the ways to engage with our parents and communities - such re-thinking sits within our cultural approaches and frameworks. Our collective attempts to provide a cultural framework that is relevant and appropriate for education in our context, sits within the political endeavour to decolonize. This means that what we are providing will not only be useful, but it can be used as a tool to question and identify whether things in place restrict and prevent our culture or whether they promote and foreground cultural ideas and concepts, a significant discussion of culture linked to education (Kabua, 2004). Donor funded development aid programmes were provided to support the challenges within education systems. Concerned with the persistent low educational outcomes of Pacific students, despite the prevalence of aid programmes in the region, in 2000 Pacific educators and leaders with support from New Zealand Aid (NZ Aid) decided to intervene (Heine, 2002; Taufe’ulungaki, 2014). In April 2001, a group of Pacific educators and leaders across the region were invited to a colloquium funded by the New Zealand Overseas Development Agency held in Suva Fiji at the University of the South Pacific. The main purpose of the colloquium was to enable “Pacific educators to re-think the values, assumptions and beliefs underlying [formal] schooling in Oceania” (Benson, 2002). Leadership, in general, is a valued practice in the RMI (Heine, 2002). Despite education leadership being identified as a significant factor in school improvement (Sanga & Chu, 2009), the limited formal training opportunities of school principals in the region was a persistent concern. As part of an Asia Development Bank (ADB) funded project, the Improve Quality Basic Education (IQBE) intervention was developed and implemented in the RMI in 2017. Mentoring is a process associated with the continuity and sustainability of leadership knowledge and practices (Sanga & Chu, 2009). It is a key aspect of building capacity and capabilities within human resources in education (ibid). Indigenous knowledges and education research According to Hilda Heine, the relationship between education and leadership is about understanding Marshallese history and culture (cited in Walsh et al., 2012). It is about sharing indigenous knowledge and histories that “details for future generations a story of survival and resilience and the pride we possess as a people” (Heine, cited in Walsh et al., 2012, p. v). This paper is fuelled by postcolonial aspirations yet is grounded in Pacific indigenous research. This means that our intentions are driven by postcolonial pursuits and discourses linked to challenging the colonial systems and schooling in the Pacific region that privileges western knowledge and learning and marginalises the education practices and processes of local people (Thiong’o, 1986). A point of difference and orientation from postcolonialism is a desire to foreground indigenous Pacific language, specifically Majin Majol, through Marshallese concepts. Our collective bwebwenato and conversation honours and values kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness) (Taafaki & Fowler, 2019). Pacific leaders developed the Rethinking Pacific Education Initiative for and by Pacific People (RPEIPP) in 2002 to take control of the ways in which education research was conducted by donor funded organisations (Taufe’ulungaki, 2014). Our former president, Dr Hilda Heine was part of the group of leaders who sought to counter the ways in which our educational and leadership stories were controlled and told by non-Marshallese (Heine, 2002). As a former minister of education in the RMI, Hilda Heine continues to inspire and encourage the next generation of educators, school leaders, and researchers to re-think and de-construct the way learning and education is conceptualised for Marshallese people. The conceptualisation of Kanne Lobal acknowledges its origin, grounded in Marshallese navigation knowledge and practice. Our decision to unpack and deconstruct Kanne Lobal within the context of formal education and leadership responds to the need to not only draw from indigenous Marshallese ideas and practice but to consider that the next generation will continue to be educated using western processes and initiatives particularly from the US where we get a lot of our funding from. According to indigenous researchers Dawn Bessarab and Bridget Ng’andu (2010), doing research that considers “culturally appropriate processes to engage with indigenous groups and individuals is particularly pertinent in today’s research environment” (p. 37). Pacific indigenous educators and researchers have turned to their own ancestral knowledge and practices for inspiration and empowerment. Within western research contexts, the often stringent ideals and processes are not always encouraging of indigenous methods and practices. However, many were able to ground and articulate their use of indigenous methods as being relevant and appropriate to capturing the realities of their communities (Nabobo-Baba, 2008; Sualii-Sauni & Fulu-Aiolupotea, 2014; Thaman, 1997). At the same time, utilising Pacific indigenous methods and approaches enabled research engagement with their communities that honoured and respected them and their communities. For example, Tongan, Samoan, and Fijian researchers used the talanoa method as a way to capture the stories, lived realities, and worldviews of their communities within education in the diaspora (Fa’avae, Jones, & Manu’atu, 2016; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014; Vaioleti, 2005). Tok stori was used by Solomon Islander educators and school leaders to highlight the unique circles of conversational practice and storytelling that leads to more positive engagement with their community members, capturing rich and meaningful narratives as a result (Sanga & Houma, 2004). The Indigenous Aborigine in Australia utilise yarning as a “relaxed discussion through which both the researcher and participant journey together visiting places and topics of interest relevant” (Bessarab & Ng’andu, 2010, p. 38). Despite the diverse forms of discussions and storytelling by indigenous peoples, of significance are the cultural protocols, ethics, and language for conducting and guiding the engagement (Bessarab & Ng’andu, 2010; Nabobo-Baba, 2008; Sualii-Sauni & Aiolupotea, 2014). Through the ethics, values, protocols, and language, these are what makes indigenous methods or frameworks unique compared to western methods like in-depth interviews or semi-structured interviews. This is why it is important for us as Marshallese educators to frame, ground, and articulate how our own methods and frameworks of learning could be realised in western education (Heine, 2002; Jetnil-Kijiner, 2014). In this paper, we utilise bwebwenato as an appropriate method linked to “talk story”, capturing our collective stories and experiences during GCSL and how we sought to build partnerships and collaboration with each other, our communities, and the PSS. Bwebwenato and drawing from Kajin Majel Legends and stories that reflect Marshallese society and its cultural values have survived through our oral traditions. The practice of weaving also holds knowledge about our “valuable and earliest sources of knowledge” (Taafaki & Fowler, 2019, p. 2). The skilful navigation of Marshallese wayfarers on the walap (large canoes) in the ocean is testament of their leadership and the value they place on ensuring the survival and continuity of Marshallese people (Taafaki & Fowler, 2019; Walsh et al., 2012). During her graduate study in 2014, Kathy Jetnil-Kijiner conceptualised bwebwenato as being the most “well-known form of Marshallese orality” (p. 38). The Marshallese-English dictionary defined bwebwenato as talk, conversation, story, history, article, episode, lore, myth, or tale (cited in Jetnil Kijiner, 2014). Three years later in 2017, bwebwenato was utilised in a doctoral project by Natalie Nimmer as a research method to gather “talk stories” about the experiences of 10 Marshallese experts in knowledge and skills ranging from sewing to linguistics, canoe-making and business. Our collective bwebwenato in this paper centres on Marshallese ideas and language. The philosophy of Marshallese knowledge is rooted in our “Kajin Majel”, or Marshallese language and is shared and transmitted through our oral traditions. For instance, through our historical stories and myths. Marshallese philosophy, that is, the knowledge systems inherent in our beliefs, values, customs, and practices are shared. They are inherently relational, meaning that knowledge systems and philosophies within our world are connected, in mind, body, and spirit (Jetnil-Kijiner, 2014; Nimmer, 2017). Although some Marshallese believe that our knowledge is disappearing as more and more elders pass away, it is therefore important work together, and learn from each other about the knowledges shared not only by the living but through their lamentations and stories of those who are no longer with us (Jetnil-Kijiner, 2014). As a Marshallese practice, weaving has been passed-down from generation to generation. Although the art of weaving is no longer as common as it used to be, the artefacts such as the “jaki-ed” (clothing mats) continue to embody significant Marshallese values and traditions. For our weavers, the jouj (check spelling) is the centre of the mat and it is where the weaving starts. When the jouj is correct and weaved well, the remainder and every other part of the mat will be right. The jouj is symbolic of the “heart” and if the heart is prepared well, trained well, then life or all other parts of the body will be well (Taafaki & Fowler, 2019). In that light, we have applied the same to this paper. Conceptualising and drawing from cultural practices that are close and dear to our hearts embodies a significant ontological attempt to prioritize our own knowledge and language, a sense of endearment to who we are and what we believe education to be like for us and the next generation. The application of the phrase “Majolizing '' was used by the Ministry of Education when Hilda Heine was minister, to weave cultural ideas and language into the way that teachers understand the curriculum, develop lesson plans and execute them in the classroom. Despite this, there were still concerns with the embedded colonized practices where teachers defaulted to eurocentric methods of doing things, like the strategies provided in the textbooks given to us. In some ways, our education was slow to adjust to the “Majolizing '' intention by our former minister. In this paper, we provide Kanne Lobal as a way to contribute to the “Majolizing intention” and perhaps speed up yet still be collectively responsible to all involved in education. Kajin Wa and Kanne Lobal “Wa” is the Marshallese concept for canoe. Kajin wa, as in canoe language, has a lot of symbolic meaning linked to deeply-held Marshallese values and practices. The canoe was the foundational practice that supported the livelihood of harsh atoll island living which reflects the Marshallese social world. The experts of Kajin wa often refer to “wa” as being the vessel of life, a means and source of sustaining life (Kelen, 2009, cited in Miller, 2010). “Jouj” means kindness and is the lower part of the main hull of the canoe. It is often referred to by some canoe builders in the RMI as the heart of the canoe and is linked to love. The jouj is one of the first parts of the canoe that is built and is “used to do all other measurements, and then the rest of the canoe is built on top of it” (Miller, 2010, p. 67). The significance of the jouj is that when the canoe is in the water, the jouj is the part of the hull that is underwater and ensures that all the cargo and passengers are safe. For Marshallese, jouj or kindness is what living is about and is associated with selflessly carrying the responsibility of keeping the family and community safe. The parts of the canoe reflect Marshallese culture, legend, family, lineage, and kinship. They embody social responsibilities that guide, direct, and sustain Marshallese families’ wellbeing, from atoll to atoll. For example, the rojak (boom), rojak maan (upper boom), rojak kōrā (lower boom), and they support the edges of the ujelā/ujele (sail) (see figure 1). The literal meaning of rojak maan is male boom and rojak kōrā means female boom which together strengthens the sail and ensures the canoe propels forward in a strong yet safe way. Figuratively, the rojak maan and rojak kōrā symbolise the mother and father relationship which when strong, through the jouj (kindness and love), it can strengthen families and sustain them into the future. Figure 1. Parts of the canoe Source: https://www.canoesmarshallislands.com/2014/09/names-of-canoe-parts/ From a socio-cultural, communal, and leadership view, the canoe (wa) provides understanding of the relationships required to inspire and sustain Marshallese peoples’ education and learning. We draw from Kajin wa because they provide cultural ideas and practices that enable understanding of education and leadership necessary for sustaining Marshallese people and realities in Oceania. When building a canoe, the women are tasked with the weaving of the ujelā/ujele (sail) and to ensure that it is strong enough to withstand long journeys and the fierce winds and waters of the ocean. The Kanne Lobal relates to the front part of the ujelā/ujele (sail) where the rojak maan and rojak kōrā meet and connect (see the red lines in figure 1). Kanne Lobal is linked to the strategic use of the ujelā/ujele by navigators, when there is no wind north wind to propel them forward, to find ways to capture the winds so that their journey can continue. As a proverbial saying, Kanne Lobal is used to ignite thinking and inspire and transform practice particularly when the journey is rough and tough. In this paper we draw from Kanne Lobal to ignite, inspire, and transform our educational and leadership practices, a move to explore what has always been meaningful to Marshallese people when we are faced with challenges. The Kanne Lobal utilises our language, and cultural practices and values by sourcing from the concepts of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). A key Marshallese proverb, “Enra bwe jen lale rara”, is the cultural practice where families enact compassion through the sharing of food in all occurrences. The term “enra” is a small basket weaved from the coconut leaves, and often used by Marshallese as a plate to share and distribute food amongst each other. Bwe-jen-lale-rara is about noticing and providing for the needs of others, and “enra” the basket will help support and provide for all that are in need. “Enra-bwe-jen-lale-rara” is symbolic of cultural exchange and reciprocity and the cultural values associated with building and maintaining relationships, and constantly honouring each other. As a Marshallese practice, in this article we share our understanding and knowledge about the challenges as well as possible solutions for education concerns in our nation. In addition, we highlight another proverb, “wa kuk wa jimor”, which relates to having one canoe, and despite its capacity to feed and provide for the individual, but within the canoe all people can benefit from what it can provide. In the same way, we provide in this paper a cultural framework that will enable all educators to benefit from. It is a framework that is far-reaching and relevant to the lived realities of Marshallese people today. Kumit relates to people united to build strength, all co-operating and working together, living in peace, harmony, and good health. Kanne Lobal: conceptual framework for education and leadership An education framework is a conceptual structure that can be used to capture ideas and thinking related to aspects of learning. Kanne Lobal is conceptualised and framed in this paper as an educational framework. Kanne Lobal highlights the significance of education as a collective partnership whereby leadership is an important aspect. Kanne Lobal draws-from indigenous Marshallese concepts like kautiej (respect), jouj eo mour eo (reciprocity), and jouj (kindness, heart). The role of a leader, including an education leader, is to prioritise collective learning and partnerships that benefits Marshallese people and the continuity and survival of the next generation (Heine, 2002; Thaman, 1995). As described by Ejnar Aerōk, an expert canoe builder in the RMI, he stated: “jerbal ippān doon bwe en maron maan wa e” (cited in Miller, 2010, p. 69). His description emphasises the significance of partnerships and working together when navigating and journeying together in order to move the canoe forward. The kubaak, the outrigger of the wa (canoe) is about “partnerships”. For us as elementary school leaders on Majuro, kubaak encourages us to value collaborative partnerships with each other as well as our communities, PSS, and other stakeholders. Partnerships is an important part of the Kanne Lobal education and leadership framework. It requires ongoing bwebwenato – the inspiring as well as confronting and challenging conversations that should be mediated and negotiated if we and our education stakeholders are to journey together to ensure that the educational services we provide benefits our next generation of young people in the RMI. Navigating ahead the partnerships, mediation, and negotiation are the core values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity). As an organic conceptual framework grounded in indigenous values, inspired through our lived experiences, Kanne Lobal provides ideas and concepts for re-thinking education and leadership practices that are conducive to learning and teaching in the schooling context in the RMI. By no means does it provide the solution to the education ills in our nation. However, we argue that Kanne Lobal is a more relevant approach which is much needed for the negatively stigmatised system as a consequence of the various colonial administrations that have and continue to shape and reframe our ideas about what education should be like for us in the RMI. Moreover, Kannel Lobal is our attempt to decolonize the framing of education and leadership, moving our bwebwenato to re-framing conversations of teaching and learning so that our cultural knowledge and values are foregrounded, appreciated, and realised within our education system. Bwebwenato: sharing our stories In this section, we use bwebwenato as a method of gathering and capturing our stories as data. Below we capture our stories and ongoing conversations about the richness in Marshallese cultural knowledge in the outer islands and on Majuro and the potentialities in Kanne Lobal. Danny Jim When I was in third grade (9-10 years of age), during my grandfather’s speech in Arno, an atoll near Majuro, during a time when a wa (canoe) was being blessed and ready to put the canoe into the ocean. My grandfather told me the canoe was a blessing for the family. “Without a canoe, a family cannot provide for them”, he said. The canoe allows for travelling between places to gather food and other sources to provide for the family. My grandfather’s stories about people’s roles within the canoe reminded me that everyone within the family has a responsibility to each other. Our women, mothers and daughters too have a significant responsibility in the journey, in fact, they hold us, care for us, and given strength to their husbands, brothers, and sons. The wise man or elder sits in the middle of the canoe, directing the young man who help to steer. The young man, he does all the work, directed by the older man. They take advice and seek the wisdom of the elder. In front of the canoe, a young boy is placed there and because of his strong and youthful vision, he is able to help the elder as well as the young man on the canoe. The story can be linked to the roles that school leaders, teachers, and students have in schooling. Without each person knowing intricately their role and responsibility, the sight and vision ahead for the collective aspirations of the school and the community is difficult to comprehend. For me, the canoe is symbolic of our educational journey within our education system. As the school leader, a central, trusted, and respected figure in the school, they provide support for teachers who are at the helm, pedagogically striving to provide for their students. For without strong direction from the school leaders and teachers at the helm, the students, like the young boy, cannot foresee their futures, or envisage how education can benefit them. This is why Kanne Lobal is a significant framework for us in the Marshall Islands because within the practice we are able to take heed and empower each other so that all benefit from the process. Kanne Lobal is linked to our culture, an essential part of who we are. We must rely on our own local approaches, rather than relying on others that are not relevant to what we know and how we live in today’s society. One of the things I can tell is that in Majuro, compared to the outer islands, it’s different. In the outer islands, parents bring children together and tell them legends and stories. The elders tell them about the legends and stories – the bwebwenato. Children from outer islands know a lot more about Marshallese legends compared to children from the Majuro atoll. They usually stay close to their parents, observe how to prepare food and all types of Marshallese skills. Loretta Joseph Case There is little Western influence in the outer islands. They grow up learning their own culture with their parents, not having tv. They are closely knit, making their own food, learning to weave. They use fire for cooking food. They are more connected because there are few of them, doing their own culture. For example, if they’re building a house, the ladies will come together and make food to take to the males that are building the house, encouraging them to keep on working - “jemjem maal” (sharpening tools i.e. axe, like encouraging workers to empower them). It’s when they bring food and entertainment. Rubon Rubon Togetherness, work together, sharing of food, these are important practices as a school leader. Jemjem maal – the whole village works together, men working and the women encourage them with food and entertainment. All the young children are involved in all of the cultural practices, cultural transmission is consistently part of their everyday life. These are stronger in the outer islands. Kanne Lobal has the potential to provide solutions using our own knowledge and practices. Connie Joel When new teachers become a teacher, they learn more about their culture in teaching. Teaching raises the question, who are we? A popular saying amongst our people, “Aelon kein ad ej aelon in manit”, means that “Our islands are cultural islands”. Therefore, when we are teaching, and managing the school, we must do this culturally. When we live and breathe, we must do this culturally. There is more socialising with family and extended family. Respect the elderly. When they’re doing things the ladies all get together, in groups and do it. Cut the breadfruit, and preserve the breadfruit and pandanus. They come together and do it. Same as fishing, building houses, building canoes. They use and speak the language often spoken by the older people. There are words that people in the outer islands use and understand language regularly applied by the elderly. Respect elderly and leaders more i.e., chiefs (iroj), commoners (alap), and the workers on the land (ri-jerbal) (social layer under the commoners). All the kids, they gather with their families, and go and visit the chiefs and alap, and take gifts from their land, first produce/food from the plantation (eojōk). Tommy Almet The people are more connected to the culture in the outer islands because they help one another. They don’t have to always buy things by themselves, everyone contributes to the occasion. For instance, for birthdays, boys go fishing, others contribute and all share with everyone. Kanne Lobal is a practice that can bring people together – leaders, teachers, stakeholders. We want our colleagues to keep strong and work together to fix problems like students and teachers’ absenteeism which is a big problem for us in schools. Demetria Malachi The culture in the outer islands are more accessible and exposed to children. In Majuro, there is a mixedness of cultures and knowledges, influenced by Western thinking and practices. Kanne Lobal is an idea that can enhance quality educational purposes for the RMI. We, the school leaders who did GCSL, we want to merge and use this idea because it will help benefit students’ learning and teachers’ teaching. Kanne Lobal will help students to learn and teachers to teach though traditional skills and knowledge. We want to revitalize our ways of life through teaching because it is slowly fading away. Also, we want to have our own Marshallese learning process because it is in our own language making it easier to use and understand. Essentially, we want to proudly use our own ways of teaching from our ancestors showing the appreciation and blessings given to us. Way Forward To think of ways forward is about reflecting on the past and current learnings. Instead of a traditional discussion within a research publication, we have opted to continue our bwebwenato by sharing what we have learnt through the Graduate Certificate in School Leadership (GCSL) programme. Our bwebwenato does not end in this article and this opportunity to collaborate and partner together in this piece of writing has been a meaningful experience to conceptualise and unpack the Kanne Lobal framework. Our collaborative bwebwenato has enabled us to dig deep into our own wise knowledges for guidance through mediating and negotiating the challenges in education and leadership (Sanga & Houma, 2004). For example, bwe-jen-lale-rara reminds us to inquire, pay attention, and focus on supporting the needs of others. Through enra-bwe-jen-lale-rara, it reminds us to value cultural exchange and reciprocity which will strengthen the development and maintaining of relationships based on ways we continue to honour each other (Nimmer, 2017). We not only continue to support each other, but also help mentor the next generation of school leaders within our education system (Heine, 2002). Education and leadership are all about collaborative partnerships (Sanga & Chu, 2009; Thaman, 1997). Developing partnerships through the GCSL was useful learning for us. It encouraged us to work together, share knowledge, respect each other, and be kind. The values of jouj (kindness, love), kautiej (respect), and jouj eo mour eo (reciprocity) are meaningful in being and becoming and educational leader in the RMI (Jetnil-Kijiner, 2014; Miller, 2010; Nimmer, 2017). These values are meaningful for us practice particularly given the drive by PSS for schools to become accredited. The workshops and meetings delivered during the GCSL in the RMI from 2018 to 2019 about Kanne Lobal has given us strength to share our stories and experiences from the meeting with the stakeholders. But before we met with the stakeholders, we were encouraged to share and speak in our language within our courses: EDP05 (Professional Development and Learning), EDP06 (School Leadership), EDP07 (School Management), EDP08 (Teaching and Learning), and EDP09 (Community Partnerships). In groups, we shared our presentations with our peers, the 15 school leaders in the GCSL programme. We also invited USP RMI staff. They liked the way we presented Kannel Lobal. They provided us with feedback, for example: how the use of the sail on the canoe, the parts and their functions can be conceptualised in education and how they are related to the way that we teach our own young people. Engaging stakeholders in the conceptualisation and design stages of Kanne Lobal strengthened our understanding of leadership and collaborative partnerships. Based on various meetings with the RMI Pacific Resources for Education and Learning (PREL) team, PSS general assembly, teachers from the outer islands, and the PSS executive committee, we were able to share and receive feedback on the Kanne Lobal framework. The coordinators of the PREL programme in the RMI were excited by the possibilities around using Kanne Lobal, as a way to teach culture in an inspirational way to Marshallese students. Our Marshallese knowledge, particularly through the proverbial meaning of Kanne Lobal provided so much inspiration and insight for the groups during the presentation which gave us hope and confidence to develop the framework. Kanne Lobal is an organic and indigenous approach, grounded in Marshallese ways of doing things (Heine, 2002; Taafaki & Fowler, 2019). Given the persistent presence of colonial processes within the education system and the constant reference to practices and initiatives from the US, Kanne Lobal for us provides a refreshing yet fulfilling experience and makes us feel warm inside because it is something that belongs to all Marshallese people. Conclusion Marshallese indigenous knowledge and practices provide meaningful educational and leadership understanding and learnings. They ignite, inspire, and transform thinking and practice. The Kanne Lobal conceptual framework emphasises key concepts and values necessary for collaborative partnerships within education and leadership practices in the RMI. The bwebwenato or talk stories have been insightful and have highlighted the strengths and benefits that our Marshallese ideas and practices possess when looking for appropriate and relevant ways to understand education and leadership. Acknowledgements We want to acknowledge our GCSL cohort of school leaders who have supported us in the development of Kanne Lobal as a conceptual framework. A huge kommol tata to our friends: Joana, Rosana, Loretta, Jellan, Alvin, Ellice, Rolando, Stephen, and Alan. References Benson, C. (2002). Preface. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (p. iv). Suva, Fiji: University of the South Pacific, Institute of Education. Bessarab, D., Ng’andu, B. (2010). Yarning about yarning as a legitimate method in indigenous research. International Journal of Critical Indigenous Studies, 3(1), 37-50. Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa - talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An Indigenous Journal of Indigenous Peoples,12(2),138-150. Heine, H. C. (2002). A Marshall Islands perspective. In F. Pene, A. M. Taufe’ulungaki, & C. Benson (Eds.), Tree of Opportunity: re-thinking Pacific Education (pp. 84 – 90). Suva, Fiji: University of the South Pacific, Institute of Education. Infoplease Staff (2017, February 28). Marshall Islands, retrieved from https://www.infoplease.com/world/countries/marshall-islands Jetnil-Kijiner, K. (2014). Iep Jaltok: A history of Marshallese literature. (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Kabua, J. B. (2004). We are the land, the land is us: The moral responsibility of our education and sustainability. In A.L. Loeak, V.C. Kiluwe and L. Crowl (Eds.), Life in the Republic of the Marshall Islands, pp. 180 – 191. Suva, Fiji: University of the South Pacific. Kupferman, D. (2004). Jelalokjen in flux: Pitfalls and prospects of contextualising teacher training programmes in the Marshall Islands. Directions: Journal of Educational Studies, 26(1), 42 – 54. http://directions.usp.ac.fj/collect/direct/index/assoc/D1175062.dir/doc.pdf Miller, R. L. (2010). Wa kuk wa jimor: Outrigger canoes, social change, and modern life in the Marshall Islands (Unpublished masters’ thesis). Honolulu, HW: University of Hawaii. Nabobo-Baba, U. (2008). Decolonising framings in Pacific research: Indigenous Fijian vanua research framework as an organic response. AlterNative: An Indigenous Journal of Indigenous Peoples, 4(2), 141-154. Nimmer, N. E. (2017). Documenting a Marshallese indigenous learning framework (Unpublished doctoral thesis). Honolulu, HW: University of Hawaii. Sanga, K., & Houma, S. (2004). Solomon Islands principalship: Roles perceived, performed, preferred, and expected. Directions: Journal of Educational Studies, 26(1), 55-69. Sanga, K., & Chu, C. (2009). Introduction. In K. Sanga & C. Chu (Eds.), Living and Leaving a Legacy of Hope: Stories by New Generation Pacific Leaders (pp. 10-12). NZ: He Parekereke & Victoria University of Wellington. Suaalii-Sauni, T., & Fulu-Aiolupotea, S. M. (2014). Decolonising Pacific research, building Pacific research communities, and developing Pacific research tools: The case of the talanoa and the faafaletui in Samoa. Asia Pacific Viewpoint, 55(3), 331-344. Taafaki, I., & Fowler, M. K. (2019). Clothing mats of the Marshall Islands: The history, the culture, and the weavers. US: Kindle Direct. Taufe’ulungaki, A. M. (2014). Look back to look forward: A reflective Pacific journey. In M. ‘Otunuku, U. Nabobo-Baba, S. Johansson Fua (Eds.), Of Waves, Winds, and Wonderful Things: A Decade of Rethinking Pacific Education (pp. 1-15). Fiji: USP Press. Thaman, K. H. (1995). Concepts of learning, knowledge and wisdom in Tonga, and their relevance to modern education. Prospects, 25(4), 723-733. Thaman, K. H. (1997). Reclaiming a place: Towards a Pacific concept of education for cultural development. The Journal of the Polynesian Society, 106(2), 119-130. Thiong’o, N. W. (1986). Decolonising the mind: The politics of language in African literature. Kenya: East African Educational Publishers. Vaioleti, T. (2006). Talanoa research methodology: A developing position on Pacific research. Waikato Journal of Education, 12, 21-34. Walsh, J. M., Heine, H. C., Bigler, C. M., & Stege, M. (2012). Etto nan raan kein: A Marshall Islands history (First Edition). China: Bess Press.

Connecting I’ve moved house on the weekend, closer to the centre of an Australian capital city. I had recently signed up for broadband, with a major Australian Internet company (my first contact, cf. Turner). Now I am the proud owner of a larger modem than I have ever owned: a white cable modem. I gaze out into our new street: two thick black cables cosseted in silver wire. I am relieved. My new home is located in one of those streets, double-cabled by Telstra and Optus in the data-rush of the mid-1990s. Otherwise, I’d be moth-balling the cable modem, and the thrill of my data percolating down coaxial cable. And it would be off to the computer supermarket to buy an ASDL modem, then to pick a provider, to squeeze some twenty-first century connectivity out of old copper (the phone network our grandparents and great-grandparents built). If I still lived in the country, or the outskirts of the city, or anywhere else more than four kilometres from the phone exchange, and somewhere that cable pay TV will never reach, it would be a dish for me — satellite. Our digital lives are premised upon infrastructure, the networks through which we shape what we do, fashion the meanings of our customs and practices, and exchange signs with others. Infrastructure is not simply the material or the technical (Lamberton), but it is the dense, fibrous knotting together of social visions, cultural resources, individual desires, and connections. No more can one easily discern between ‘society’ and ‘technology’, ‘carriage’ and ‘content’, ‘base’ and ‘superstructure’, or ‘infrastructure’ and ‘applications’ (or ‘services’ or ‘content’). To understand telecommunications in action, or the vectors of fibre, we need to consider the long and heterogeneous list of links among different human and non-human actors — the long networks, to take Bruno Latour’s evocative concept, that confect our broadband networks (Latour). The co-ordinates of our infrastructure still build on a century-long history of telecommunications networks, on the nineteenth-century centrality of telegraphy preceding this, and on the histories of the public and private so inscribed. Yet we are in the midst of a long, slow dismantling of the posts-telegraph-telephone (PTT) model of the monopoly carrier for each nation that dominated the twentieth century, with its deep colonial foundations. Instead our New World Information and Communication Order is not the decolonising UNESCO vision of the late 1970s and early 1980s (MacBride, Maitland). Rather it is the neoliberal, free trade, market access model, its symbol the 1984 US judicial decision to require the break-up of AT&T and the UK legislation in the same year that underpinned the Thatcherite twin move to privatize British Telecom and introduce telecommunications competition. Between 1984 and 1999, 110 telecommunications companies were privatized, and the ‘acquisition of privatized PTOs [public telecommunications operators] by European and American operators does follow colonial lines’ (Winseck 396; see also Mody, Bauer & Straubhaar). The competitive market has now been uneasily installed as the paradigm for convergent communications networks, not least with the World Trade Organisation’s 1994 General Agreement on Trade in Services and Annex on Telecommunications. As the citizen is recast as consumer and customer (Goggin, ‘Citizens and Beyond’), we rethink our cultural and political axioms as well as the axes that orient our understandings in this area. Information might travel close to the speed of light, and we might fantasise about optical fibre to the home (or pillow), but our terrain, our band where the struggle lies today, is narrower than we wish. Begging for broadband, it seems, is a long way from warchalking for WiFi. Policy Circuits The dreary everyday business of getting connected plugs the individual netizen into a tangled mess of policy circuits, as much as tricky network negotiations. Broadband in mid-2003 in Australia is a curious chimera, welded together from a patchwork of technologies, old and newer communications industries, emerging economies and patterns of use. Broadband conjures up grander visions, however, of communication and cultural cornucopia. Broadband is high-speed, high-bandwidth, ‘always-on’, networked communications. People can send and receive video, engage in multimedia exchanges of all sorts, make the most of online education, realise the vision of home-based work and trading, have access to telemedicine, and entertainment. Broadband really entered the lexicon with the mass takeup of the Internet in the early to mid-1990s, and with the debates about something called the ‘information superhighway’. The rise of the Internet, the deregulation of telecommunications, and the involuted convergence of communications and media technologies saw broadband positioned at the centre of policy debates nearly a decade ago. In 1993-1994, Australia had its Broadband Services Expert Group (BSEG), established by the then Labor government. The BSEG was charged with inquiring into ‘issues relating to the delivery of broadband services to homes, schools and businesses’. Stung by criticisms of elite composition (a narrow membership, with only one woman among its twelve members, and no consumer or citizen group representation), the BSEG was prompted into wider public discussion and consultation (Goggin & Newell). The then Bureau of Transport and Communications Economics (BTCE), since transmogrified into the Communications Research Unit of the Department of Communications, Information Technology and the Arts (DCITA), conducted its large-scale Communications Futures Project (BTCE and Luck). The BSEG Final report posed the question starkly: As a society we have choices to make. If we ignore the opportunities we run the risk of being left behind as other countries introduce new services and make themselves more competitive: we will become consumers of other countries’ content, culture and technologies rather than our own. Or we could adopt new technologies at any cost…This report puts forward a different approach, one based on developing a new, user-oriented strategy for communications. The emphasis will be on communication among people... (BSEG v) The BSEG proposed a ‘National Strategy for New Communications Networks’ based on three aspects: education and community access, industry development, and the role of government (BSEG x). Ironically, while the nation, or at least its policy elites, pondered the weighty question of broadband, Australia’s two largest telcos were doing it. The commercial decision of Telstra/Foxtel and Optus Vision, and their various television partners, was to nail their colours (black) to the mast, or rather telegraph pole, and to lay cable in the major capital cities. In fact, they duplicated the infrastructure in cities such as Sydney and Melbourne, then deciding it would not be profitable to cable up even regional centres, let alone small country towns or settlements. As Terry Flew and Christina Spurgeon observe: This wasteful duplication contrasted with many other parts of the country that would never have access to this infrastructure, or to the social and economic benefits that it was perceived to deliver. (Flew & Spurgeon 72) The implications of this decision for Australia’s telecommunications and television were profound, but there was little, if any, public input into this. Then Minister Michael Lee was very proud of his anti-siphoning list of programs, such as national sporting events, that would remain on free-to-air television rather than screen on pay, but was unwilling, or unable, to develop policy on broadband and pay TV cable infrastructure (on the ironies of Australia’s television history, see Given’s masterly account). During this period also, it may be remembered, Australia’s Internet was being passed into private hands, with the tendering out of AARNET (see Spurgeon for discussion). No such national strategy on broadband really emerged in the intervening years, nor has the market provided integrated, accessible broadband services. In 1997, landmark telecommunications legislation was enacted that provided a comprehensive framework for competition in telecommunications, as well as consolidating and extending consumer protection, universal service, customer service standards, and other reforms (CLC). Carrier and reseller competition had commenced in 1991, and the 1997 legislation gave it further impetus. Effective competition is now well established in long distance telephone markets, and in mobiles. Rivalrous competition exists in the market for local-call services, though viable alternatives to Telstra’s dominance are still few (Fels). Broadband too is an area where there is symbolic rivalry rather than effective competition. This is most visible in advertised ADSL offerings in large cities, yet most of the infrastructure for these services is comprised by Telstra’s copper, fixed-line network. Facilities-based duopoly competition exists principally where Telstra/Foxtel and Optus cable networks have been laid, though there are quite a number of ventures underway by regional telcos, power companies, and, most substantial perhaps, the ACT government’s TransACT broadband network. Policymakers and industry have been greatly concerned about what they see as slow takeup of broadband, compared to other countries, and by barriers to broadband competition and access to ‘bottleneck’ facilities (such as Telstra or Optus’s networks) by potential competitors. The government has alternated between trying to talk up broadband benefits and rates of take up and recognising the real difficulties Australia faces as a large country with a relative small and dispersed population. In March 2003, Minister Alston directed the ACCC to implement new monitoring and reporting arrangements on competition in the broadband industry. A key site for discussion of these matters has been the competition policy institution, the Australian Competition and Consumer Commission, and its various inquiries, reports, and considerations (consult ACCC’s telecommunications homepage at http://www.accc.gov.au/telco/fs-telecom.htm). Another key site has been the Productivity Commission (http://www.pc.gov.au), while a third is the National Office on the Information Economy (NOIE - http://www.noie.gov.au/projects/access/access/broadband1.htm). Others have questioned whether even the most perfectly competitive market in broadband will actually provide access to citizens and consumers. A great deal of work on this issue has been undertaken by DCITA, NOIE, the regulators, and industry bodies, not to mention consumer and public interest groups. Since 1997, there have been a number of governmental inquiries undertaken or in progress concerning the takeup of broadband and networked new media (for example, a House of Representatives Wireless Broadband Inquiry), as well as important inquiries into the still most strategically important of Australia’s companies in this area, Telstra. Much of this effort on an ersatz broadband policy has been piecemeal and fragmented. There are fundamental difficulties with the large size of the Australian continent and its harsh terrain, the small size of the Australian market, the number of providers, and the dominant position effectively still held by Telstra, as well as Singtel Optus (Optus’s previous overseas investors included Cable & Wireless and Bell South), and the larger telecommunications and Internet companies (such as Ozemail). Many consumers living in metropolitan Australia still face real difficulties in realising the slogan ‘bandwidth for all’, but the situation in parts of rural Australia is far worse. Satellite ‘broadband’ solutions are available, through Telstra Countrywide or other providers, but these offer limited two-way interactivity. Data can be received at reasonable speeds (though at far lower data rates than how ‘broadband’ used to be defined), but can only be sent at far slower rates (Goggin, Rural Communities Online). The cultural implications of these digital constraints may well be considerable. Computer gamers, for instance, are frustrated by slow return paths. In this light, the final report of the January 2003 Broadband Advisory Group (BAG) is very timely. The BAG report opens with a broadband rhapsody: Broadband communications technologies can deliver substantial economic and social benefits to Australia…As well as producing productivity gains in traditional and new industries, advanced connectivity can enrich community life, particularly in rural and regional areas. It provides the basis for integration of remote communities into national economic, cultural and social life. (BAG 1, 7) Its prescriptions include: Australia will be a world leader in the availability and effective use of broadband...and to capture the economic and social benefits of broadband connectivity...Broadband should be available to all Australians at fair and reasonable prices…Market arrangements should be pro-competitive and encourage investment...The Government should adopt a National Broadband Strategy (BAG 1) And, like its predecessor nine years earlier, the BAG report does make reference to a national broadband strategy aiming to maximise “choice in work and recreation activities available to all Australians independent of location, background, age or interests” (17). However, the idea of a national broadband strategy is not something the BAG really comes to grips with. The final report is keen on encouraging broadband adoption, but not explicit on how barriers to broadband can be addressed. Perhaps this is not surprising given that the membership of the BAG, dominated by representatives of large corporations and senior bureaucrats was even less representative than its BSEG predecessor. Some months after the BAG report, the Federal government did declare a broadband strategy. It did so, intriguingly enough, under the rubric of its response to the Regional Telecommunications Inquiry report (Estens), the second inquiry responsible for reassuring citizens nervous about the full-privatisation of Telstra (the first inquiry being Besley). The government’s grand $142.8 million National Broadband Strategy focusses on the ‘broadband needs of regional Australians, in partnership with all levels of government’ (Alston, ‘National Broadband Strategy’). Among other things, the government claims that the Strategy will result in “improved outcomes in terms of services and prices for regional broadband access; [and] the development of national broadband infrastructure assets.” (Alston, ‘National Broadband Strategy’) At the same time, the government announced an overall response to the Estens Inquiry, with specific safeguards for Telstra’s role in regional communications — a preliminary to the full Telstra sale (Alston, ‘Future Proofing’). Less publicised was the government’s further initiative in indigenous telecommunications, complementing its Telecommunications Action Plan for Remote Indigenous Communities (DCITA). Indigenous people, it can be argued, were never really contemplated as citizens with the ken of the universal service policy taken to underpin the twentieth-century government monopoly PTT project. In Australia during the deregulatory and re-regulatory 1990s, there was a great reluctance on the part of Labor and Coalition Federal governments, Telstra and other industry participants, even to research issues of access to and use of telecommunications by indigenous communicators. Telstra, and to a lesser extent Optus (who had purchased AUSSAT as part of their licence arrangements), shrouded the issue of indigenous communications in mystery that policymakers were very reluctant to uncover, let alone systematically address. Then regulator, the Australian Telecommunications Authority (AUSTEL), had raised grave concerns about indigenous telecommunications access in its 1991 Rural Communications inquiry. However, there was no government consideration of, nor research upon, these issues until Alston commissioned a study in 2001 — the basis for the TAPRIC strategy (DCITA). The elision of indigenous telecommunications from mainstream industry and government policy is all the more puzzling, if one considers the extraordinarily varied and significant experiments by indigenous Australians in telecommunications and Internet (not least in the early work of the Tanami community, made famous in media and cultural studies by the writings of anthropologist Eric Michaels). While the government’s mid-2003 moves on a ‘National Broadband Strategy’ attend to some details of the broadband predicament, they fall well short of an integrated framework that grasps the shortcomings of the neoliberal communications model. The funding offered is a token amount. The view from the seat of government is a glance from the rear-view mirror: taking a snapshot of rural communications in the years 2000-2002 and projecting this tableau into a safety-net ‘future proofing’ for the inevitable turning away of a fully-privately-owned Telstra from its previously universal, ‘carrier of last resort’ responsibilities. In this aetiolated, residualist policy gaze, citizens remain constructed as consumers in a very narrow sense in this incremental, quietist version of state securing of market arrangements. What is missing is any more expansive notion of citizens, their varied needs, expectations, uses, and cultural imaginings of ‘always on’ broadband networks. Hybrid Networks “Most people on earth will eventually have access to networks that are all switched, interactive, and broadband”, wrote Frances Cairncross in 1998. ‘Eventually’ is a very appropriate word to describe the parlous state of broadband technology implementation. Broadband is in a slow state of evolution and invention. The story of broadband so far underscores the predicament for Australian access to bandwidth, when we lack any comprehensive, integrated, effective, and fair policy in communications and information technology. We have only begun to experiment with broadband technologies and understand their evolving uses, cultural forms, and the sense in which they rework us as subjects. Our communications networks are not superhighways, to invoke an enduring artefact from an older technology. Nor any longer are they a single ‘public’ switched telecommunications network, like those presided over by the post-telegraph-telephone monopolies of old. Like roads themselves, or the nascent postal system of the sixteenth century, broadband is a patchwork quilt. The ‘fibre’ of our communications networks is hybrid. To be sure, powerful corporations dominate, like the Tassis or Taxis who served as postmasters to the Habsburg emperors (Briggs & Burke 25). Activating broadband today provides a perspective on the path dependency of technology history, and how we can open up new threads of a communications fabric. Our options for transforming our multitudinous networked lives emerge as much from everyday tactics and strategies as they do from grander schemes and unifying policies. We may care to reflect on the waning potential for nation-building technology, in the wake of globalisation. We no longer gather our imagined community around a Community Telephone Plan as it was called in 1960 (Barr, Moyal, and PMG). Yet we do require national and international strategies to get and stay connected (Barr), ideas and funding that concretely address the wider dimensions of access and use. We do need to debate the respective roles of Telstra, the state, community initiatives, and industry competition in fair telecommunications futures. Networks have global reach and require global and national integration. Here vision, co-ordination, and resources are urgently required for our commonweal and moral fibre. To feel the width of the band we desire, we need to plug into and activate the policy circuits. Thanks to Grayson Cooke, Patrick Lichty, Ned Rossiter, John Pace, and an anonymous reviewer for helpful comments. Works Cited Alston, Richard. ‘ “Future Proofing” Regional Communications.’ Department of Communications, Information Technology and the Arts, Canberra, 2003. 17 July 2003 <http://www.dcita.gov.au/Article/0,,0_1-2_3-4_115485,00.php> —. ‘A National Broadband Strategy.’ Department of Communications, Information Technology and the Arts, Canberra, 2003. 17 July 2003 <http://www.dcita.gov.au/Article/0,,0_1-2_3-4_115486,00.php>. Australian Competition and Consumer Commission (ACCC). Broadband Services Report March 2003. Canberra: ACCC, 2003. 17 July 2003 <http://www.accc.gov.au/telco/fs-telecom.htm>. —. Emerging Market Structures in the Communications Sector. 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MLA Style Goggin, Gerard. "Broadband" M/C: A Journal of Media and Culture< http://www.media-culture.org.au/0308/02-featurebroadband.php>. APA Style Goggin, G. (2003, Aug 26). Broadband. M/C: A Journal of Media and Culture, 6,< http://www.media-culture.org.au/0308/02-featurebroadband.php>

Introduction Crime fiction is one of the world’s most popular genres. Indeed, it has been estimated that as many as one in every three new novels, published in English, is classified within the crime fiction category (Knight xi). These new entrants to the market are forced to jostle for space on bookstore and library shelves with reprints of classic crime novels; such works placed in, often fierce, competition against their contemporaries as well as many of their predecessors. Raymond Chandler, in his well-known essay The Simple Art of Murder, noted Ernest Hemingway’s observation that “the good writer competes only with the dead. The good detective story writer […] competes not only with all the unburied dead but with all the hosts of the living as well” (3). In fact, there are so many examples of crime fiction works that, as early as the 1920s, one of the original ‘Queens of Crime’, Dorothy L. Sayers, complained: It is impossible to keep track of all the detective-stories produced to-day [sic]. Book upon book, magazine upon magazine pour out from the Press, crammed with murders, thefts, arsons, frauds, conspiracies, problems, puzzles, mysteries, thrills, maniacs, crooks, poisoners, forgers, garrotters, police, spies, secret-service men, detectives, until it seems that half the world must be engaged in setting riddles for the other half to solve (95). Twenty years after Sayers wrote on the matter of the vast quantities of crime fiction available, W.H. Auden wrote one of the more famous essays on the genre: The Guilty Vicarage: Notes on the Detective Story, by an Addict. Auden is, perhaps, better known as a poet but his connection to the crime fiction genre is undisputed. As well as his poetic works that reference crime fiction and commentaries on crime fiction, one of Auden’s fellow poets, Cecil Day-Lewis, wrote a series of crime fiction novels under the pseudonym Nicholas Blake: the central protagonist of these novels, Nigel Strangeways, was modelled upon Auden (Scaggs 27). Interestingly, some writers whose names are now synonymous with the genre, such as Edgar Allan Poe and Raymond Chandler, established the link between poetry and crime fiction many years before the publication of The Guilty Vicarage. Edmund Wilson suggested that “reading detective stories is simply a kind of vice that, for silliness and minor harmfulness, ranks somewhere between crossword puzzles and smoking” (395). In the first line of The Guilty Vicarage, Auden supports Wilson’s claim and confesses that: “For me, as for many others, the reading of detective stories is an addiction like tobacco or alcohol” (406). This indicates that the genre is at best a trivial pursuit, at worst a pursuit that is bad for your health and is, increasingly, socially unacceptable, while Auden’s ideas around taste—high and low—are made clear when he declares that “detective stories have nothing to do with works of art” (406). The debates that surround genre and taste are many and varied. The mid-1920s was a point in time which had witnessed crime fiction writers produce some of the finest examples of fiction to ever be published and when readers and publishers were watching, with anticipation, as a new generation of crime fiction writers were readying themselves to enter what would become known as the genre’s Golden Age. At this time, R. Austin Freeman wrote that: By the critic and the professedly literary person the detective story is apt to be dismissed contemptuously as outside the pale of literature, to be conceived of as a type of work produced by half-educated and wholly incompetent writers for consumption by office boys, factory girls, and other persons devoid of culture and literary taste (7). This article responds to Auden’s essay and explores how crime fiction appeals to many different tastes: tastes that are acquired, change over time, are embraced, or kept as guilty secrets. In addition, this article will challenge Auden’s very narrow definition of crime fiction and suggest how Auden’s religious imagery, deployed to explain why many people choose to read crime fiction, can be incorporated into a broader popular discourse on punishment. This latter argument demonstrates that a taste for crime fiction and a taste for justice are inextricably intertwined. Crime Fiction: A Type For Every Taste Cathy Cole has observed that “crime novels are housed in their own section in many bookshops, separated from literary novels much as you’d keep a child with measles away from the rest of the class” (116). Times have changed. So too, have our tastes. Crime fiction, once sequestered in corners, now demands vast tracts of prime real estate in bookstores allowing readers to “make their way to the appropriate shelves, and begin to browse […] sorting through a wide variety of very different types of novels” (Malmgren 115). This is a result of the sheer size of the genre, noted above, as well as the genre’s expanding scope. Indeed, those who worked to re-invent crime fiction in the 1800s could not have envisaged the “taxonomic exuberance” (Derrida 206) of the writers who have defined crime fiction sub-genres, as well as how readers would respond by not only wanting to read crime fiction but also wanting to read many different types of crime fiction tailored to their particular tastes. To understand the demand for this diversity, it is important to reflect upon some of the appeal factors of crime fiction for readers. Many rules have been promulgated for the writers of crime fiction to follow. Ronald Knox produced a set of 10 rules in 1928. These included Rule 3 “Not more than one secret room or passage is allowable”, and Rule 10 “Twin brothers, and doubles generally, must not appear unless we have been duly prepared for them” (194–6). In the same year, S.S. Van Dine produced another list of 20 rules, which included Rule 3 “There must be no love interest: The business in hand is to bring a criminal to the bar of justice, not to bring a lovelorn couple to the hymeneal altar”, and Rule 7 “There simply must be a corpse in a detective novel, and the deader the corpse the better” (189–93). Some of these directives have been deliberately ignored or have become out-of-date over time while others continue to be followed in contemporary crime writing practice. In sharp contrast, there are no rules for reading this genre. Individuals are, generally, free to choose what, where, when, why, and how they read crime fiction. There are, however, different appeal factors for readers. The most common of these appeal factors, often described as doorways, are story, setting, character, and language. As the following passage explains: The story doorway beckons those who enjoy reading to find out what happens next. The setting doorway opens widest for readers who enjoy being immersed in an evocation of place or time. The doorway of character is for readers who enjoy looking at the world through others’ eyes. Readers who most appreciate skilful writing enter through the doorway of language (Wyatt online). These doorways draw readers to the crime fiction genre. There are stories that allow us to easily predict what will come next or make us hold our breath until the very last page, the books that we will cheerfully lend to a family member or a friend and those that we keep close to hand to re-read again and again. There are settings as diverse as country manors, exotic locations, and familiar city streets, places we have been and others that we might want to explore. There are characters such as the accidental sleuth, the hardboiled detective, and the refined police officer, amongst many others, the men and women—complete with idiosyncrasies and flaws—who we have grown to admire and trust. There is also the language that all writers, regardless of genre, depend upon to tell their tales. In crime fiction, even the most basic task of describing where the murder victim was found can range from words that convey the genteel—“The room of the tragedy” (Christie 62)—to the absurd: “There it was, jammed between a pallet load of best export boneless beef and half a tonne of spring lamb” (Maloney 1). These appeal factors indicate why readers might choose crime fiction over another genre, or choose one type of crime fiction over another. Yet such factors fail to explain what crime fiction is or adequately answer why the genre is devoured in such vast quantities. Firstly, crime fiction stories are those in which there is the committing of a crime, or at least the suspicion of a crime (Cole), and the story that unfolds revolves around the efforts of an amateur or professional detective to solve that crime (Scaggs). Secondly, crime fiction offers the reassurance of resolution, a guarantee that from “previous experience and from certain cultural conventions associated with this genre that ultimately the mystery will be fully explained” (Zunshine 122). For Auden, the definition of the crime novel was quite specific, and he argued that referring to the genre by “the vulgar definition, ‘a Whodunit’ is correct” (407). Auden went on to offer a basic formula stating that: “a murder occurs; many are suspected; all but one suspect, who is the murderer, are eliminated; the murderer is arrested or dies” (407). The idea of a formula is certainly a useful one, particularly when production demands—in terms of both quality and quantity—are so high, because the formula facilitates creators in the “rapid and efficient production of new works” (Cawelti 9). For contemporary crime fiction readers, the doorways to reading, discussed briefly above, have been cast wide open. Stories relying upon the basic crime fiction formula as a foundation can be gothic tales, clue puzzles, forensic procedurals, spy thrillers, hardboiled narratives, or violent crime narratives, amongst many others. The settings can be quiet villages or busy metropolises, landscapes that readers actually inhabit or that provide a form of affordable tourism. These stories can be set in the past, the here and now, or the future. Characters can range from Edgar Allan Poe’s C. Auguste Dupin to Dashiell Hammett’s Sam Spade, from Agatha Christie’s Miss Jane Marple to Kerry Greenwood’s Honourable Phryne Fisher. Similarly, language can come in numerous styles from the direct (even rough) words of Carter Brown to the literary prose of Peter Temple. Anything is possible, meaning everything is available to readers. For Auden—although he required a crime to be committed and expected that crime to be resolved—these doorways were only slightly ajar. For him, the story had to be a Whodunit; the setting had to be rural England, though a college setting was also considered suitable; the characters had to be “eccentric (aesthetically interesting individuals) and good (instinctively ethical)” and there needed to be a “completely satisfactory detective” (Sherlock Holmes, Inspector French, and Father Brown were identified as “satisfactory”); and the language descriptive and detailed (406, 409, 408). To illustrate this point, Auden’s concept of crime fiction has been plotted on a taxonomy, below, that traces the genre’s main developments over a period of three centuries. As can be seen, much of what is, today, taken for granted as being classified as crime fiction is completely excluded from Auden’s ideal. Figure 1: Taxonomy of Crime Fiction (Adapted from Franks, Murder 136) Crime Fiction: A Personal Journey I discovered crime fiction the summer before I started high school when I saw the film version of The Big Sleep starring Humphrey Bogart and Lauren Bacall. A few days after I had seen the film I started reading the Raymond Chandler novel of the same title, featuring his famous detective Philip Marlowe, and was transfixed by the second paragraph: The main hallway of the Sternwood place was two stories high. Over the entrance doors, which would have let in a troop of Indian elephants, there was a broad stained-glass panel showing a knight in dark armour rescuing a lady who was tied to a tree and didn’t have any clothes on but some very long and convenient hair. The knight had pushed the visor of his helmet back to be sociable, and he was fiddling with the knots on the ropes that tied the lady to the tree and not getting anywhere. I stood there and thought that if I lived in the house, I would sooner or later have to climb up there and help him. He didn’t seem to be really trying (9). John Scaggs has written that this passage indicates Marlowe is an idealised figure, a knight of romance rewritten onto the mean streets of mid-20th century Los Angeles (62); a relocation Susan Roland calls a “secular form of the divinely sanctioned knight errant on a quest for metaphysical justice” (139): my kind of guy. Like many young people I looked for adventure and escape in books, a search that was realised with Raymond Chandler and his contemporaries. On the escapism scale, these men with their stories of tough-talking detectives taking on murderers and other criminals, law enforcement officers, and the occasional femme fatale, were certainly a sharp upgrade from C.S. Lewis and the Chronicles of Narnia. After reading the works written by the pioneers of the hardboiled and roman noir traditions, I looked to other American authors such as Edgar Allan Poe who, in the mid-1800s, became the father of the modern detective story, and Thorne Smith who, in the 1920s and 1930s, produced magical realist tales with characters who often chose to dabble on the wrong side of the law. This led me to the works of British crime writers including Arthur Conan Doyle, Agatha Christie, and Dorothy L. Sayers. My personal library then became dominated by Australian writers of crime fiction, from the stories of bushrangers and convicts of the Colonial era to contemporary tales of police and private investigators. There have been various attempts to “improve” or “refine” my tastes: to convince me that serious literature is real reading and frivolous fiction is merely a distraction. Certainly, the reading of those novels, often described as classics, provide perfect combinations of beauty and brilliance. Their narratives, however, do not often result in satisfactory endings. This routinely frustrates me because, while I understand the philosophical frameworks that many writers operate within, I believe the characters of such works are too often treated unfairly in the final pages. For example, at the end of Ernest Hemingway’s A Farewell to Arms, Frederick Henry “left the hospital and walked back to the hotel in the rain” after his son is stillborn and “Mrs Henry” becomes “very ill” and dies (292–93). Another example can be found on the last page of George Orwell’s Nineteen Eighty-Four when Winston Smith “gazed up at the enormous face” and he realised that he “loved Big Brother” (311). Endings such as these provide a space for reflection about the world around us but rarely spark an immediate response of how great that world is to live in (Franks Motive). The subject matter of crime fiction does not easily facilitate fairy-tale finishes, yet, people continue to read the genre because, generally, the concluding chapter will show that justice, of some form, will be done. Punishment will be meted out to the ‘bad characters’ that have broken society’s moral or legal laws; the ‘good characters’ may experience hardships and may suffer but they will, generally, prevail. Crime Fiction: A Taste For Justice Superimposed upon Auden’s parameters around crime fiction, are his ideas of the law in the real world and how such laws are interwoven with the Christian-based system of ethics. This can be seen in Auden’s listing of three classes of crime: “(a) offenses against God and one’s neighbor or neighbors; (b) offenses against God and society; (c) offenses against God” (407). Murder, in Auden’s opinion, is a class (b) offense: for the crime fiction novel, the society reflected within the story should be one in “a state of grace, i.e., a society where there is no need of the law, no contradiction between the aesthetic individual and the ethical universal, and where murder, therefore, is the unheard-of act which precipitates a crisis” (408). Additionally, in the crime novel “as in its mirror image, the Quest for the Grail, maps (the ritual of space) and timetables (the ritual of time) are desirable. Nature should reflect its human inhabitants, i.e., it should be the Great Good Place; for the more Eden-like it is, the greater the contradiction of murder” (408). Thus, as Charles J. Rzepka notes, “according to W.H. Auden, the ‘classical’ English detective story typically re-enacts rites of scapegoating and expulsion that affirm the innocence of a community of good people supposedly ignorant of evil” (12). This premise—of good versus evil—supports Auden’s claim that the punishment of wrongdoers, particularly those who claim the “right to be omnipotent” and commit murder (409), should be swift and final: As to the murderer’s end, of the three alternatives—execution, suicide, and madness—the first is preferable; for if he commits suicide he refuses to repent, and if he goes mad he cannot repent, but if he does not repent society cannot forgive. Execution, on the other hand, is the act of atonement by which the murderer is forgiven by society (409). The unilateral endorsement of state-sanctioned murder is problematic, however, because—of the main justifications for punishment: retribution; deterrence; incapacitation; and rehabilitation (Carter Snead 1245)—punishment, in this context, focuses exclusively upon retribution and deterrence, incapacitation is achieved by default, but the idea of rehabilitation is completely ignored. This, in turn, ignores how the reading of crime fiction can be incorporated into a broader popular discourse on punishment and how a taste for crime fiction and a taste for justice are inextricably intertwined. One of the ways to explore the connection between crime fiction and justice is through the lens of Emile Durkheim’s thesis on the conscience collective which proposes punishment is a process allowing for the demonstration of group norms and the strengthening of moral boundaries. David Garland, in summarising this thesis, states: So although the modern state has a near monopoly of penal violence and controls the administration of penalties, a much wider population feels itself to be involved in the process of punishment, and supplies the context of social support and valorization within which state punishment takes place (32). It is claimed here that this “much wider population” connecting with the task of punishment can be taken further. Crime fiction, above all other forms of literary production, which, for those who do not directly contribute to the maintenance of their respective legal systems, facilitates a feeling of active participation in the penalising of a variety of perpetrators: from the issuing of fines to incarceration (Franks Punishment). Crime fiction readers are therefore, temporarily at least, direct contributors to a more stable society: one that is clearly based upon right and wrong and reliant upon the conscience collective to maintain and reaffirm order. In this context, the reader is no longer alone, with only their crime fiction novel for company, but has become an active member of “a moral framework which binds individuals to each other and to its conventions and institutions” (Garland 51). This allows crime fiction, once viewed as a “vice” (Wilson 395) or an “addiction” (Auden 406), to be seen as playing a crucial role in the preservation of social mores. It has been argued “only the most literal of literary minds would dispute the claim that fictional characters help shape the way we think of ourselves, and hence help us articulate more clearly what it means to be human” (Galgut 190). Crime fiction focuses on what it means to be human, and how complex humans are, because stories of murders, and the men and women who perpetrate and solve them, comment on what drives some people to take a life and others to avenge that life which is lost and, by extension, engages with a broad community of readers around ideas of justice and punishment. It is, furthermore, argued here that the idea of the story is one of the more important doorways for crime fiction and, more specifically, the conclusions that these stories, traditionally, offer. For Auden, the ending should be one of restoration of the spirit, as he suspected that “the typical reader of detective stories is, like myself, a person who suffers from a sense of sin” (411). In this way, the “phantasy, then, which the detective story addict indulges is the phantasy of being restored to the Garden of Eden, to a state of innocence, where he may know love as love and not as the law” (412), indicating that it was not necessarily an accident that “the detective story has flourished most in predominantly Protestant countries” (408). Today, modern crime fiction is a “broad church, where talented authors raise questions and cast light on a variety of societal and other issues through the prism of an exciting, page-turning story” (Sisterson). Moreover, our tastes in crime fiction have been tempered by a growing fear of real crime, particularly murder, “a crime of unique horror” (Hitchens 200). This has seen some readers develop a taste for crime fiction that is not produced within a framework of ecclesiastical faith but is rather grounded in reliance upon those who enact punishment in both the fictional and real worlds. As P.D. James has written: [N]ot by luck or divine intervention, but by human ingenuity, human intelligence and human courage. It confirms our hope that, despite some evidence to the contrary, we live in a beneficent and moral universe in which problems can be solved by rational means and peace and order restored from communal or personal disruption and chaos (174). Dorothy L. Sayers, despite her work to legitimise crime fiction, wrote that there: “certainly does seem a possibility that the detective story will some time come to an end, simply because the public will have learnt all the tricks” (108). Of course, many readers have “learnt all the tricks”, or most of them. This does not, however, detract from the genre’s overall appeal. We have not grown bored with, or become tired of, the formula that revolves around good and evil, and justice and punishment. Quite the opposite. Our knowledge of, as well as our faith in, the genre’s “tricks” gives a level of confidence to readers who are looking for endings that punish murderers and other wrongdoers, allowing for more satisfactory conclusions than the, rather depressing, ends given to Mr. Henry and Mr. Smith by Ernest Hemingway and George Orwell noted above. Conclusion For some, the popularity of crime fiction is a curious case indeed. When Penguin and Collins published the Marsh Million—100,000 copies each of 10 Ngaio Marsh titles in 1949—the author’s relief at the success of the project was palpable when she commented that “it was pleasant to find detective fiction being discussed as a tolerable form of reading by people whose opinion one valued” (172). More recently, upon the announcement that a Miles Franklin Award would be given to Peter Temple for his crime novel Truth, John Sutherland, a former chairman of the judges for one of the world’s most famous literary awards, suggested that submitting a crime novel for the Booker Prize would be: “like putting a donkey into the Grand National”. Much like art, fashion, food, and home furnishings or any one of the innumerable fields of activity and endeavour that are subject to opinion, there will always be those within the world of fiction who claim positions as arbiters of taste. Yet reading is intensely personal. I like a strong, well-plotted story, appreciate a carefully researched setting, and can admire elegant language, but if a character is too difficult to embrace—if I find I cannot make an emotional connection, if I find myself ambivalent about their fate—then a book is discarded as not being to my taste. It is also important to recognise that some tastes are transient. Crime fiction stories that are popular today could be forgotten tomorrow. Some stories appeal to such a broad range of tastes they are immediately included in the crime fiction canon. Yet others evolve over time to accommodate widespread changes in taste (an excellent example of this can be seen in the continual re-imagining of the stories of Sherlock Holmes). Personal tastes also adapt to our experiences and our surroundings. A book that someone adores in their 20s might be dismissed in their 40s. A storyline that was meaningful when read abroad may lose some of its magic when read at home. Personal events, from a change in employment to the loss of a loved one, can also impact upon what we want to read. Similarly, world events, such as economic crises and military conflicts, can also influence our reading preferences. Auden professed an almost insatiable appetite for crime fiction, describing the reading of detective stories as an addiction, and listed a very specific set of criteria to define the Whodunit. Today, such self-imposed restrictions are rare as, while there are many rules for writing crime fiction, there are no rules for reading this (or any other) genre. People are, generally, free to choose what, where, when, why, and how they read crime fiction, and to follow the deliberate or whimsical paths that their tastes may lay down for them. Crime fiction writers, past and present, offer: an incredible array of detective stories from the locked room to the clue puzzle; settings that range from the English country estate to city skyscrapers in glamorous locations around the world; numerous characters from cerebral sleuths who can solve a crime in their living room over a nice, hot cup of tea to weapon wielding heroes who track down villains on foot in darkened alleyways; and, language that ranges from the cultured conversations from the novels of the genre’s Golden Age to the hard-hitting terminology of forensic and legal procedurals. Overlaid on these appeal factors is the capacity of crime fiction to feed a taste for justice: to engage, vicariously at least, in the establishment of a more stable society. Of course, there are those who turn to the genre for a temporary distraction, an occasional guilty pleasure. There are those who stumble across the genre by accident or deliberately seek it out. There are also those, like Auden, who are addicted to crime fiction. So there are corpses for the conservative and dead bodies for the bloodthirsty. There is, indeed, a murder victim, and a murder story, to suit every reader’s taste. References Auden, W.H. “The Guilty Vicarage: Notes on The Detective Story, By an Addict.” Harper’s Magazine May (1948): 406–12. 1 Dec. 2013 ‹http://www.harpers.org/archive/1948/05/0033206›. Carter Snead, O. “Memory and Punishment.” Vanderbilt Law Review 64.4 (2011): 1195–264. Cawelti, John G. Adventure, Mystery and Romance: Formula Stories as Art and Popular Culture. Chicago: U of Chicago P, 1976/1977. Chandler, Raymond. The Big Sleep. London: Penguin, 1939/1970. ––. The Simple Art of Murder. New York: Vintage Books, 1950/1988. Christie, Agatha. The Mysterious Affair at Styles. London: HarperCollins, 1920/2007. Cole, Cathy. Private Dicks and Feisty Chicks: An Interrogation of Crime Fiction. Fremantle: Curtin UP, 2004. Derrida, Jacques. “The Law of Genre.” Glyph 7 (1980): 202–32. Franks, Rachel. “May I Suggest Murder?: An Overview of Crime Fiction for Readers’ Advisory Services Staff.” Australian Library Journal 60.2 (2011): 133–43. ––. “Motive for Murder: Reading Crime Fiction.” The Australian Library and Information Association Biennial Conference. Sydney: Jul. 2012. ––. “Punishment by the Book: Delivering and Evading Punishment in Crime Fiction.” Inter-Disciplinary.Net 3rd Global Conference on Punishment. Oxford: Sep. 2013. Freeman, R.A. “The Art of the Detective Story.” The Art of the Mystery Story: A Collection of Critical Essays. Ed. Howard Haycraft. New York: Simon & Schuster, 1924/1947. 7–17. Galgut, E. “Poetic Faith and Prosaic Concerns: A Defense of Suspension of Disbelief.” South African Journal of Philosophy 21.3 (2002): 190–99. Garland, David. Punishment and Modern Society: A Study in Social Theory. Chicago: U of Chicago P, 1993. Hemingway, Ernest. A Farewell to Arms. London: Random House, 1929/2004. ––. in R. Chandler. The Simple Art of Murder. New York: Vintage Books, 1950/1988. Hitchens, P. A Brief History of Crime: The Decline of Order, Justice and Liberty in England. London: Atlantic Books, 2003. James, P.D. Talking About Detective Fiction. New York: Alfred A. Knopf, 2009. Knight, Stephen. Crime Fiction since 1800: Death, Detection, Diversity, 2nd ed. New York: Palgrave Macmillian, 2010. Knox, Ronald A. “Club Rules: The 10 Commandments for Detective Novelists, 1928.” Ronald Knox Society of North America. 1 Dec. 2013 ‹http://www.ronaldknoxsociety.com/detective.html›. Malmgren, C.D. “Anatomy of Murder: Mystery, Detective and Crime Fiction.” Journal of Popular Culture Spring (1997): 115–21. Maloney, Shane. The Murray Whelan Trilogy: Stiff, The Brush-Off and Nice Try. Melbourne: Text Publishing, 1994/2008. Marsh, Ngaio in J. Drayton. Ngaio Marsh: Her Life in Crime. Auckland: Harper Collins, 2008. Orwell, George. Nineteen Eighty-Four. London: Penguin Books, 1949/1989. Roland, Susan. From Agatha Christie to Ruth Rendell: British Women Writers in Detective and Crime Fiction. London: Palgrave, 2001. Rzepka, Charles J. Detective Fiction. Cambridge: Polity, 2005. Sayers, Dorothy L. “The Omnibus of Crime.” The Art of the Mystery Story: A Collection of Critical Essays. Ed. Howard Haycraft. New York: Simon & Schuster, 1928/1947. 71–109. Scaggs, John. Crime Fiction: The New Critical Idiom. London: Routledge, 2005. Sisterson, C. “Battle for the Marsh: Awards 2013.” Black Mask: Pulps, Noir and News of Same. 1 Jan. 2014 http://www.blackmask.com/category/awards-2013/ Sutherland, John. in A. Flood. “Could Miles Franklin turn the Booker Prize to Crime?” The Guardian. 1 Jan. 2014 ‹http://www.guardian.co.uk/books/2010/jun/25/miles-franklin-booker-prize-crime›. Van Dine, S.S. “Twenty Rules for Writing Detective Stories.” The Art of the Mystery Story: A Collection of Critical Essays. Ed. Howard Haycraft. New York: Simon & Schuster, 1928/1947. 189-93. Wilson, Edmund. “Who Cares Who Killed Roger Ackroyd.” The Art of the Mystery Story: A Collection of Critical Essays. Ed. Howard Haycraft. New York: Simon & Schuster, 1944/1947. 390–97. Wyatt, N. “Redefining RA: A RA Big Think.” Library Journal Online. 1 Jan. 2014 ‹http://lj.libraryjournal.com/2007/07/ljarchives/lj-series-redefining-ra-an-ra-big-think›. Zunshine, Lisa. Why We Read Fiction: Theory of Mind and the Novel. Columbus: Ohio State UP, 2006.

The elaborate cross-media spectacle, ‘Australian Idol,’ ostensibly lays bare the process of creating a pop star. Yet with so much made visible, much is rendered opaque. Specifically, ‘Idol’ is defined by the use of carefully-tuned strategies of publicity and promotion that create, shape and reshape a series of ‘authentic celebrities’ – pop stars whose emergence is sanctified through a seemingly open process of public ratification. Yet, Idol’s main actor is the music industry itself which uses contestants as vehicles for crafting intimate, long-term relationships with consumers. Through an analysis of the process through which various contestants in ‘Australian Idol’ are promoted and sold, it becomes clear that these populist icons are emblematic of an industry reinventing itself in a media environment that presents remarkable challenges and surprising opportunities. Curiously, the debates, strategies and motivations of the public relations industry have received little sustained attention in popular music studies. While much has been written about the contradictions between the rhetoric of rebellion and the complicated realities of corporate success (Frank; Negus), less has been written about the evolution of specific kinds of publicity and the strategies that shape their use in the music industry. This is surprising given the foundational role of public relations strategies within the culture industries generally and the music industry in particular. Specifically, what Turner et. al. define as ‘the promotional culture’ is central to the production and marketing of mainstream popular music. The ‘Idol’ phenomenon offers a rich opportunity to examine how the mainstream of the popular music industry uses distinct and novel marketing strategies in the face of declining sales of compact discs, an advertising environment that is extraordinarily crowded with all manner of competing messages, a steady rate of trade in digital song files and ever more effective competition from video games and DVDs. The ‘Idol’ phenomenon has proved to be a bundle of highly successful strategies for making money from popular music. Selling CDs seems to be almost ancillary to the phenomenon, acting as only one profit centre among many. Indeed, we can track the progress and deployment of specific strategies for shaping the creation of what has become a series of musical celebrities from the start of the first series of ‘Australian Idol’ through a continuous process of strategic publicity. The Attention Economy It has been somewhat hysterically estimated that the average resident of Sydney might be presented with around 3000 commercial messages a day (Lee). It is this kind of communication environment that makes account planners go weak in the knees in both paralysing anxiety and genuine excitement. Many have taken to paying people to go to bars, cafes and clubs to talk up the relative merits of a product to complete strangers in the guise of casual conversation. Similarly, commercial buskers have recently appeared on City Trains to proclaim the virtues of the wares they’ve been contracted to hawk. One can imagine ‘Cockles and Mussels’ has been updated as ‘MP3 Players and Really Cool Footwear.’ These phenomena are variously referred to as ‘viral,’ ‘tipping point,’ ‘word of mouth’ or ‘whisper’ marketing. (Gladwell; Godin; Henry; Lee; Rosen) Regardless of what you call it, the problem inspiring these promotional chats and arias is the same: advertisers can no longer count on getting and holding our attention. As Davenport and Beck, Brody and even Nobel Prize winning economist Herbert Simon have noted, the more taxed public attention gets, the more valuable it becomes. By most industry accounts, the attention economy is an established reality. It represents a significant shift of emphasis away from traditional methods of reaching consumers, instead inspiring new thinking about how to create lasting, flexible and evolving relationships with target audiences. The attention economy is a complicated and often contradictory response to a media environment that appears less and less reliable and to consumers who behaviour is often poorly understood, even mysterious (Elliott and Jankel-Elliott). This challenging backdrop, however, is only the beginning for a seemingly beleaguered music industry. Wherever one looks, from the rise of the very real threat of global piracy to the expansion of the video game industry to mobile phones and hand held players to increasing amounts of money spent on DVDs and ring tones, selling CDs has become almost a sideline. The main event is the profitable use and reuse of the industry’s vast stores of intellectual property through all manner of media, most which didn’t exist ten years ago. Indeed, the ‘Idol’ phenomenon shows us how the music industry has been incorporating its jealously-guarded intellectual property and familiar modes of industrial self-presentation into existing media environments to build long-term relationships with consumers through television, radio, DVDs, CDs, the internet and mobile phones. Further, ‘Idol’s’ producers have supplemented more traditional models of communication by taking direct and explicit account of how and where audiences use a wide variety of media. The broad range of opportunities to participate in ‘Idol’ is central to its success. It demonstrates a willingness on the part of producers to accept the necessity of bending somewhat to the audience’s existing and evolving uses of the media. In short, they are simply not all that fussy about how participation actually happens so long as it does. Producers allow for many kinds of participation in order to constantly offer more specific and more active levels of involvement. ‘Idol’ has transformed consumer relationships within the music industry by coaxing into being ever more intimate, active and reciprocal relationships over the course of the contest by encouraging increasingly specific acts by consumers to complete a continual series of transactions. The Use and Reuse of Celebrity In many quarters, ‘Australian Idol’ has become a byword for bullshit. The competition seems rigged and the contestants are not seen as ‘real’ musicians in large part because their experience appears to be so transparent and so transparently commercial. As the mythology of the music industry has traditionally had it, deserving pop stars are established as celebrities through what is a more or less a linear progression. Early success is based on a carefully constructed sense of authentic cultural production. Credibility is established through a series of contestable affiliations to ostensibly organic music cultures, earned through artistic development and the hard slog of touring and practice (see Maxwell 118). The fraught possibilities of mainstream success continually beckon to ‘real’ musicians as they either ‘crossover’ or remain independent all the while trying to preserve some elusive measure of public honesty. As this mythology was implicitly unavailable to the producers of ‘Idol,’ a different kind of authenticity had to be constructed. Instead of a ‘battles of the bands’ (read: brands) contest, ‘Idol’ producers chose to present ‘unbranded’ aspirants (“Sydney Audition”). These hopefuls are presented as appealingly ambitious or merely optimistic individuals with varying degrees of talent. Those truly blessed, not only with talent but the drive to work it into saleable shape, would be carefully chosen from the multitude and offered an opportunity to make the most of their inherent yet unformed ability. Thus, their authenticity was assumed to be an implicit, inchoate presence, requiring the guiding hand of insiders to reach full flower. Through the facilitation of competition and direction provided in the form of knowledgeable music industry veterans who never tire of giving stern admonitions to indifferent performers who do not take full advantage of the opportunity presented to them, contestants are asked to prove themselves through an extended period of intense self-presentation and recreation. The lengthy televised, but tightly-edited auditions, complete with extensive commentary and the occasional gnashing of teeth on the part of the panel of experts and rejected contestants, demonstrate to us the earnest intent of those involved. Importantly, the authenticity of those proceeding through the contest is never firmly established, but has to be continually and strategically re-established. Each weighty choice of repertoire, wardrobe and performance style can only break them; each successful performance only raises the stakes. This tense maintenance of status as a deserving celebrity runs in tandem with the increasingly attentive and reciprocal relationship between the producers and the audience. The relationship begins with what has proved to be a compelling first act. Thousands of ‘ordinary’ Australians line up outside venues throughout the country, many sleeping in car parks and on footpaths, practising, singing and performing for the mobile camera crews. We are presented with their youthful vigour in all its varied guises. We cannot help but be convinced of the worth of those who survive such a process. The chosen few who are told with a flourish ‘You’re going to Sydney’ are then faced with what appears to be a daunting challenge, to establish themselves in short order as a performer with ‘the X factor’ (“Australian Idol” 14 July 2004). A fine voice and interesting look must be supplemented with those intangible qualities that result in wide public appeal. Yet these qualities are only made available to the public and the performer because of the contest itself. When the public is eventually asked to participate directly, it is to both produce and ratify exactly these ambiguous attributes. More than this, contestants need our help just to survive. Their celebrity is almost shockingly unstable, more fleeting than its surrounding rhetoric and context might suggest and under constant, expected threat. From round to round, favourites can easily become also rans–wild cards who limp out of one round, but storm through the next. The drama can only be heightened, securing our interest by requiring our input. As any advertiser can tell you, an effective campaign must end in action on our part. Through text message and phone voting as well as extensive ‘fan management’ through internet chat rooms and bulletin boards (see Stahl 228; http://au.messages.yahoo.com/australianidol/), our channelled ‘viral’ participation both shapes and completes the meanings of the contest. These active and often inventive relationships (http://au.australianidol.yahoo.com/fancentral/) allow the eventual ‘Idol’ to claim the credibility the means of their success otherwise renders suspect and these activities appear to consummate the relationship. However, the relationship continues well beyond the gala final. In a fascinating re-narration of the first series of ‘Australian Idol,’ Australian Idol: The Winner’s Story aired on the Friday following the final night of the contest. The story of the newly crowned Idol, Guy Sebastian, was presented in an hour long program that showed his home life, his life as a voice teacher in the Adelaide suburbs and his subsequent journey to stardom. The clips depicting his life prior to ‘Idol’ were of ambiguous vintage, cleverly silent on the exact date of production; somehow they were not quite in the past or the future, but floated in some eternal in-between. When his ‘Australian Idol’ experience was chronicled, after the second commercial break, we were allowed to see an intimate portrait of an anxious contestant transformed into ‘Your Australian Idol.’ There could be no doubt of the virtue of Sebastian’s struggles, nor of his well-earned victory. ‘New’ footage began with the sudden sensation reluctantly commenting on other contestants at the original Adelaide cattle call at the prompting of the mobile camera crew and ended with his teary-eyed mother exultant at the final decision as she stood in the front row at the Opera House. Further, not only is the entire run of the first series dramatically recounted in documentary format on the Australian Idol: Greatest Moments DVD, framed by Sebastian’s humble triumph, so are the stories of each member of the Final 12 and the paths they took through the contest. These reiterations serve to reinforce not only Sebastian’s status, but the status of the program itself. They confirm the benevolent success of the industry it so dutifully profiles. We are taken behind the curtain, allowed to see the machinery of stardom grind inevitably to a conclusion, knowing we will be allowed back again when the time is right. Whereas ‘Idol’ is routinely pilloried for its crass commercialism, it remains an unavoidable success. Viewers keep tuning in, advertisers still clamour to sponsor all aspects of the production and the CDs keep selling. Most importantly, the music industry has a showcase for its own operations. The structures of feeling it exists to produce take on a kind of subtle explicitness that ensures their perpetuation. Within an industry faced with threats perceived to be foundational, the creators of ‘Idol’ have produced an audacious and arrogant spectacle. They have made a profitable virtue out of an economic necessity. The expensive and unpredictable process of finding and nurturing new talent has not only been made more reliable, but ‘Idol’ has shown that it can actually turn a profit. The brand of celebrity produced by Idol possesses no mere sheen of populist approval, but embodies that more valuable commodity: popular attention, however reluctant or enthusiastic it may be. References “Australian Idol.” Ten Network, Sydney, 14 July 2004. “Australian Idol: The Winner’s Story.” Ten Network, Sydney, 21 November 2003. Australian Idol: Greatest Moments. Fremantle Media Operations, 2004. Brody, E.W. “The ‘Attention’ Economy.” Public Relations Quarterly 46.3 (2001): 18-21. Davenport, T., and J. Beck. “The Strategy and Structure of Firms in the Attention Economy.” Ivey Business Journal 66.4 (2002): 49–55. Elliott, R., and N. Jankel-Elliott. “Using Ethnography in Strategic Consumer Research.” Qualitative Market Research 6.4 (2003): 215-23. Frank, Thomas. The Conquest of Cool: Business Culture, Counterculture, and the Rise of Hip Consumerism. Chicago: U of Chicago P, 1997. Gladwell, Malcolm. The Tipping Point: How Little Things Can Make a Big Difference. Boston: Back Bay Books, 2002. Godin, Seth. Unleashing the Ideavirus. New York: Hyperion, 2001. Henry, Amy. “How Buzz Marketing Works for Teens.” Advertising and Marketing to Children April-June (2003): 3-10. Lee, Julian. “Stealth Marketers Ready to Railroad the Unsuspecting.” Sydney Morning Herald 24-5 July 2004: 3. Maxwell, Ian. “True to the Music: Authenticity, Articulation and Authorship in Sydney Hip-Hop Culture.” Social Semiotics 4.1-2 (1994): 117–37. Negus, Keith. Music Genres and Corporate Cultures. London: Routledge, 1999. Negus, Keith. Producing Pop: Culture and Conflict in the Popular Music Industry. London: Edward Arnold, 1992. Rosen, Emanuel. The Anatomy of Buzz: How to Create Word of Mouth Marketing. London: Harper Collins, 2000. Stahl, Matthew. “A Moment like This: American Idol and Narratives of Meritocracy.” Bad Music: Music We Love to Hate. Eds. C. Washburne and M. Derno. New York: Routledge, 2004. 212–32. “Sydney Auditions: Conditions of Participation in the Australian Idol Audition.” Australian Idol Website 10 June 2004. http://au.australianidol.com.au>. Turner, G., F. Bonner, and P.D. Marshall. Fame Games: The Production of Celebrity in Australia. Cambridge: Cambridge UP, 2000. Citation reference for this article MLA Style Fairchild, Charles. "'Australian Idol' and the Attention Economy." M/C Journal 7.5 (2004). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0411/09-fairchild.php>. APA Style Fairchild, C. (Nov. 2004) "'Australian Idol' and the Attention Economy," M/C Journal, 7(5). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0411/09-fairchild.php>.

While exploring the virtual world Second Life one day, I received a group message across the in-world communication system – “there’s a griefer on the beach. Stay away from the beach till we catch him.” There was no need to explain; everyone receiving the message knew what a griefer was and had a general idea of the kinds of things that could be happening. We’d all seen griefers at work before – someone monopolising the chat channel so no one else can communicate, people being “caged” at random, or even weapons fire causing so much “overhead” that all activity in the area slows to a crawl. These kinds of attacks are not limited to virtual worlds. Most people have experienced griefing in their everyday lives, which might best be defined as having fun at someone else’s expense. More commonly seen examples of this in the real world include teasing, bullying, and harassment; playground bullies have long made other children’s free time miserable. More destructive griefing includes arson and theft. Griefing activities happen in all kinds of games and virtual worlds. Griefers who laugh at new users and “yell” (so that all players can hear) that they stink, have followed new users of Disney’s tween-popular ToonTown. Griefers pose as friendly, helpful players who offer to show new users a path through difficult parts of a game, but then who abandon the new user in a spot where he or she does not have the skills to proceed. In World of Warcraft, a popular massively multiplayer online role playing game (MMORPG) created by Blizzard with more than seven million registered, if not active, users, griefers engage in what is known as corpse camping; they sit by a corpse, killing it over and over every time the player tries to get back into the game. The griefer gets a small number of experience points; the player being killed gets aggravated and has to wait out the griefing to play the game again (Warner & Raiter). Griefing in World of Warcraft was featured in an award nominated episode of the television program South Park, in which one character killed every other player he met. This paper considers different types of griefing, both in online games and virtual worlds, and then looks at the actions other players, those being griefed, take against griefers. A variety of examples from Second Life are considered because of the open-structure of the world and its developing nature. Definitions and Types Griefing in online environments such as video games and virtual worlds has been defined as “purposefully engaging in activities to disrupt the gaming experience of other players” (Mulligan & Patrovsky 250). The “purposeful” part of the definition means that accidental bumping and pushing, behaviours often exhibited by new users, are not griefing (Warner & Raiter). Rossingol defines a griefer as, “a player of malign intentions. They will hurt, humiliate and dishevel the average gamer through bending and breaking the rules of online games. ...They want glory, gain or just to partake in a malignant joy at the misfortune of others.” Davis, who maintains a gaming blog, describes Second Life as being populated by “those who build things and those who like to tear them down,” with the latter being the griefers who may be drawn to the unstructured anything-goes nature of the virtual world (qtd. in Girard). Definitions of griefing differ based on context. For instance, griefing has been examined in a variety of multi-player online games. These games often feature missions where players have to kill other players (PvP), behaviour that in other contexts such as virtual worlds would be considered griefing. Putting a monster on the trail of a player considered rude or unskilled might be a way to teach a lesson, but also an example of griefing (Taylor). Foo and Koivisto define griefing in MMORPGs as “play styles that disrupt another player’s gaming experience, usually with specific intention. When the act is not specifically intended to disrupt and yet the actor is the sole beneficiary, it is greed play, a subtle form of grief play” (11). Greed play usually involves actions that disrupt the game play of others but without technically breaking any game rules. A different way of looking at griefing is that it is a sign that the player understands the game or virtual world deeply enough to take advantage of ambiguities in the rules by changing the game to something new (Koster). Many games have a follow option; griefers pick a victim, stand near them, get as naked as possible, and then just follow them around without talking or explaining their actions (Walker). Another example is the memorial service in World of Warcraft for a player who died in real life. The service was interrupted by an attack from another clan; everyone at the memorial service was killed. It is not clear cut who the griefers actually were in this case – the mourners who chose to have their peaceful service in an area marked for player combat or the attackers following the rules for that area and working to earn points and progress in the game. In the case of the mourners, they were changing the rules of the game to suit them, to create something unique – a shared space to mourn a common friend. But they were definitely not playing by the rules. The attackers, considered griefers by many both in and outside of the game, did nothing that broke any rules of the game, though perhaps they broke rules of common decency (“World”); what they did does not fit into the definition of griefing, as much as do the actions of the mourners (Kotaku). Reshaping the game can be done to embed a new, sometimes political, message into the game. A group named Velvet Strike formed to protest US military action. They went into Counter Strike to bring a “message of peace, love and happiness to online shooters by any means necessary” (King). They placed spray painted graphics containing anti-war messages into the game; when confronted with people from other teams the Velvet Strike members refused to shoot (King). The group website contains “recipes” for non-violent game play. One “recipe” involved the Velvet Strike member hiding at the beginning of a mission and not moving for the rest of the game. The other players would shoot each other and then be forced to spend the rest of the game looking for the last survivor in order to get credit for the win. Similar behaviour has been tried inside the game America’s Army. Beginning March, 2006, deLappe, an artist who opposes the U.S. government’s involvement in Iraq, engaged in griefing behaviour by filling (spamming) the in-game text channel with the names of the people killed in the war; no one else can communicate on that channel. Even his character name, dead-in-Iraq, is an anti-war protest (deLappe). “I do not participate in the proscribed mayhem. Rather, I stand in position and type until I am killed. After death, I hover over my dead avatar’s body and continue to type. Upon being re-incarnated in the next round, I continue the cycle” (deLappe n.p.). What about these games and virtual worlds might lead people to even consider griefing? For one thing, they seem anonymous, which can lead to irresponsible behaviour. Players use fake names. Characters on the screen do not seem real. Another reason may be that rules can be broken in videogames and virtual worlds with few consequences, and in fact the premise of the game often seems to encourage such rule breaking. The rules are not always clearly laid out. Each game or world has a Terms of Service agreement that set out basic acceptable behaviour. Second Life defines griefing in terms of the Terms of Service that all users agree to when opening accounts. Abuse is when someone consciously and with malicious intent violates those terms. On top of that limited set of guidelines, each landowner in a virtual world such as Second Life can also set rules for their own property, from dress code, to use of weapons, to allowable conversation topics. To better understand griefing, it is necessary to consider the motivations of the people involved. Early work on categorising player types was completed by Bartle, who studied users of virtual worlds, specifically MUDs, and identified four player types: killers, achievers, socialisers, and explorers. Killers and achievers seem most relevant in a discussion about griefing. Killers enjoy using other players to get ahead. They want to do things to other people (not for or with others), and they get the most pleasure if they can act without the consent of the other player. Knowing about a game or a virtual world gives no power unless that knowledge can be used to gain some advantage over others and to enhance your standing in the game. Achievers want power and dominance in a game so they can do things to the game and master it. Griefing could help them feel a sense of power if they got people to do their will to stop the griefing behavior. Yee studied the motivations of people who play MMORPGs. He found that people who engage in griefing actually scored high in being motivated to play by both achieving and competition (“Facets”). Griefers often want attention. They may want to show off their scripting skills in the hope of earning respect among other coders and possibly be hired to program for others. But many players are motivated by a desire to compete and to win; these categories do not seem to be adequate for understanding the different types of griefing (Yee, “Faces of Grief”). The research on griefing in games has also suggested ways to categorise griefers in virtual worlds. Suler divides griefers into two types (qtd. in Becker). The first is those who grief in order to make trouble for authority figures, including the people who create the worlds. A few of the more spectacular griefing incidents seem designed to cause trouble for Linden Lab, the creators of Second Life. Groups attacked the servers that run Second Life, known as the grid, in October of 2005; this became known as the “gray goo attack” (Second Life; Wallace). Servers were flooded with objects and Second Life had to be taken off line to be restored from backups. More organised groups, such as the W-hats, the SL Liberation Army, and Patriotic Nigas engage in more large scale and public griefing. Some groups hope to draw attention to the group’s goals. The SL Liberation Army wants Linden Lab to open up the governance of the virtual world so that users can vote on changes and policies being implemented and limit corporate movement into Second Life (MarketingVox). Patriotic Nigas, with about 35 active members, want to slow the entry of corporations into Second Life (Cabron, “Who are Second Life’s”). One often discussed griefer attack in Second Life included a flood of pink flying penises directed against land owner and the first person to have made a profit of more than one million United States dollars in a virtual world, Anshe Chung, during a well-publicised and attended interview in world with technology news outlet CNET (Walsh, “Second Life Millionaire” ). The second type proposed by Suler is the griefer who wants to hurt and victimise others (qtd. in Becker). Individual players often go naked into PG-rated areas to cause trouble. Weapons are used in areas where weapons are banned. Second Life publishes a police blotter, which lists examples of minor griefing and assigned punishment, including incidents of disturbing the peace and violating community standards for which warnings and short bans have been issued. These are the actions of individuals for the most part, as were the people who exploited security holes to enter the property uninvited during the grand opening of Endemol’s Big Brother island in Second Life; guests to the opening were firebombed and caged. One of the griefers explained her involvement: Well I’m from The Netherlands, and as you might know the tv concept of big brother was invented here, and it was in all the newspapers in Holland. So I thought It would be this huge event with lots of media. Then I kinda got the idea ‘hey I could ruin this and it might make the newspaper or tv. So that’s what set me off, lol. (qtd. in Sklar) Some groups do grief just to annoy. The Patriotic Nigas claim to have attacked the John Edwards headquarters inside SL wearing Bush ‘08 buttons (Cabron, “John Edwards Attackers”), but it was not a political attack. The group’s founder, Mudkips Acronym (the name of his avatar in SL) said, “I’m currently rooting for Obama, but that doesn’t mean we won’t raid him or anything. We’ll hit anyone if it’s funny, and if the guy I want to be president in 2008’s campaign provides the lulz, we’ll certainly not cross him off our list” (qtd. in Cabron, “John Edwards Attackers”). If they disrupt a high profile event or site, the attack will be covered by media that can amplify the thrill of the attack, enhance their reputation among other griefers, and add to their enjoyment of the griefing. Part of the definition of griefing is that the griefer enjoys causing other players pain and disrupting their game. One resident posted on the SL blog, “Griefers, for the most part, have no other agenda other than the thrill of sneaking one past and causing a big noise. Until a spokesperson comes forward with a manifesto, we can safely assume that this is the work of the “Jackass” generation, out to disrupt things to show that they can“ (Scarborough). Usually to have fun, griefers go after individuals, rather than the owners and administrators of the virtual world and so fit into Suler’s second type of griefing. These griefers enjoy seeing others get angry and frustrated. As one griefer said: Understanding the griefer mindset begins with this: We don’t take the game seriously at all. It continues with this: It’s fun because you react. Lastly: We do it because we’re jerks and like to laugh at you. I am the fly that kamikazes into your soup. I am the reason you can’t have nice things … . If I make you cry, you’ve made my day. (Drake) They have fun by making the other players mad. “Causing grief is the name of his game. His objective is simple: Make life hell for anyone unlucky enough to be playing with him. He’s a griefer. A griefer is a player bent on purposely frustrating others during a multiplayer game” (G4). “I’m a griefer. It’s what I do,” the griefer says. “And, man, people get so pissed off. It’s great” (G4). Taking Action against Griefers Understanding griefing from the griefer point of view leads us to examine the actions of those being griefed. Suler suggests several pairs of opposing actions that can be taken against griefers, based on his experience in an early social environment called Palace. Many of the steps still being used fit into these types. He first describes preventative versus remedial action. Preventative steps include design features to minimise griefing. The Second Life interface includes the ability to build 3D models and to create software; it also includes a menu for land owners to block those features at will, a design feature that helps prevent much griefing. Remedial actions are those taken by the administrators to deal with the effects of griefing; Linden Lab administrators can shut down whole islands to keep griefer activities from spreading to nearby islands. The second pair is interpersonal versus technical; interpersonal steps involve talking to the griefers to get them to stop ruining the game for others, while technical steps prevent griefers from re-entering the world. The elven community in Second Life strongly supports interpersonal steps; they have a category of members in their community known as guardians who receive special training in how to talk to people bent on destroying the peacefulness of the community or disturbing an event. The creators of Camp Darfur on Better World island also created a force of supporters to fend off griefer attacks after the island was destroyed twice in a week in 2006 (Kenzo). Linden Lab also makes use of technical methods; they cancel accounts so known griefers can not reenter. There were even reports that they had created a prison island where griefers whose antics were not bad enough to be totally banned would be sent via a one-way teleporter (Walsh, “Hidden Virtual World Prison”). Some users of Second Life favour technical steps; they believe that new users should be held a fixed amount of time on the Orientation island which would stop banned users from coming back into the world immediately. The third is to create tools for average users or super users (administrators); both involve software features, some of which are available to all users to help them make the game good for them while others are available only to people with administrator privileges. Average users who own land have a variety of tools available to limit griefing behaviour on their own property. In Second Life, the land owner is often blamed because he or she did not use the tools provided to landowners by Linden Lab; they can ban individual users, remove users from the land, mute their conversation, return items left on the property, and prevent people from building or running scripts. As one landowner said, “With the newbies coming in there, I’ve seen their properties just littered with crap because they don’t know protective measures you need to take as far as understanding land control and access rights” (qtd. in Girard). Super users, those who work for Linden Lab, can remove a player from the game for a various lengths of time based on their behaviour patterns. Responses to griefers can also be examined as either individual or joint actions. Individual actions include those that land owners can take against individual griefers. Individual users, regardless of account type, can file abuse reports against other individuals; Linden Lab investigates these reports and takes appropriate action. Quick and consistent reporting of all griefing, no matter how small, is advocated by most game companies and user groups as fairly successful. Strangely, some types of joint actions have been not so successful. Landowners have tried to form the Second Life Anti-Griefing Guild, but it folded because of lack of involvement. Groups providing security services have formed; many event organisers use this kind of service. (Hoffman). More successful efforts have included the creation of software, such as SLBanLink.com, Karma, and TrustNet that read lists of banned users into the banned list on all participating property. A last category of actions to be taken against griefers, and a category used by most residents of virtual worlds, is to leave them alone—to ignore them, to tolerate their actions. The thinking is that, as with many bullies in real life, griefers want attention; when deprived of that, they will move on to find other amusements. Yelling and screaming at griefers just reinforces their bad behaviour. Users simply teleport to other locations or log off. They warn others of the griefing behaviour using the various in-world communication tools so they too can stay away from the griefers. Most of the actions described above are not useful against griefers for whom a bad reputation is part of their credibility in the griefer community. The users of Second Life who staged the Gray Goo denial of service attack in October, 2005 fit into that category. They did nothing to hide the fact that they wanted to cause massive trouble; they named the self-replicating object that they created Grief Spawn and discussed ways to bring down the world on griefer forums (Wallace) Conclusion The most effective griefing usually involves an individual or small group who are only looking to have fun at someone else’s expense. It’s a small goal, and as long as there are any other users, it is easy to obtain the desired effect. In fact, as word spreads of the griefing and users feel compelled to change their behaviour to stave off future griefer attacks, the griefers have fun and achieve their goal. The key point here is that everyone has the same goal – have fun. Unfortunately, for one group – the griefers – achieving their goal precludes other users from reaching theirs. Political griefers are less successful in achieving their goals. Political creative play as griefing, like other kinds of griefing, is not particularly effective, which is another aspect of griefing as error. Other players react with frustration and violence to the actions of griefers such as deLappe and Velvet-Strike. If griefing activity makes people upset, they are less open to considering the political or economic motives of the griefers. Some complaints are relatively mild; “I’m all for creative protest and what not, but this is stupid. It’s not meaningful art or speaking out or anything of the type, its just annoying people who are never going to change their minds about how awesome they think war is” (Borkingchikapa). Others are more negative: “Somebody really needs to go find where that asshole lives and beat the shit out of him. Yeah, it’s a free country and he can legally pull this crap, but that same freedom extends to some patriot kicking the living shit out of him” (Reynolds). In this type of griefing no one’s goals for using the game are satisfied. The regular users can not have fun, but neither do they seem to be open to or accepting of the political griefer’s message. This pattern of success and failure may explain why there are so many examples of griefing to disrupt rather then the politically motivated kind. It may also suggest why efforts to curb griefing have been so ineffective in the past. Griefers who seek to disrupt for fun would see it as a personal triumph if others organised against them. Even if they found themselves banned from one area, they could quickly move somewhere else to have their fun since whom or where they harass does not really matter. Perhaps not all griefing is in error, rather, only those griefing activities motivated by any other goal than have fun. People invest their time and energy in creating their characters and developing skills. The behaviour of people in these virtual environments has a definite bearing on the real world. And perhaps that explains why people in these virtual worlds react so strongly to the behaviour. So, remember, stay off the beach until they catch the griefers, and if you want to make up the game as you go along, be ready for the other players to point at you and say “Bad, Bad Avatar.” References Bartle, Richard. “Players Who Suit MUDs.” Journal of MUD Research 1.1 (June 1996). 10 Sep. 2007 http://www.mud.co.uk/richard/hcds.htm>. Becker, David. Inflicting Pain on “Griefers.” 13 Dec. 2004. 10 Oct. 2007 http://www.news.com/Inflicting-pain-on-griefers/2100-1043_3-5488403.html>. Borkingchikapa. Playing America’s Army. 30 May 2006. 10 Aug. 2007 http://www.metafilter.com/51938/playing-Americas-Army>. Cabron, Lou. John Edwards Attackers Unmasked. 5 Mar. 2007. 29 Apr. 2007 http://www.10zenmonkeys.com/2007/03/05/john-edwards-virtual-attackers-unmasked/>. Cabron, Lou. Who Are Second Life’s “Patriotic Nigas”? 8 Mar. 2007. 30 Apr. 2007 http://www.10zenmonkeys.com/2007/03/08/patriotic-nigras-interview-john-edwards-second-life/>. DeLappe, Joseph. Joseph deLappe. 2006. 10 Aug. 2007. http://www.unr.edu/art/DELAPPE/DeLappe%20Main%20Page/DeLappe%20Online%20MAIN.html>. Drake, Shannon. “Jerk on the Internet.” The Escapist Magazine 15 Nov. 2005: 31-32. 20 June 2007 http://www.escapistmagazine.com/issue/19/31>. Foo, Chek Yang. Redefining Grief Play. 2004. 10 Oct. 2007 http://64.233.167.104/search?q=cache:1mBYzWVqAsIJ:www.itu.dk/op/papers/ yang_foo.pdf+foo+koivisto&hl=en&ct=clnk&cd=7&gl=us&client=firefox-a>. Foo, Chek Yang, and Elina Koivisto. Grief Player Motivations. 2004. 15 Aug. 2007 http://www.itu.dk/op/papers/yang_foo_koivisto.pdf>. G4. Confessions of a Griefer. N.D. 21 June 2007 http://www.g4tv.com/xplay/features/42527/Confessions_of_a_Griefer.html>. 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Image 1: View from Geodha Sgoilt towards the sea stacks, Uig, Isle of Lewis. Image credit: George Jaramillo.IntroductionOver the cliffs of Mangerstadh on the west coast of the Isle of Lewis, is a small plot of land called Geodha Sgoilt that overlooks the North Atlantic Ocean (Image 1). On the site is a small dirt gravel road and the remnants of a World War II listening station. Below, sea stacks rise from the waters, orange and green cliff sides stand in defiance to the crashing waves. An older gentleman began to tell me of what he believed could be located here on the site. A place where visitors could learn of the wonders of St Kilda that contained all types of new storytelling technologies to inspire them. He pointed above the ruined buildings, mentioning that a new road for the visitors’ vehicles and coaches would be built. With his explanations, you could almost imagine such a place on these cliffs. Yet, before that new idea could even be built, this gentleman and his group of locals and incomers had to convince themselves and others that this new heritage centre was something desired, necessary and inevitable in the development of the Western Isles.This article explores the developing relationships that come about through design innovation with community organisations. This was done through a partnership between an academic institution and a non-profit heritage community group as part of growing study in how higher education design research can play an active partner in community group development. It argues for the use of design thinking and innovation in improving strategy and organisational processes within non-profit organisations. In this case, it looks at what role it can play in building and enabling organisational confidence in its mission, as well as, building “beyond the museum”. The new approach to this unique relationship casts new light towards working with complexities and strategies rather than trying to resolve issues from the outset of a project. These enabling relationships are divided into three sections of this paper: First it explores the context of the island community group and “building” heritage, followed by a brief history of St Kilda and its current status, and designation as a World Heritage site. Second, it seeks the value of developing strategy and the introduction of the Institute of Design Innovation (INDI). This is followed by a discussion of the six-month relationship and work that was done that elucidates various methods used and ending with its outcomes. The third section reflects upon the impacts at the relationship building between the two groups with some final thoughts on the partnership, where it can lead, and how this can represent new ways of working together within community groups. Building HeritageCurrent community research in Scotland has shown struggles in understanding issues within community capability and development (Barker 11; Cave 20; Jacuniak-Suda, and Mose 23) though most focus on the land tenure and energy (McMorran 21) and not heritage groups. The need to maintain “resilient” (Steiner 17) communities has shown that economic resilience is of primary importance for these rural communities. Heritage as economic regenerator has had a long history in the United Kingdom. Some of these like the regeneration of Wirksworth in the Peak District (Gordon 20) have had great economic results with populations growing, as well as, development in the arts and design. These changes, though positive, have also adversely impacted the local community by estranging and forcing lower income townspeople to move away due to higher property values and lack of work. Furthermore, current trends in heritage tourism have managed to turn many rural regions into places of historic consumption (Ronström 7) termed “heritagisation” (Edensor 35). There is thus a need for critical reflection within a variety of heritage organisations with the increase in heritage tourism.In particular, existing island heritage organisations face a variety of issues that they focus too much on the artefactual or are too focused to strive for anything beyond the remit of their particular heritage (Jacuniak-Suda, and Mose 33; Ronström 4). Though many factors including funding, space, volunteerism and community capability affect the way these groups function they have commonalities that include organisational methods, volunteer fatigue, and limited interest from community groups. It is within this context that the communities of the Outer Hebrides. Currently, projects within the Highlands and islands focus on particular “grassroots” development (Cave 26; Robertson 994) searching for innovative ways to attract, maintain, and sustain healthy levels of heritage and development—one such group is Ionad Hiort. Ionad Hiort Ionad Hiort is a community non-profit organisation founded in 2010 to assist in the development of a new type of heritage centre in the community of Uig on the Isle of Lewis (“Proposal-Ionad Hiort”). As stated in their website, the group strives to develop a centre on the history and contemporary views of St Kilda, as well as, encouraging a much-needed year-round economic impetus for the region. The development of the group and the idea of a heritage centre came about through the creation of the St Kilda Opera, a £1.5 million, five-country project held in 2007, led by Scotland’s Gaelic Arts agency, Proiseact nan Ealan (Mckenzie). This opera, inspired by the cliffs, people, and history of St Kilda used creative techniques to unite five countries in a live performance with cliff aerobatics and Gaelic singing to present the island narrative. From this initial interest, a commission from the Western Isles council (2010), developed by suggestions and commentary from earlier reports (Jura Report 2009; Rebanks 2009) encouraged a fiercely contentious competition, which saw Ionad Hiort receive the right to develop a remote-access heritage centre about the St Kilda archipelago (Maclean). In 2013, the group received a plot of land from the local laird for the establishment of the centre (Urquhart) thereby bringing it closer to its goal of a heritage centre, but before moving onto this notion of remote-heritage, a brief history is needed on the archipelago. Image 2: Location map of Mangerstadh on the Isle of Lewis and St Kilda to the west, with inset of Scotland. Image credit: © Crown Copyright and Database Right (2017). Ordnance Survey (Digimap Licence).St KildaSt Kilda is an archipelago about 80 kilometres off the coast of the Outer Hebrides in the North Atlantic (Image 2). Over 2000 years of habitation show an entanglement between humans and nature including harsh weather, limited resources, but a tenacity and growth to develop a way of living upon a small section of land in the middle of the Atlantic. St Kilda has maintained a tenuous relationship between the sea, the cliffs and the people who have lived within its territory (Geddes, and Gannon 18). Over a period of three centuries beginning in the eighteenth century an outside influence on the island begin to play a major role, with the loss of a large portion of its small (180) population. This population would later decrease to 100 and finally to 34 in 1930, when it was decided to evacuate the final members of the village in what could best be called a forced eviction.Since the evacuation, the island has maintained an important military presence as a listening station during the Second World War and in its modern form a radar station as part of the Hebridean Artillery (Rocket) Range (Geddes 14). The islands in the last thirty years have seen an increase in tourism with the ownership of the island by the National Trust of Scotland. The UNESCO World Heritage Organisation (UNESCO), who designated St Kilda in 1986 and 2004 as having outstanding universal value, has seen its role evolve from not just protecting (or conserving) world heritage sites, but to strategically understand sustainable tourism of its sites (“St Kilda”). In 2012, UNESCO selected St Kilda as a case study for remote access heritage conservation and interpretation (Hebrides News Today; UNESCO 15). This was partly due to the efforts of 3D laser scanning of the islands by a collaboration between The Glasgow School of Art and Historic Environment Scotland called the Centre for Digital Documentation and Visualisation (CDDV) in 2009.The idea of a remote access heritage is an important aspect as to what Ionad Hiort could do with creating a centre at their site away from St Kilda. Remote access heritage is useful in allowing for sites and monuments to be conserved and monitored “from afar”. It allows for 3D visualisations of sites and provides new creative engagements with a variety of different places (Remondino, and Rizzi 86), however, Ionad Hiort was not yet at a point to even imagine how to use the remote access technology. They first needed a strategy and direction, as after many years of moving towards recognition of proposing the centre at their site in Uig, they had lost a bit of that initial drive. This is where INDI was asked to assist by the Highlands and Islands Enterprise, the regional development organisation for most of rural Scotland. Building ConfidenceINDI is a research institute at The Glasgow School of Art. It is a distributed, creative collective of researchers, lecturers and students specialising in design innovation, where design innovation means enabling creative capabilities within communities, groups and individuals. Together, they address complex issues through new design practices and bespoke community engagement to co-produce “preferable futures” (Henchley 25). Preferable futures are a type of future casting that seeks to strive not just for the probable or possible future of a place or idea, but for the most preferred and collectively reached option for a society (McAra-McWilliam 9). INDI researches the design processes that are needed to co-create contexts in which people can flourish: at work, in organisations and businesses, as well as, in public services and government. The task of innovation as an interactive process is an example of the design process. Innovation is defined as “a co-creation process within social and technological networks in which actors integrate their resources to create mutual value” (Russo‐Spena, and Mele 528). Therefore, innovation works outside of standard consultancy practices; rather it engenders a sense of mutual co-created practices that strive to resolve particular problems. Examples include the work that has looked at creating cultures of innovation within small and medium-sized enterprises (Lockwood 4) where the design process was used to alter organisational support (Image 3). These enterprises tend to emulate larger firms and corporations and though useful in places where economies of scale are present, smaller business need adaptable, resilient and integrated networks of innovation within their organisational models. In this way, innovation functioned as a catalyst for altering the existing organisational methods. These innovations are thus a useful alternative to existing means of approaching problems and building resilience within any organisation. Therefore, these ideas of innovation could be transferred and play a role in enabling new ways of approaching non-profit organisational structures, particularly those within heritage. Image 3: Design Council Double Diamond model of the design process. Image credit: Lockwood.Developing the WorkIonad Hiort with INDI’s assistance has worked together to develop a heritage centre that tries to towards a new definition of heritage and identity through this island centre. Much of this work has been done through local community investigations revolving around workshops and one-on-one talks where narratives and ideas are held in “negative capability” (McAra-McWilliam 2) to seek many alternatives that would be able to work for the community. The initial aims of the partnership were to assist the Uig community realise the potential of the St Kilda Centre. Primarily, it would assist in enabling the capabilities of two themes. The first would be, strategy, for Ionad Hiort’s existing multi-page mission brief. The second would be storytelling the narrative of St Kilda as a complex and entangled, however, its common views are limited to the ‘fall from grace’ or ‘noble savage’ story (Macdonald 168). Over the course of six months, the relationship involved two workshops and three site visits of varying degrees of interaction. An initial gathering had InDI staff meet members of Ionad Hiort to introduce members to each other. Afterwards, INDI ran two workshops over two months in Uig to understand, reflect and challenge Ionad Hiort’s focus on what the group desired. The first workshop focused on the group’s strategy statement. In a relaxed and facilitated space in the Uig Community Hall, the groups used pens, markers, and self-adhesive notes to engage in an open dialogue about the group’s desires. This session included reflecting on what their heritage centre could look like, as well as what their strategy needed to get there. These resulted in a series of drawings of their ‘preferred’ centre, with some ideas showing a centre sitting over the edge of the cliffs or one that had the centre be an integral component of the community. In discussing that session, one of members of the group recalled:I remember his [one of INDI’s staff] interrogation of the project was actually pretty – initially – fairly brutal, right? The first formal session we had talking about strategy and so on. To the extent that I think it would be fair to say he pissed everybody off, right? So much so that he actually prompted us to come back with some fairly hard hitting ripostes, which, after a moment’s silence he then said, ‘That’s it, you’ve convinced me’, and at that point we kind of realised that that’s what he’d been trying to do; he’d been trying to really push us to go further in our articulation of what we were doing and … why we were doing it in this particular way than we had done before. (Participant A, 2016).The group through this session found out that their strategy could be refined into a short mission statement giving a clear focus as to what they wanted and how they wanted to go about doing it. In the end, drawings, charts, stories (Image 4) were drawn to reflect on what the community had discussed. These artefacts became a key role-player in the following months of the development of the group. Image 4: View of group working through their strategy workshop session. Image credit: Fergus Fullarton-Pegg (2014). The second set of workshops and visits involved informal discussion with individual members of the group and community. This included a visit to St Kilda with members from INDI, Ionad Hiort and the Digital Design Studio, which allowed for everyone to understand the immensity of the project and its significance to World Heritage values. The initial aims thus evolved into understanding the context of self-governance for distributed communities and how to develop the infrastructure of development. As discussed earlier, existing development processes are useful, though limited to only particular types of projects, and as exemplified in the Highlands and Islands Enterprise and Western Isles Council commission, it tends to put communities against each other for limited pots of money. This existing system can be innovated upon by becoming creative liaisons, sharing and co-creating from existing studies to help develop more effective processes for the future of Ionad Hiort and their ‘preferable future’. Building RelationshipsWhat the relationship with GSA has done, as a dialogue with the team of people that have been involved, has been to consolidate and clarify our own thinking and to get us to question our own thinking across several different aspects of the whole project. (Participant A, 2016)As the quote states, the main notion of using design thinking has allowed Ionad Hiort to question their thinking and challenge preconceptions of what a “heritage centre” is, by being a critical sounding board that is different from what is provided by consultants and other stakeholders. Prior to meeting INDI, Ionad Hiort may have been able to reach their goal of a strategy, however, it would have taken a few more years. The work, which involved structured and unstructured workshops, meetings, planning events, and gatherings, gave them a structured focus to move ahead with their prospectus planning and bidding. INDI enabled the compression and focus of their strategy making and mission strategy statement over the course of six months into a one-page statement that gave direction to the group and provided the impetus for the development of the prospectus briefs. Furthermore, INDI contributed a sense of contemporary content to the historic story, as well as, enable the community to see that this centre would not just become another gallery with café. The most important outcome has been an effective measure in building relationships in the Outer Hebrides, which shows the changing roles between academic and third sector partnerships. Two key points can be deemed from these developing relationships: The first has been to build a research infrastructure in and across the region that engages with local communities about working with the GSA, including groups in North Uist, Barra and South Uist. Of note is a comment made by one of the participants saying: “It’s exciting now, there’s a buzz about it and getting you [INDI] involved, adding a dimension—we’ve got people who have got an artistic bent here but I think your enthusiasm, your skills, very much complement what we’ve got here.” (Participant B, 2016). Second, the academic/non-profit partnership has encouraged younger people to work and study in the area through a developing programme of student research activity. This includes placing taught masters students with local community members on the South Uist, as well as, PhD research being done on Stornoway. These two outcomes then have given rise to interest in not only how heritage is re-developed in a community, but also, encourages future interest, by staff and students to continue the debate and fashion further developments in the region (GSAmediacentre). Today, the cliffs of Mangerstadh continue to receive the pounding of waves, the blowing wind and the ever-present rain on its rocky granite surface. The iterative stages of work that the two groups have done showcase the way that simple actions can carve, change and evolve into innovative outcomes. The research outcomes show that through this new approach to working with communities we move beyond the consultant and towards an ability of generating a preferable future for the community. In this way, the work that has been created together showcases a case study for further island community development. 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IntroductionAs the teaching staff working in a university postgraduate program—the Graduate Certificate of Creative Industries (Creative Practice) at Central Queensland University, Australia—an ongoing concern has been to ensure our students engage with the digital course content (delivered via the Moodle learning management system). This is an issue shared across the sector (La Pointe and Reisetter; Dargusch et al.) and, in our case, specifically in the area of students understanding how this online course content and tasks could benefit them in a program that is based around individual projects. As such, we are invested in enhancing student engagement both within the framework of this individual program and at an institution level. Like many institutions which now offer degrees which are either partially or fully online, the program in question offers a blended learning environment, with internal students also expected to engage with online materials (Rovai and Jordan; Colis and Moonen). The program was developed in 2011, first offered in 2012, and conducted two and sometimes three terms a year since then.Within the first year of delivery, low levels of student participation in online learning were identified as problematic. This issue was addressed using strategies that made use of characteristic strengths among our creative industries students, by developing and linking a peer-to-peer mentoring approach to our blended learning course design. Our challenge in this (as project facilitators and as teachers) has been to devise strategies to shift the students from reluctant to engaged online content users. A key strategy has evolved around introducing peer-mentoring as an intrinsic behaviour in the courses in the program. While not using a full case study approach, we do offer this singular instance for consideration as “much can be learned from a particular case” (Merriam 51). The below is based on our own observations, together with formal and informal student feedback gathered since 2012.Mentors and MentoringThe term mentor can have different meanings depending on the context in which the phrase is used. Ambrosetti and Dekkers note that “it is evident from the literature that there is no single definition for mentoring” (42). Drawing on an array of literature from a number of disciplines to qualify the definition of the term mentoring, Ambrosetti and Dekkers have identified a series of theorists whose definitions demonstrate the wide-ranging interpretation of what this act might be. Interestingly, they found that, even within the relatively narrow context of pre-service teacher research, words used to identify the term mentor varied from relatively collegial descriptors for the established teacher such as supporter, friend, collaborator, role model, and protector, to more formalised roles including trainer, teacher, assessor, and evaluator. The role to be played by a mentor—and how it is described—can also vary according to parameters around, and the purpose of, the mentoring relationship. That is, even though “mentoring, as described in literature, generally involves supporting and providing feedback to the mentee without judgment or criteria” (43), the dynamics of the mentor-mentee relationship may influence the perception and the nature of these roles. For example, the mentoring relationship between a teacher and pre-service teacher may be perceived as hierarchical whereby knowledge and feedback is “passed down” from mentor to mentee, that is, from a more authoritative, experienced figure to a less knowledgeable recipient. As such, this configuration implies a power imbalance between the roles.The relationships involved in peer-to-peer mentoring can be similarly defined. In fact, Colvin and Ashman describe the act of peer-mentoring as “a more experienced student helping a less experienced student improve overall academic performance”, and a relationship that “provides advice, support, and knowledge to the mentee” (122). Colvin and Ashman’s research also suggests that “if mentors and mentees do not have a clear sense of their roles and responsibilities, mentors will find it difficult to maintain any sort of self‐efficacy” (122)—a view that is held by others researchers in this field (see Hall et al.; Reid; Storrs, Putsche and Taylor). However, this collective view of peer-to-peer mentorship was not what we aimed to foster. Instead, we wanted our courses and program to both exhibit and inculcate practices and processes which we felt are more in line with our understanding of the creative industries, including a more organic, voluntary and non-hierarchical approach to peer-to-peer mentorship. This could use Ambrosetti and Dekker’s less hierarchical descriptors of supporter, friend, and collaborator listed above.Student CohortThe student cohort in this program regularly includes on-campus and distance education students in approximately equal ratios, with those studying by distance often geographically very widely dispersed across Australia, and sometimes internationally. The students in this program come from a diverse spectrum of creative industries’ art forms, including creative writing, digital media, film, music, and visual arts. Most enter the program with advanced skills, undergraduate or equivalent qualifications and/or considerable professional experience in their individual areas of creative practice and are seeking to add a postgraduate-level of understanding and scholarly extension to this practice (Kroll and Brien; Webb and Brien). Students also utilise a wide range of learning styles and approaches when developing and completing the creative works and research-informed reflective reports which comprise their assessment. All the students in the program’s courses utilise, and contribute to, a single online Moodle site each term. Some also wish to progress to research higher degree study in creative practice-led research projects (Barrett and Bolt) after completing the program.Applying Peer-to-Peer Mentoring in a Project-Based ProgramThe student cohort in this program is diverse, both geographically and in terms of the area of individual creative industries’ specialisation and the actual project that each student is working on. This diversity was a significant factor in the complexity of the challenge of how to make the course online site and its contents and tasks (required and optional) relevant and engaging for all students. We attempted to achieve this, in part, by always focusing on content and tasks directly related to the course learning outcomes and assessment tasks, so that their usefulness and authenticity in terms of the student learning journey was, we hoped, obvious to students. While this is a common practice in line with foundational conceptions of effective learning and teaching in higher education, we also proposed that we might be able to insure that course content was accessed and engaged with, and tasks completed, by linking the content and tasks in Moodle to the action of mentoring. In this, students were encouraged to discuss their projects in the online discussion forum throughout the term. This began with students offering brief descriptions of their projects as they worked through the project development stage, to reports on progress including challenges and problems as well as achievements. Staff input to these discussions offered guidance—both through example and (at times) gentle direction—on how students could also give collegial advice to other students on their projects. This was in terms of student knowledge and experience gained from previous work plus that learned during the program. In this, students reported on their own activities and how learning gained could potentially be used in other professional fields, as for example: “I specifically enjoyed the black out activity and found the online videos exceptional, inspiring and innovating. I really enjoyed this activity and it was something that I can take away and use within the classroom when educating” (‘Student 1’, week 8, Term 1 2015). Students also gave advice for others to follow: “I understand that this may not have been the original intended goal of Free Writing—but it is something I would highly recommend … students to try and see if it works for you” (‘Student 2’, week 5, Term 1 2015). As each term progressed, and trust built up—a key aspect of online collaboration (Holton) as well as a fruitful mentoring relationship (Allen and Poteet)—joint problem solving also began to take place in these discussions.As most of the students never interact face-to-face during the term, the relative impersonality of the online discussions in Moodle, although certainly not anonymous, seemed to provide a safe platform for peer-to-peer mentoring, even when this was offered by those who were also interacting in class as well. As facilitators of this process, we also sought to model best-practice interaction in this communication and ensure that any posts were responded to in an encouraging and timely manner (Aragon). As a result, the traffic within these forums generally increased each week so that, by the end of the term, every student (both external and internal) had contributed significantly to online discussions—even those who appeared to be more reluctant participants in the beginning weeks of the term. Strategies to Facilitate Peer-to-Peer MentoringSeeking to facilitate this process, we identified discrete points within the term’s course delivery at which we would encourage a greater level of engagement with the online resources and, through this, also encourage more discussion in the online discussion forum. One of the strategies we employed was to introduce specific interactions as compulsory components of the course but, at the same time, always ensuring that these mandated interactions related directly to assessment items. For example, a key assessment task requires students to write reflectively about their creative work and processes. We duly included information and examples of reflective writing as resources online. In order to further develop this skill for both internal and external students, we adopted an active and iterative learning approach to this task by asking students to write reflectively, each week, about the online resources provided to them. In asking students to do this, we reiterated that, at the end of term, a core part of the assessment item was that each student would be asked to describe, analyse and reflect on how they used these resources to facilitate their creative practice. At the end of the term, therefore, each student could collate his or her weekly responses, and use these as part of this assessment task. However, before this final reflection needed to be completed, these reflective musings were already being refined and extended as a result of the commentaries offered by other students responding to these weekly reflections. In this, these commenting students were, in fact, playing the role of peer-to-peer mentors, assisting each other to enhance their abilities in reflective thinking and writing.It should be stated that neither formal mentoring roles nor expectations of the process or its outcomes were pre-determined, defined or outlined to students by the teaching staff or communicated directly to them in any way (such as via the course materials). Instead, internal and distance students were encouraged to communicate with each other and offer guidance, help and support to each other (but which was never described as peer-to-peer mentorship) via their use of the Moodle learning managements system as both a group communication tool and a collaborative learning resource (Dixon, Dixon and Axmann). It is common for creative practitioners to collect data in the form of objects, resources, tools, and memories in order to progress their work and this habit has been termed that of the “bowerbird” (Brady). Knowing that it likely that many of our students are already proficient bowerbirds with many resources in their personal collections, we also facilitated a peer-to-peer mentoring activity in the form of an online competition. This competition asked students to post their favourite interactive resource onto the Moodle site, accompanied by a commentary explaining why and how it could be used. Many students engaged with these peer-posted resources and then, in turn, posted reflections on their usefulness, or not, for their own personal practice and learning. This, in turn, engendered more resources to be posted, shared, and discussed in terms of project problem-solving and, thus, became another ongoing activity that encouraged students to act as increasingly valued peer-mentors to each other.The Practical Application of Peer-to-Peer MentoringEach term, it is a course requirement that the student cohort, both internal and external, combine to create a group outcome—an exhibition of their creative work (Sturm, Beckton and Brien). For some students, the work exhibited is completed; for others, particularly part-time students, the work shown is frequently still in progress. Given that the work in the student exhibition regularly includes music and creative writing as well as visual art, this activity forces students to engage with their peers in ways that most of them have not previously encountered. This interaction includes communication across the internal and distance members of the cohort to determine what work will be included in the exhibition, and how work will be sent for display by external students, as well as liaising in relation to range of related considerations including: curatorial (what the exhibition will be named, and how work is to be displayed), cataloguing (how the works, and their contributors, are to be described), and the overall design of the catalogue and invitation (Sturm, Beckton and Brien). Students make these decisions, as a group, with guidance from staff mainly being offered in terms of practical information (such as what days and times the exhibition space can be accessed) and any limitations due to on-site health and safety considerations and other university-wide regulations.Student feedback has been very positive in relation to this aspect of the course (Sturm, Beckton and Brien), and its collective nature is often remarked on in both formal and informal feedback. We are also finding that some prospective students are applying to the program with a knowledge of this group exhibition and some information about how it is achieved. After graduation, students have reported that this experience of peer-to-peer working across the spectrum of creative industries’ art forms has given them a confidence that they were able to apply in real work situations and has, moreover been a factor that directly led to relevant employment. One student offered in unsolicited feedback: “It was a brilliant course that I gained a lot from. One year on, I have since released another single and work as an artist manager, independently running campaigns for other artists. The course also helped make me more employable as well, and I now work … as a casual admin and projects officer” (Student 3, 2015).Issues Arising from Peer-to-Peer MentoringAn intrinsic aspect of facilitating and encouraging this peer-to-peer mentoring was to allow a degree of latitude in relation to student online communication. The week-to-week reflection on the online resources was, for instance, the only mandated activity. Other participation was modeled and encouraged, but left to students as to how often and when they participated, as well as the length of their posts. In each term, we have found student involvement in discussions increased throughout the term, and tended to exceed our expectations in both quantity and quality of posts.We have also found that the level of intimate detail offered, and intimacy developed, in the communications was far greater than we had initially anticipated, and that there were occasions when students raised personal issues. Initially, we were apprehensive about this, particularly when one student discussed past mental health challenges. At the time, we discussed that the creative arts – whether in terms of its creation or appreciation – are highly personal practices (Sternberg), and that the tone taken by many of the creative individuals, theorists, and researchers whose materials we use as resources was often personally revealing (see, for example, Brien and Brady). By not interfering, other than ensuring that the tone students used with each other was always respectful and focused on the professional aspects of what was being discussed, we observed that this personal revelation translated into high levels of engagement in the discussions, and indeed, encouraged peer support and understanding. Thus, in terms of the student who revealed information about past health issues and who at one stage had considered withdrawing from the course, this student later related to staff—in an unsolicited communication—that these discussions led to him feeling well supported. This student has, moreover, continued to work on related creative practice projects after completing the program and, indeed, is now considering continuing onto Masters level studies.ConclusionIn relation to much of the literature of mentoring, this experience of student interaction with others through an online discussion board appears to offer a point of difference. While that literature reports on other examples of peer-to-peer mentoring, most of these follow the seemingly more usual vertical mentoring model (that is, one which is hierarchical), rather than what developed organically in our case as a more horizontal mode. This is, moreover, a mode which has many synergies with the community of practice and collaborative problem solving models which are central to the creative industries (Brien and Bruns).Collings, Swanson, and Watkins have reported on the positive impact of peer mentoring on student wellbeing, integration, and retention. In terms of effects and student outcomes, although we have not yet collected data on these aspects of this activity, our observations together with informal and University-solicited feedback suggests that this peer-to-peer mentoring was useful (in terms of their project work) and affirming and confidence-building (personally and professionally) for students who are both mentors and mentees. These peer-to-peer mentoring activities assisted in developing, and was encouraged by, an atmosphere in which students felt it was appropriate and safe to both offer support and critique of each others’ work and ideas, as well as encouragement when students felt discouraged or creatively blocked. Students, indeed, reported in class and online that this input assisted them in moving through their projects and, as program staff, we saw that that this online space created a place where collaborative problem-solving could be engaged in as the need arose—rather than in a more forced manner. As teachers, we also found these students became our post-graduate colleagues in the way more usually experienced in the doctoral supervisor-student relationship (Dibble and Loon).The above reports on a responsive learning and teaching strategy that grew out of our understanding of our students’ needs that was, moreover, in line with our institution’s imperatives. We feel this was a successful and authentic way of involving students in online discussions, although we did not originally foresee that they would become mentors in the process. The next step is to develop a project to formally evaluate this aspect of this program and our teaching, as well as whether (or how) they reflect the overarching discipline of the creative industries in terms of process and philosophy. ReferencesAllen, Tammy D., and Mark L. Poteet. “Developing Effective Mentoring Relationships: Strategies from the Mentor’s Viewpoint.” The Career Development Quarterly 48.1 (1999): 59–57.Ambosetti, Angelina, and John Dekkers. “The Interconnectedness of the Roles of Mentors and Mentees in Pre-Service Teacher Education Mentoring Relationships.” Australian Journal of Teaching Education 35.6 (2010): 42–55.Aragon, Steven R. “Creating Social Presence in Online Environments.” New Directions for Adult and Continuing Education 100 (2003): 57–68. Barrett, Estelle, and Barbara Bolt, eds. Practice as Research: Approaches to Creative Arts Enquiry. London: I.B. Tauris, 2007.Brady, Tess. “A Question of Genre: Demystifying the Exegesis.” TEXT: Journal of the Australian Association of Writing Programs 4.1 (2000). 1 Mar. 2016 <http://www.textjournal.com.au/april00/brady.htm>.Brien, Donna Lee, and Tess Brady. “Collaborative Practice: Categorising Forms of Collaboration for Practitioners.” TEXT: The Journal of the Australian Association of Writing Programs 7.2 (2003). 1 Mar. 2016 <http://www.textjournal.com.au/oct03/brienbrady.htm>.Brien, Donna Lee, and Axel Bruns. “Editorial.” M/C Journal 9.2 (2006) 1 Mar. 2016 <http://www.textjournal.com.au/oct03/brienbrady.htm>.Central Queensland University. CB82 Graduate Certificate in Creative Industries. 2016. 1 Mar. 2016 <http://handbook.cqu.edu.au/programs/index?programCode=CB82>.Colis, B., and J. Moonen. Flexible Learning in a Digital World: Experiences and Expectations. London: Kogan-Page, 2001.Collings, R., V. Swanson and R. Watkins. “The Impact of Peer Mentoring on Levels of Student Wellbeing, Integration and Retention: A Controlled Comparative Evaluation of Residential Students in U.K. Higher Education.” Higher Education 68 (2014): 927–42.Colvin, Janet W., and Miranda Ashman. “Roles, Risks and Benefits of Peer Mentoring Relationships in Higher Education.” Mentoring and Tutoring: Partnership in Learning 18.2 (2010): 121–34. Dargusch, Joanne, Lois R. Harris, Kerry Reid-Searl, and Benjamin Taylor. “Getting the Message Through: Communicating Assessment Expectations to First Year Students.” Australian Association of Research in Education Conference. Fremantle, WA: 2015.Dibble, Brian, and Julienne van Loon. “The Higher Degree Research Journey as a Three Legged Race.” TEXT: Journal of the Australian Association of Writing Programs 8.2 (2004). 20 Feb. 2016 <http://www.textjournal.com.au/oct04/dibble_vanloon.htm>.Dixon, Robert, Kathryn Dixon, and Mandi Axmann. “Online Student Centred Discussion: Creating a Collaborative Learning Environment.” Hello! Where Are You in the Landscape of Educational Technology: Proceedings ASCILITE. Melbourne: ASCILITE, 2008. 256–264.Hall, Kendra M., Rani Jo Draper, Leigh K. Smith, and Robert V. Bullough. “More than a Place to Teach: Exploring the Perceptions of the Roles and Responsibilities of Mentor Teachers.” Mentoring & Tutoring: Partnership in Learning 16.3 (2008): 328–45.Holton, Judith A. “Building Trust and Collaboration in a Virtual Team.” Team Performance Management: An International Journal 7.3/4 (2001): 36–47.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 (2006): 1–13.La Pointe, Loralee, and Marcy Reisetter. “Belonging Online: Students’ Perceptions of the Value and Efficacy of an Online Learning Community.” International Journal on E-Learning 7.4 (2008): 641–65.Merriam, Sharan B. Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: Jossey-Bass, 2009.Reid, E. Shelley. “Mentoring Peer Mentors: Mentor Education and Support in the Composition Program.” Composition Studies 36.2 (2008): 51–79.Rovai, A.P., and Hope M. Jordan. “Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses.” Virginia: Regent University, 2004. 20 Feb. 2016 <http://www.irrodl.org/index.php/irrodl/article/view/192/274>.Storrs, D., L. Putsche, and A. Taylor. “Mentoring Expectations and Realities: An Analysis of Metaphorical Thinking among Female Undergraduate Protégés and Their Mentors in a University Mentoring Programme.” Mentoring & Tutoring: Partnership in Learning 16.2 (2008): 175–88. Sternberg, Robert. The Nature of Creativity: Contemporary Psychological Perspectives. Cambridge: Cambridge UP, 1988.Sturm, Ulrike, Denise Beckton, and Donna Lee Brien. “Curation on Campus: An Exhibition Curatorial Experiment for Creative Industries Students.” M/C Journal 18.4 (2015). 12 Feb. 2016 <http://journal.media-culture.org.au/index.php/mcjournal/article/view/1000>.Webb, Jen, and Donna Lee Brien. “Preparing Graduates for Creative Futures: Australian Creative Arts Programs in a Globalising Society.” Partnerships for World Graduates: AIC (Academia, Industry and Community) 2007 Conference. Melbourne: RMIT, 28–30 November 2007.

Disclaimer: The situation on PixelCanvas is constantly changing due to raids from both sides. The figures in this article represent the state as of April 2020. In the politicized digital environment, the superiority of the alt-right’s weaponization of memes is often taken for granted. As summarized in the buzzword-phrase “the left can’t meme”, the digital engagements of self-identified leftist activists are usually seen as less effective than the ones of the right: their attempts at utilizing Internet culture described as too “politically correct” and “devoid of humour”. This supposedly “immutable law of the Internet” (Dankulous Memeulon) often found confirmation in research.Described by Phillips and Milner, Internet culture – “a highly insular clique”, now seeping into popular culture – is by design rooted in liberalism and fetishized sight. Through its principles of “free speech”, “harmless fun”, and dehumanizing detachment of memes from real-life production and consequence, meme-sharing was enabling deception, “bigoted pollution”, and reinforcing white racial frames, regardless of intentions (Phillips and Milner). From Andersson to Nagle, many come to the conclusion that the left’s presence online is simply not organized, not active, not transgressive enough to appeal to the sensibilities of Internet culture. Meanwhile, the playful, deceptive online engagements of the alt-right are found to be increasingly viral, set to recruit numerous young rebels, hence upholding a cultural hegemony which has already transcended over to the offline world. This online right style is one where a rejection of morality and nihilistic nonconformity reign supreme – all packaged in carnivalesque laughter and identity-bending “trolling” (Nagle 28-39). Even if counterculture and transgression used to be domains of the left, nowadays the nihilistic, fetishizing landscape of online humour is popularized via alt-right aligned message boards like 4chan (Nagle 28-39).Left-wing alternatives, encompassed by Nagle in the term “Tumblr liberalism”, were often described as “fragmented” through identitarianism and call-out-culture, enclosed in echo chambers, “nannying, language policing, and authoritarian” (68-85). This categorization has been rightfully criticized for reductionism that lumps together diverse political strands, focuses on form only, and omits the importance of subcultural logic in its caricature of the censorious left (Davies). However, it would be difficult to deny that this is exactly how the online left is, unfortunately, often perceived by the right and liberals/centrists alike, evidenced by its niche quality.The solutions to the problem of the right’s dominance in the memeosphere – and their Gramscian cultural hegemony – offered by Phillips and Milner could include disavowing fetishized sight while maintaining “slapdash, quippy, and Internet Ugly” qualities to deconstruct meme culture’s whiteness; Davies suggests that “if the left is to have the same degree of success in translating online cultures into political movements then it needs to understand both the online world and its own IRL history”.Nonetheless, some strands of the online left have been rather close in style and form to the ones of the alt-right, despite their clear difference of “stance” (Shifman 367). In this article, I demonstrate an example of a multi-faceted, united, witty, and countercultural meme leftism on PixelCanvas.io (PixelCanvas): a nearly unlimited online canvas, where anyone can place coloured pixels with an obligatory cooldown time after each. Intended for creative expression, PixelCanvas became a site of click-battles between organized dichotomous extremes of the left and the alt-right, and is swarmed with political imagery. The right’s use of this platform has been already examined by Thibault, well-fitting into the consensus about the efficiency of right-wing online activity. My focus is the rebuttal of alt-right imagery that the radical left replaces with their own.With a brief account of PixelCanvas’s affordances and recounting the recent history of its culture wars, I trace the hybrid leftist activity on PixelCanvas to argue that it is comparably grounded in dissimulation and transgression to the alt-right’s. Based on the case study, I explore how certain strands of online left might reappropriate the carnivalesque, deceptive, and countercultural meme culture sensibilities and forms, while simultaneously rejecting its “bigoted pollution” (Phillips and Milner) aspects. While arguably problematic, these new strategies might be necessary to combat the alt-right’s hegemony in the meme environment – and by extension, in popular culture.PixelCanvas as a Metapolitical Platform of Culture WarsPixelCanvas affords a blend of 4chan-style open-access, no-login anonymity and the importance of organized collective effort. As described by Thibault, it is an “online ‘game’ that allows players to colour pixels ..., either collaborating or competing for the control of the shared space” (102). The obligatory cooldown period on PixelCanvas results in most of the works requiring either dedication of long periods of time or collaboration: as such, the majority of canvas art has a “shared authorship” (102). As a space for creative expression, PixelCanvas encourages expressing aspects of genuine personal identity (political views, sexuality, etc.) albeit reduced to symbols and memes that rarely remain personal. Although the primary medium of information transfer on the platform is visual, brief written catchphrases are also utilized. While the canvas is not lacking in free areas, competition for space is prevalent: between political viewpoints, nationalist groups (Bakalım), and other communities (PixelCanvas.io).Given this setup, it might be expected that battling for hegemony took over the game. The affordances of PixelCanvas as accepting anonymous unmoderated expressions of identity/political views encourage dissimulation similarly to boards such as 4chan; its immediate visual/one-liner focus overlaps with the prerequisites of meme culture. Meanwhile, the game’s competition aspect leads to large-scale organization of polarized metapolitical groups and to imagery that is increasingly larger, more taboo-breaking, and playful: meant to catch the eye of a viewer before the opponents do. PixelCanvas, as such, is a platform fitting into transgressive, trolling, fetishizing, and “liberal” affordances of Internet culture: the same affordances that made it, according to Nagle or Phillips and Milner, into a space of desensitized white supremacy and right-wing dominance.Such a setup may seem to work in favour of the 4chan-style raids and against the supposed identitarianism of “Tumblr liberalism”. One could recall the importance of united collective efforts on 4chan: from meme-sharing to Gamergate raids (Beran). Meanwhile, suggested by Citarella, a problem of the online left is its fragmentation, and its “poorly organized and smaller followings” (10). As he observed on Politigram, “DemSocs, Syndicalists, ML’s, AnComs, … and so on, all hated each other. The online right was equally divided but managed to coordinate cultural agitations” (Citarella 10).Indeed, the platform displayed the effects of alt-right virality multiple times, involving creations of self-identified Kekistanis (KnowYourMeme), anarcho-capitalists, 4chan-aligned “bronies” (My Little Pony fans), etc. However, since 2017, the left joined the game, becoming another example of a united, well-organized and strongly participatory group, which continuously resists alt-right attacks and establishes its own raids, often gaining an upper hand.Named “Battle of Pixelgrad”, the influx of leftist activity began to combat the forming Reich Iron Cross posted by “a user on 4chan's /pol/” which has caught the attention of Leftbook/meme groups and subreddits (PLK Wiki) (Wrigley). The groups involved spanned “all beliefs under a unified socialist umbrella” (Pixel Liberation Front) ranging from communism through anarchism subtypes to identity politics: all associating with the “left unity” flag that they replaced the Iron Cross with. Their efforts against alt-right raids were coordinated through Discord servers and a public Facebook group. Soon, a Facebook page for Left Unity Fighting Front (LUFF) was set up, with the PixelCanvas flag in the banner and the description: “We decided to form the new rival of 4chan, LUFF. We are the new united front of the internet. Promoting left unity, trolling Nazis, and taking on sectarianism.”Figure 1: The ’Left Unity’ flag. Source: https://pixelcanvas.io/@-1554,3594.The concept of left unity has been criticised before, as one that would lead to “the co-optation of anarchism under a Marxist leadership”, charged with the history of anarchist-Bolshevik clashes in USSR, and marred by a “lack of willingness among some Marxists to actually engage with anarchists in legitimate debate” (Springer). Still, the PixelCanvas left unity is one of the rare instances of Marxist, anarchist, and other leftist online groups working together on rather equal grounds, without cracking down on discourse and historical contexts: which is afforded by a subcultural logic and focus on combating a common enemy. The PixelCanvas leftists support common projects, readily bending their beliefs/ identity to create an efficient community that can resist 4chan: self-identifying as an “allyship” with anonymous “soldiers”/comrades belonging together on the left side of the pixel “war” (Pixel Liberation Front). While the diversity of their beliefs is made clear through the variously aligned flags/thinkers they choose to represent with pixels, the union stands without in-fighting, emulating simplistic versions of history as a dichotomous struggle between left and right (which deliberately rejects centrism): from Nazi/communist battles to Cold War imagery. Although reductionist, this us/them thinking is especially necessary in the visual, time-sensitive, and competitive space of PixelCanvas. No matter how extreme the common projects are, what matters in the pixel war is camaraderie and defeating the enemy in the most striking manner possible. After all, the setup of the platform (and the immediacy of Internet culture) supports attention- grabbing transgression and memes better than nuanced discourse. Figure 2: Representation of the left uniting against Nazism and anarcho-capitalism. Source: https://pixelcanvas.io/@-143,-782.As of April 2020, hardly any Nazi/4chan/ancap imagery on PixelCanvas stands without being challenged by the Left Unity. Although some of the groups involved in Pixelgrad do not exist anymore, Discord servers (e.g. RedPixel) and Pixel Liberation Front (PLF) Facebook group remain, defending the platform from continued raids. These coordinating bodies are easily accessible to anyone willing to contribute (shall one wish for complete anonymity, they are also free to participate without joining the servers). Their efforts could be understood as “clicktivism” (Halupka); however, the involved leftists view it as a “war” (PLF) or “Memeolution” (Wrigley), an important way in which the “virality of right-wing populism” (Thibault) must be resisted. This use of language highlights their serious awareness of the need for combating the right’s digital hegemony, no matter how playful their activity seems.Even if this phenomenon is specific to PixelCanvas, one should acknowledge that the identity-bending unity of the left has been enough to challenge continued raids. Niche practices, as seen through 4chan, might break into the mainstream: according to Hobson and Modi, online spaces “are a rich recruiting ground for previously antithetical/apolitical young people” (345) who find refuge in memes and trolling. The agenda of the PixelCanvas left (counterplatforming activism) in this case differs from 4chan’s. However, the forms they assume to reach their goal are often “pithy, funny, or particularly striking” enough to potentially make one “pause to think, and/or laugh” (Hobson and Modi 345) regardless of political alignment.The Form, Content, and Stance of PixelCanvas Left ActivityDespite the unity in the organization of the PixelCanvas left, the approaches/strategies of its various pixel artworks are far from uniform. At the first sight, the creations of RedPixel members already appear as a multi-faceted (and potentially confusing) mixture of serious real-life agenda and playful Internet culture. Guided by Shifman’s communication-oriented typology of memes, I analyze the different “contents, forms, and stances” (367) that the PixelCanvas left displays in its creations. For analytical clarity, I distinguish three main approaches which overlap and play various roles in contributing to the collective image of RedPixel as simultaneously activist, serious, inclusive, and Internet-culture-savvy, transgressive, deceptive.The first approach of PixelCanvas leftist creations is most serious and least grounded in Internet culture. A portion of RedPixel activity directly reproduces real-life protest chants, posters, flags, murals, movement symbols, and portraits of leftist icons, with little alteration to the form other than pixelating. The contents of such creations vary, however, they remain serious and focused on real-life issues: voicing support for contemporary leftist movements (Black Lives Matter, pro-refugee, Rojava liberation, etc.), celebrating the countercultural, class-centric leftist history (anarchist, communist, socialist victories, thinkers, and revolutionaries), and representing a plethora of identities within hyper-inclusive flag clusters (of various sexualities, genders, and ethnicities). The stance of these images can be plausibly interpreted as charged with serious/genuine “keying” (Shifman 367), and “conative” (imperative) or “emotive” (367) functions. Within those images, the meme culture’s problematic affordances (“fetishization” and “liberalism” (Phillips and Milner)) are disavowed clearly: exemplified by a banner on the site suggesting that “just a meme” mentality created a shield for “meme Nazis” that led to the 2019 Christchurch mosque shooting. Although this strand of RedPixel’s works could be criticized as “humourless” and rather detached from the platform’s affordances, its role lies in displaying the connection to the real world with potential suggestions for mobilization, the awareness of meme culture’s problematic nature, and the image of radical left cooperation. Figure 3: The Christchurch memorial. Source: https://pixelcanvas.io/@-2815,3321. Figure 4: Posters and symbols in support of Rojava, Palestine liberation, and Black Lives Matter. Source: https://pixelcanvas.io/@5340,4121. Figure 5: Early Paris Commune poster reproduced on PixelCanvas. Source: https://pixelcanvas.io/@7629,2134. Figure 6: Example of a PixelCanvas hyper-inclusive flag cluster. Source: https://pixelcanvas.io/@2741,-3508.The second approach, while similar in the diversity of content, adopts memetic forms, and the light-hearted “harmless fun” of Internet culture. Through popular meme formats (molded to call for action), slang expressions, pop-cultural references (anime/cartoon/video game characters), to adopting “cutesy” aesthetics, these creations present identity politics, anti-fascism, and anti-capitalism in a light, aestheticized form. Popular characters, colourful art, and repetitive base colour schemes (red, black, rainbow) are likely to attract attention; recognition of the pop-cultural references, and of known meme formats might sustain it, urging one to focus on the only uncertain element: the politics behind it. Being visually and contextually appealing to online youth, this political-memetic imagery is well-adapted to the platform. Simultaneously, the carnivalesque forms contrast with the frequently more transgressive contents this approach employs. As a result, the tone of their work seems lighthearted even in its incitement to “kill the Nazis” and “eat the rich”. Clearly aware of the language of its opposition, RedPixel reacts similarly to how 4chan reacted to Tumblr liberalism: responding to “lightly thrown accusations” (Nagle) by intensifying them to the point where they can be seen as “owning” the labels they have been given – instead of “getting offended”. Through memes and reappropriated posters they present themselves as “Red Menace,” as a direct threat to 4channers, and as a “trigger-warning” club, using the existing criticisms to self-identify as formidable enemies of the right. While the transgression in RedPixel style often remains acceptable by radical left standards, it is certainly not the same as “virtue signalling”, “hypersensitive”, “vulnerable” Tumblr liberalism (Nagle 68–85); and it might be shocking or amoral to some. Much of their imagery is provocative: inciting violence, glorifying deeply problematic parts of communist history, using religious symbols in a potentially blasphemous way, supporting occultism/ Satanism, and explicitly amplifying (queer) sexuality. In the mix of (sometimes) extreme contents and forms that suggest a light-hearted attitude, it might be difficult to determine the keying of their stance. Although it is unlikely that RedPixel would avow politics they do not actually believe (given the activist, anti-fetishizing agenda of their first approach), their political choices are frequently amplified to their full “tankie” form, and even up to Stalin support: raising the question how much of it is serious intent masked with humour, and what could be written off as deliberate identity play, deceptive “trolling” and jokes, similar in style to 4chan’s. Figure 7: Revolution-inciting appropriation of a popular meme format. Source: https://pixelcanvas.io/@-1765,3376. Figure 8: Fictional characters Stevonnie (Steven Universe) and Cirno (Touhou) with leftist captions. Source: https://pixelcanvas.io/@-847,-748. Figure 9: Call for fighting fascism referencing a Pacman video game and Karl Marx. Source: https://pixelcanvas.io/@-712,-395. Figure 10: Joseph Stalin reimagined as a My Little Pony character. Source: https://pixelcanvas.io/@-1197,966. Figure 11: “A spectre is haunting Kekistan.” Source: https://pixelcanvas.io/@-2196,3248. Figure 12: “Trigger Warning Gun Club” badge. Source: https://pixelcanvas.io/@2741,-3508.Figure 13: “Have you heard that Nazis get vored?” anime catgirl. Source: https://pixelcanvas.io/@1684,928. Figure 14: Rainbow genitals on a former Kekistan flag. Source: https://pixelcanvas.io/@-2513,3221. Figure 15: “Eat the Rich — OK Boomer” wizard ghost. Source: https://pixelcanvas.io/@-4390,-697.The third approach can be read as a subset of the second: however, what distinguishes it is a clearly parodic stance and reappropriating of 4chan’s forms. The PixelCanvas activists, unlike the supposed “anti-free speech” left (Lukianoff and Haidt) do not try to get the alt-right imagery removed by others, and do not fully erase it. Instead, they repurpose 4chan memes and flags, ridiculing them or making them stand for leftist views. An unaware viewer could mistake their parodies of 4chan for parodies of the left made by 4chaners; the true stance sometimes only suggested by their placement within RedPixel-reclaimed areas. Communist and LGBTQ+ Pepes or Ponies, modified Kekistan flags, and even claiming that “the right can’t meme” all point to an interesting trend that instead of banning symbols associated with alt-right groups wants to exploit the malleability of memes: confusing and parodying their original content and stance while maintaining the form and style. This aim is perhaps best exemplified in the image The Greatest Game of Capture the Flag where Pepes in anarcho-communist, communist, and transgender Pride hoodies are escaping from a crying white man while carrying a 4chan flag. Interpreted in context, this image summarizes the new direction that leftists take against 4chan. This is a direction of left unity (with various strands of radical left maintaining their identities but establishing an overarching collective “allyship” identification), of mixing identity politics with classic ideologies, of reconciling Internet culture with IRL socio-political awareness, and finally, of reappropriating proven-effective play, dissimulation, and transgression from 4chan. Figure 16: Pride flag cluster with Pride-coloured Pepes. Source: https://pixelcanvas.io/@-1599,3516. Figure 17: Communist/anarchist thinkers and leaders reimagined as Pepes. Source: https://pixelcanvas.io/@-1885,3203. Figure 18: “The Right Can’t Meme.” Source: https://pixelcanvas.io/@-1885,3203. Figure 19: The reclaimed Kekistan area. Source: https://pixelcanvas.io/@-2439,3210. Figure 20: “The Greatest Game of Capture the Flag.” Source: https://pixelcanvas.io/@-1885,3203.ConclusionThe PixelCanvas left can serve as an example of a united stronghold which managed to counterplatform the alt-right: assuming dominance in 2017 to later rebuild and expand their pixel spheres of influence after each 4chan raid. Online culture wars are nowadays recognized as Gramscian in their roots: according to Burton, “the young people confronting this reactionary shift head-on with memes normalizing are … on the front lines of a culture war with global repercussions” (13). By far, this “war” for digital hegemony has been overwhelmingly evaluated as one that the alt-right is simply better at, due to the natural affordances of Internet culture. However, the “united front of the internet” “promoting left unity and trolling Nazis” (LUFF) exemplifies a possible direction which the online radical left could follow to take on 4chan’s digital dominance. This direction is complex and hybrid: with overlapping/combined approaches. The activities of PixelCanvas left include practices that are well-adapted to the immediate meme culture and those based on IRL movements; practices similar to 4chan’s problematic transgression and those that are activist, disavowing fetishized sight; serious practices and deceptive/ironic ones. Their 2017 PixelCanvas victory and later resistance persisting despite continuing raids might suggest that this strategy works, with the key to its coordination laying in the subcultural logic of an “allyship” that privileges fast-paced mobilization and swift comebacks over careful nuance: necessitated by meme culture affordances. Although only time can prove if this new left digital language will become more widespread, it has the potential to become an alternative to “hypersensitive Tumblr liberalism” and to challenge the idea that meme culture is doomed to be right-wing.ReferencesAndersson, Linus. “No Digital ‘Castles in the Air’: Online Non-Participation and the Radical Left.” Media and Communication 4.4 (2016): 53–62.Bakalım, Seyret. “Pixel io Türkiye vs Brezilya [Turkey vs Brazil] Pixel War.” YouTube, 23 June 2017. <https://www.youtube.com/watch?v=NsPHVNpB8Hg>.Beran, Dale. “4chan: The Skeleton Key to the Rise of Trump.” Medium, 14 Feb. 2017. <https://medium.com/@DaleBeran/4chan-the-skeleton-key-to-the-rise-of-trump-624e7cb798cb>.Burton, Julian. “Look at Us, We Have Anxiety: Youth, Memes, and the Power of Online Cultural Politics.” Journal of Childhood Studies 44.3 (2019): 3–17.Dankulous Memeulon. “The Left Can’t Meme.” UrbanDictionary, 11 May 2018. <https://www.urbandictionary.com/define.php?term=The%20Left%20can%27t%20Meme>.Davies, Josh. “Tumblr Liberalism’ vs the Serious Authentic Left: On Angela Nagle’s Kill All Normies.” Ceasefire Magazine, 8 Sep. 2017. <https://ceasefiremagazine.co.uk/tumblr-liberalism-authentic-left-review-kill-normies/>.Halupka, Max. “Clicktivism: A Systematic Heuristic.” Policy & Internet 6.2 (2014): 115–32.Hobson, Thomas, and Kaajal Modi. “Socialist Imaginaries and Queer Futures: Memes as Sites of Collective Imagining.” Post Memes: Seizing the Memes of Production. Eds. Alfie Bown and Dan Bristow. New York: Punctum Books, 2019. 327–52.KnowYourMeme. “Kekistan.” KnowYourMeme, 2017. <https://knowyourmeme.com/memes/kekistan>.Left Unity Fighting Front. “About.” Facebook, 6 July 2017. <https://www.facebook.com/pg/LeftUnityFightingFront/about/>.Lukianoff, Greg, and Jonathan Haidt. The Coddling of the American Mind. New York: Penguin Books, 2018.Nagle, Angela. Kill All Normies: Online Culture Wars from 4chan and Tumblr to Trump and the Alt-Right. Winchester, Washington: Zero Books, 2017.Phillips, Whitney, and Ryan M. Milner. “The Root of All Memes.” You Are Here, 27 Apr. 2020. <https://you-are-here.pubpub.org/pub/wsl350qp/release/1>.PixelCanvas. <https://pixelcanvas.io/>.PixelCanvas.io. “PixelCanvas.io | The Death of Pac-Man - The Void vs SDLG.” YouTube, 19 June 2017. <https://www.youtube.com/watch?v=gV70eV38z3A>.Pixel Liberation Front. “About.” Facebook, 8 June 2017. <https://www.facebook.com/groups/1933096136902765/about/>.PLK Wiki. “Battle of Pixelgrad.” PLK Wiki, 2017. <https://plk.fandom.com/wiki/Battle_of_Pixelgrad>.QueenButtrix. “Brocialist.” Urban Dictionary, 18 Sep. 2016. <https://www.urbandictionary.com/define.php?term=brocialist>.Shifman, Limor. “Memes in a Digital World: Reconciling with a Conceptual Troublemaker.” Journal of Computer-Mediated Communication 18.3 (2013): 362–377.Springer, Simon. “Who's Afraid of the Big Bad Anarchist? Rejecting Left Unity and Raising Hell in Radical Geography.” Anarchist Studies, 28 Jan. 2018. <https://anarchiststudies.noblogs.org/whos-afraid-of-the-big-bad-anarchist-rejecting-left-unity-and-raising-hell-in-radical-geography/>.Thibault, Mattia. “A Picture of the Internet: Conflict, Power and Politics on Pixelcanvas.” Virality and Morphogenesis of Right-Wing Internet Populism. Eds. Eva Kimminich and Julius Erdmann. Berlin: Peter Lang, 2018. 102–12.TheCissKing. “Tucute.” Urban Dictionary, 17 Jan. 2019. <https://www.urbandictionary.com/define.php?term=tucute>.Wrigley, Jack. “Battle of Pixelgrad.” YouTube, 24 July 2017. <https://www.youtube.com/watch?v=ZJa1Hi2j1_E>.

While digital remix practices in music have been researched extensively in the last few years (see recently Jansen; Navas; Pinch and Athanasiades; Väkevä), the specific challenges and skills that are central to remixing are still not well understood (Borschke 90). As writers like Demers, Lessig, and Théberge argue, the fact that remixers rework already existing songs rather than building a track from scratch, often means they are perceived as musical thieves or parasites rather than creative artists. Moreover, as writers like Borschke and Rodgers argue, because remixers make use of digital audio workstations to produce and rework their sounds, their practices tend to be seen as highly automated, offering relatively little by way of musical and creative challenges, especially compared to more traditional (electro)acoustic forms of music-making. An underestimation of skill is problematic, however, because, as my own empirical research shows, creative skills and challenges are important to the way digital remixers themselves experience and value their practice. Drawing from virtual ethnographic research within the online remix communities of Indaba Music, this article argues that, not despite but because remixers start from already existing songs and because they rework these songs with the help of digital audio workstations, a particular set of creative abilities becomes foregrounded, namely: ‘fluency’ and ‘flexibility’ (Gouzouasis; Guilford, “Creativity Research”, Intelligence, “Measurement”). Fluency, the way the concept is used here, refers to the ability to respond to, and produce ideas for, a wide variety of musical source materials, quickly and easily. Flexibility refers to the ability to understand, and adapt these approaches to, the ‘musical affordances’ (Gibson; Windsor and De Bézenac) of the original song, that is: the different musical possibilities and constraints the source material provides. For remixers, fluency and flexibility are not only needed in order to be able to participate in these remix contests, they are also central to the way they value and evaluate each other’s work.Researching Online Remix ContestsAs part of a larger research project on online music practices, between 2011 and 2012, I spent eighteen months conducting virtual ethnographic research (Hine) within several remix competitions hosted on online music community Indaba Music. Indaba is not the only online community where creative works can be exchanged and discussed. For this research, however, I have chosen to focus on Indaba because, other than in a remix community like ccMixter for example, competitions are very much central to the Indaba community, thus making it a good place to investigate negotiations of skills and techniques. Also, unlike a community like ACIDplanet which is tied explicitly to Sony’s audio software program ACID Pro, Indaba is not connected to any particular audio workstation, thus providing an insight into a relatively broad variety of remix practices. During my research on Indaba, I monitored discussions between participants, listened to work that had been uploaded, and talked to remixers via personal messaging. In addition to my daily monitoring, I also talked to 21 remixers more extensively through Skype interviews. These interviews were semi-structured, and lasted between 50 minutes and 3.5 hours, sometimes spread over multiple sessions. During these interviews, remixers not only talked about their practices, they also shared work in progress with me by showing their remixes on screen or by directing a webcam to their instruments while they played, recorded, or mixed their material. All the remixers who participated in these interviews granted me permission to quote them and to use the original nicknames or personal names they use on Indaba in this publication. Besides the online observations and interviews, I also participated in three remix competitions myself, in order to gain a better understanding of what it means to be part of a remix community and to see what kind of challenges and abilities are involved. In the online remix contests of Indaba, professional artists invite remixers to rework a song and share and discuss these works within the community. For the purpose of these contests, artists provide separate audio files (so-called ‘stems’) for different musical elements such as voice, drums, bass, or guitar. Remixers can produce their tracks by rearranging these stems, or they can add new audio material, such as beats, chords, and rhythms, as long as this material is not copyrighted. Remixers generally comply with this rule. During the course of a contest, remixers upload their work to the website and discuss and share the results with other remixers. A typical remix contest draws between 200 or 300 participants. These participants are mostly amateur musicians or semi-professionals in the sense that they do not make a living with their creative practices, but rather participate in these contests as a hobby. A remix contest normally lasts for four or five weeks. After that time, the hosting artist chooses a winner and the remixers move on to another contest, hosted by a different artist and featuring a new song, sometimes from a completely different musical genre. It is partly because of this move from contest to contest that fluency and flexibility can be understood as central abilities within these remix practices. Fluency and flexibility are concepts adopted from the work of Joy Paul Guilford (“Creativity Research”, Intelligence, “Measurement”) who developed them in his creativity research from the 1950s onwards. For Guilford, fluency and flexibility are part of divergent-production abilities, those abilities we need in order to be able to deal with open questions or tasks, in which multiple solutions or answers are possible, in a quick and effective way. Within creativity research, divergent-production abilities have mainly been measured and evaluated quantitatively. In music related studies, for example, researchers have scored and assessed so-called fluency and flexibility factors in the music practices of children and adults and compared them to other creative abilities (Webster). For the purpose of this article, however, I do not wish to approach fluency and flexibility quantitatively. Rather, I would like to show that in online remix practices, fluency and flexibility, as creative abilities, become very much foregrounded. Gouzouasis already alludes to this possibility, pointing out that, in digital music practices, fluency might be more important than the ability to read and write traditional music notation. Gouzouasis’ argument, however, does not refer to a specific empirical case. Also, it does not reflect on how digital musicians themselves consider these abilities central to their own practices. Looking at online remix competitions, however, this last aspect becomes clear.FluencyFor Guilford, ‘fluency’ can be understood as the ability to produce a response, or multiple responses, to an open question or task quickly and easily (“Creativity Research”, Intelligence, “Measurement”). It is about making associations, finding different uses or purposes for certain source materials, and combining separate elements into organised phrases and patterns. Based on this definition, it is not difficult to see a link with remix competitions, in which remixers are asked to come up with a musical response to a given song within a limited time frame. Online remix contests are essentially a form of working on demand. It is the artist who invites the audience to remix a song. It is also the artist who decides which song can be remixed and which audio files can be used for that mix. Remixers who participate in these contests are usually not fans of these artists. Often they do not even know the song before they enter a competition. Instead, they travel from contest to contest, taking on many different remix opportunities. For every competition, then, remixers have to first familiarise themselves with the source material, and then try to come up with a creative response that is not only different from the original, but also different from all the other remixes that have already been uploaded. Remixers do not consider this a problem, but embrace it as a challenge. As Moritz Breit, one of the remixers, explained to me: “I like remixing [on Indaba] because it’s a challenge. You get something and have to make something different out of it, and later people will tell you how you did.” Or as hüpersonique put it: “It’s really a challenge. You hear a song and you say: ‘OK, it’s not my taste. But it’s good quality and if I could do something in my genre that would be very interesting’.” If these remixers consider the competitions to be a challenge, it is mainly because these contests provide an exercise of call and response. On Indaba, remixers apply different tempos, timbres, and sounds to a song, they upload and discuss work in progress, and they evaluate and compare the results by commenting on each other’s work. While remixers officially only need to develop one response, in practice they tend to create multiple ideas which they either combine in a single eclectic mix or otherwise include in different tracks which they upload separately. Remixers even have their own techniques in order to stimulate a variety of responses. Some remixers, for example, told me how they expose themselves to a large number of different songs and artists before they start remixing, in order to pick up different ideas and sounds. Others told me how they prefer not to listen to the original song, as it might diminish their ability to move away from it. Instead, they download only one or two of the original stems (usually the vocals) and start improvising around those sounds, without ever having heard the original song as a whole. As Ola Melander, one of the remixers, explained: “I never listen to it. I just load [the vocals] and the drum tracks. [....] I have to do it [in] my own style. [….] I don’t want that the original influences it, I want to make the chords myself, and figure out what it will sound like.” Or as Stretched Mind explained to me: “I listen to the vocal stem, only that, so no synths, no guitars, just pure vocal stems, nothing else. And I figure out what could fit with that.” On Indaba, being able to respond to, and associate around, the original track is considered to be more important than what Guilford calls ‘elaboration’ (“Measurement” 159). For Guilford, elaboration is the ability to turn a rough outline into a detailed and finished whole. It is basically a form of fine tuning. In the case of remixing, this fine tuning is called ‘mastering’ and it is all about getting exactly the right timbre, dynamics, volume, and balance in a track in order to create a ‘perfect’ sounding mix. On Indaba, only a select group of remixers is actually interested in such a professional form of elaboration. As Moritz Breit told me: “It’s not that you have like a huge bunch of perfectly mastered submissions. So nobody is really expecting that from you.” Indeed, in the comment section remixers tend to say less about audio fidelity than about how they like a certain approach. Even when a critical remark is made about the audio quality of a mix, these criticisms are often preceded or followed by encouraging comments which praise the idea behind the track or applaud the way a remixer has brought the song into a new direction. In short, the comments are often directed more towards fluency than towards elaboration, showing that for many of these remixers the idea of a response, any response, is more important than creating a professional or sellable track.Being able to produce a musical response is also more important on Indaba than having specific musical instrument skills. Most remixers work with digital audio workstations, such as Cubase, Logic Pro, and Pro Tools. These software programs make it possible to manipulate and produce sounds in ways that may include musical instruments, but do not necessarily involve them. As Hugill writes, with these programs “a sound source could be a recording, a live sound, an acoustic instrument, a synthesizer, the human body, etc. In fact, any sounding object can be a sound source” (128). As such, remix competitions tend to draw a large variety of different participants, with a wide range of musical backgrounds and instrument skills. Some remixers on Indaba create their remixes by making use of sample libraries and loops. Others, who have the ability, also add sounds with instruments such as drums, guitars, or violins, which they record with microphones or, in the case of electronic or digital instruments, plug directly into their personal computers. Remixers who are confident about their instrument skills improvise around the original tracks in real-time, while less confident players record short segments, which they then alter and correct afterwards with their audio programs. Within the logic of these digital audio workstation practices, these differences are not significant, as all audio input merely functions as a starting point, needing to be adjusted, layered, combined, and recombined afterwards in order to create the final mix. For the contestants themselves these differences are also not so significant, as contestants are still, in their own ways, involved in the challenge of responding to and associating around the original stems, regardless of the specific techniques or instruments used. The fact that remixers are open to different methods and techniques does not mean, however, that every submission is considered to be as valid as any other. Remixers do have strong opinions about what is a good remix and what is not. Looking at the comments contestants give on each other’s work, and the way they talk about their practices during interviews, it becomes clear that remixers find it important that a remix somehow fits the original source material. As hüpersonique explained: “A lot of [remixes] don’t really match the vocals (…) and then it sounds not that good.” From this perspective, remixers not only need to be fluent, they also need to be flexible towards their source material. FlexibilityFor Guilford, flexibility is the readiness to change direction or method (Intelligence, “Measurement”). It is, as Arnold writes, “facilitated by having a great many tricks in your bag, knowing lots of techniques, [and] having broad experience” (129). In music, flexibility can be understood as the ability to switch easily between different sounds, rhythms, and approaches, in order to achieve a desired musical effect. Guilford distinguishes between two forms of flexibility: ‘spontaneous flexibility’, when a subject chooses himself to switch between different approaches, and ‘adaptive flexibility’ when a switch in approach is necessary or preferred to fit a certain task (“Measurement” 158). While both forms of flexibility can be found on Indaba, adaptive flexibility is seen as a particularly important criterion of being a skilled remixer, as it shows that a remixer is able to understand, and react to, the musical affordances of the original track. The idea that music has affordances is not new. As Windsor and De Bézenac argue, building on Gibson’s original theory of affordances, even in the most free expressive jazz improvisations, there are certain cues that make us understand if a solo is “going with” or “going against” the shared context, and it is these cues that guide a musician through an improvisation (111). The same is true for remix practices. As Regelski argues, any form of music rearranging or appropriation “requires considerable understanding of music’s properties – and the different affordances of those properties” (38). Even when remixers only use one of the original stems, such as the vocals, they need to take into account, for example, the tempo of the song, the intensity of the voice, the chord patterns on which the vocals are based, and the mood or feeling the singer is trying to convey. A skilled remixer, then, builds his or her ideas on top of that so that they strengthen and not diminish these properties. On Indaba, ironic or humoristic remixers too are expected to consider at least some of the basic features of the original track, such as its key or its particular form of musical phrasing. Remixes in which these features are purposely ignored are often not appreciated by the community. As Tim Toz, one of the remixers, explained: “There’s only so much you can do, I think, in the context of a melody plus the way the song was originally sung. […] I hear guys trying to bend certain vocal cadences into other kinds of grooves, and it somehow doesn’t work […], it [begins] to sound unnatural.” On Indaba, remixers complement each other when they find the right approach to the original track. They also critique each other when an approach does not fit the original song, when it does not go along with the ‘feel’ of the track, or when it seem to be out of key or sync with the vocals. By discussing each other’s tracks, remixers not only collectively explore the limits and possibilities of a song, they also implicitly discuss their abilities to hear those possibilities and be able to act on them appropriately. What remixers need in order to be able to do this is what Hugill calls, ‘aural awareness’ (15): the ability to understand how sound works, both in a broad and in-depth way. While aural awareness is important for any musician, remixers are especially reliant on it, as their work is centred around the manipulation and extension of already existing sounds (Hugill). In order to be able to move from contest to contest, remixers need to have a broad understanding of how different musical styles work and the kind of possibilities they afford. At the same time they also need to know, at a more granular level, how sounds interact and how small alterations of chords, timbres, or rhythms can change the overall feel of a track. ConclusionRemix competitions draw participants with a wide variety of musical backgrounds who make use of a broad range of instruments and techniques. The reason such a diverse group is able to participate and compete together is not because these practices do not require musical skill, but rather because remix competitions draw on particular kinds of abilities which are not directly linked to specific methods or techniques. While it might not be necessary to produce a flawless track or to be able to play musical material in real-time, remixers do need to be able to respond to a wide variety of source materials, in a quick and effective way. Also, while it might not be necessary for remixers to be able to produce a song from scratch, they do need to be able to understand, and adapt to, the musical affordances different songs provide. In order to be able to move from contest to contest, as true musical chameleons, remixers need a broad and in-depth understanding of how sound works in different musical contexts and how particular musical responses can be achieved. As soon as remixers upload a track, it is mainly these abilities that will be judged, discussed, and evaluated by the community. In this way fluency and flexibility are not only central abilities in order to be able to participate in these remix competitions, they are also important yardsticks by which remixers measure and evaluate both their own work and the achievements of their peers.AcknowledgementsThe author would like to thank Renée van de Vall, Karin Wenz, and Dennis Kersten for their comments on early drafts of this article. Parts of this research have, in an earlier stage, been presented during the IASPM International Conference for the Study of Popular Music in Gijon, Spain 2013. 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IntroductionThis article proposes that the practice of relaxation—a mode of bodily self-organisation within time—provides a way to diversify times as political and creative intervention. Relaxation, which could seem counter-intuitive, may function as intentional temporal intervention and means to slip some of the binds of neoliberal, surveillance capitalist logics. Noting the importance of decision-making (resonant with what Zuboff has called “promising”) as political, ethical capacity (and what dilutes it), I will argue here that relaxation precedes and invites a more active relation to the future. Relaxing and deciding are contrasted, in turn, with something dubbed ‘sub-habituality.’ This neologism would work as a critical poetics for the kind of (non)time in which we may be increasingly living. If, in Discipline and Punish, 1970s Foucault explored the various strategies of coupling time constraints/‘refining’ of time periods (150) with surveillance, I argue here that we might reconsider these same elements—time, constraint, intentionality—aslant and anew, as we approach the third decade of the 21st century (nearly 20 years after Google began opportunistically gathering the data exhaust of its searches). If in a disciplinary society, the organisation of bodies in time served various orders of domination, is it possible that in a control society (as Deleuze has named it), time and bodily composure may be harnessed otherwise to evade surreptitious logics of a neoliberal flavour?The elements noted by Foucault (i.e. structured time, bodily organisation) can—when rendered decisive, coupled with relaxation (to be defined), and with surveillance muddled or subtracted—become tools and modes for questioning, resisting and unsettling various mechanisms of domination and the dilutions of ethical capacity that accompany them in the current moment. We may, in other words, decide to structure our time when unobserved (for example with Flight Mode or connectivity off on laptops, etc.) for intentional, onto-political ends. A later Foucault, incidentally, went on to connect certain practices of care of the self to ethics, as ethical obligations (Foucault, “Ethics”). Time plays a role in such practices. With this as background, this article will read atmospherically some of Gilles Deleuze’s ontological offerings regarding time from his 1968 work Difference and Repetition. However, before this, I wish to clarify the article’s understanding of neoliberalisation in a digital moment.A neoliberalising moment, to use Springer’s preferred nomenclature (5), co-exists presently with a ubiquity of digital media engagement and co-opts it and exacerbates its reach for its manoeuvres. The former’s logics—which digital practices might at once support and/or contest—involve well-known imperatives of ‘efficiency’, aesthetics of striving, untrammelled growth, logics of scarcity and competition, privatisation of community assets, the so-called autonomy of the market, and so on. In his essay on control societies (which notably, after World War II, eclipse the disciplinary societies described by Foucault), Deleuze puts it like this:the corporation constantly presents the brashest rivalry as a healthy form of emulation, an excellent motivational force that opposes individuals against one another and runs through each, dividing each within. (5, my emphasis)Neoliberalism, where corporations have tended to replace factories, relies variously on competition between peers, dubious forms of (often ludicrous) motivation, fluctuating salaries and debt (in the place of explicit enclosures), so as to reduce the capacity and the lived expansiveness of the human (and non-human) beings who exist within its order.With this as background, I’m interested in the ways that personal electronic devices (PEDs) and the apps they house may—if used mostly compliantly and uncritically—impact what I would like to call our temporal diversity. This would involve a whittling-down of our access to atmospheres, thus to more impoverished constellations of living, and finally to profound disenablings in many spheres. PEDs provide a monetisable means of pervasive surveillance and increasingly-normalised "veillance" (Lupton 44). Certain modes of domination—if we read this term to mean a reduction of (ethical, creative, political) capacity—furthermore mobilise very specifically a co-opting of time (in the form of ‘engagement’, our eyes on a screen) and time’s strategic fragmentation. The latter is facilitated variously by monetised, gamified apps, and social media Skinner-box effects, entwined with the veillance made possible by the data exhaust of our searches and other trackable online behaviours, self-loggings, and so on. Recalling the way, in disciplinary societies, that power relations play out via the enclosure and regulation of bodies and their movement—the latter imposed externally and with the imperative of a ‘useful time’ or with the aim of self-optimising—I’m curious about how self-selected modes of resistant bodily organisation might operate to insulate or shelter humans living under and within various intensities of neoliberalisation, its discourse and its gaze. Sheltered, one might recover a creative or robust response. To use temporal strategies and understandings, we may subtract ourselves (even just sometimes) from stealthy modes of control or ‘nudging’, from ways of being which are increasingly marketed as ‘common sense’ approaches to activity and spendings of time.With regard to neoliberalisation (defined according to Springer, 37-38) and its coupling with digital life, I query if we may be finding ourselves too-often dipping below the threshold of what ought to be our most assumed temporality: namely, Deleuze’s ‘living’ or habitual present (from the second chapter of his Difference and Repetition). The moniker of ‘temporal diversity’ seeks to flag that—in a moment where we observe and resist the shutting down of diversity in numerous spheres, of species, eco-systems, cultures and languages, and their eclipse by modes produced for our consumption by globalisation—we could easily miss another register at which diversity is threatened. We might arguably be facing the loss of something which, after the fact, we may struggle to name—since it is not a ‘thing’—and whose trajectory of disappearance might wholly elude us. This diversity is that of times.Deleuze’s Three Syntheses in Difference and RepetitionIn Chapter 2 of his 1968 work, Deleuze explores three ways in which time can synthesise. Each synthesis involves a kind of weaving of the basic operations of difference and repetition. One way to read Deleuze in this work is that he (among other things) effectively sketches three kinds of atmospheres of time. Each of these, I argue, if seen as frame, contributes a richness and diversity to what a life—and what our shared life—can be and feel like.The first kind of time is called the habitual or ‘living’ present. It synthesises from a stitching together, drawing together, of the retaining of disappearing, disparate instances that otherwise bear no basic relation to one another (Deleuze, Difference 97). As a ‘present’, it has a stretch, a ‘reach’ which depends somewhat on our organism’s capacity to contract discontinuous instants. As Hughes beautifully puts it: “Our contractile range is the index of our finitude” (110). As we’ll see below, it would be a crumbling of this ‘range’ that sub-habituality designates. This living present of Deleuze also has a past inflection, marked by the just-gone and by a mode of memory, as well as by a future aspect, marked—not always constructively—by anticipation.One way to read the ‘living’ present is as being akin to our temporal ‘food and shelter’, a basic synthesis in which to dwell basically. Not thrilling or obviously creative, seductive or vast, it is the time—I’d suggest—in which we establish routine, in which we maintain a liveable life. Theorists such as Grosz have argued—in this tradition with Deleuze which positively evaluates habit—that habit, as mode of time, frees the organism up so that invention and innovation can then seed (see Grosz).The ‘living’ present turns out, however, not to be assumable in every case. For example, in cases of PTSD, I’d contend, it may be interrupted, lost, thus is not to be taken for granted under all conditions. Its status under a gamified neoliberalisation or surveillance capitalism is of interest to me and thus I offer this poetics of sub-habituality as a way to designate its vulnerability—that we might slip below its steadying threshold.Neither does the habitual present constitute much of a diversity; it would not cut it, let’s say, as enough for an abundant or varied temporal life. The habitual present contributes to the conditions that would enable me to form intentions (as a cohering ‘self’), to fashion basic schedules with my own initiative, to order an adult life. For a truly rich temporal life, however, we’d wish to include the poetics intimated by Deleuze’s two other syntheses, their more diverse atmospheres and the arguably political capacities they open to us.The second (passive) synthesis pertains to a vast and insisting past, in the lineage of Henri Bergson, and which, Deleuze notes, might be accessed or ‘saved for ourselves’ via that which we call reminiscence (Difference 107)—a dreamy, expansive and often-pleasurable state (except, for example, in cases of PTSD, or even perhaps versions of dementia, where the person may not be able to leave or surface from it). To dig, in thought, ‘down’ into the register of this vast past and to unearth a rigorous account of it, one goes via a series of paradoxes (see Deleuze, Difference 101-105). If the first passive synthesis is constituted by habit’s mechanisms, the second passive synthesis is constituted by memory’s: “memory is the fundamental synthesis of time which constitutes the being of the past (that which causes the present to pass)” (Deleuze, Difference 101). Hughes puts it thus: “the pure past in general [is] a horizon of having-been-ness, in which what was apprehended [in the first synthesis] finds the conditions of its reproducibility” (108). If such a pastness designates one moment in how selves and their being-as-time synthesise, one might want to know how to include this rich, languorous, sometimes lost and meandering, atmosphere in a life. This might assist an understanding of what distorts or precludes it, and thus our learning for how to invite it in, alongside our more habitual modes.No mode of time, therefore, is simplistically inflected as positive or negative. Without their multiplicity, I’m arguing, we are left temporally less endowed. I wish to articulate not the swapping of one kind of time for another—as if one would only favour productive ‘times’, or efficient ‘times’, or competitive ‘times’, or steady ‘times’, or dreamy, meandering ‘times’—but a diversity. When we feel wildly dissatisfied and imagine that a tangible thing, situation or acquisition—content in time, in other words—would serve as a salve for this uneasiness, we might also consider that what’s missing could be a temporal mode. Which one have we lost the capacity to access or drift into? I’ll now turn to the third synthesis which Deleuze explores, which pertains to the future and its opening up.For the purposes of my argument here, I want to use this third synthesis to gesture towards the future as a possible mode—empty, sheer—and which distinguishes itself entirely from the future ‘aspects’ of the first two syntheses. I both take a poetic cue from Deleuze, as well as note that this synthesis is the least obvious or accessible in a usual life, one in which habit’s organisation is established, and even in which perhaps there are pockets of the ‘erotic’ (Deleuze, Difference 107) and/or expansive driftings of the second synthesis of memory. The third synthesis, then—associated with Deleuze’s take on thought—marks the moment when something becomes active. Deleuze presents it to the reader of Difference and Repetition in relation to Nietzsche’s Eternal Return:that is why it is properly called a belief of the future, a belief in the future. Eternal Return affects only the new, what is produced under the condition of default and by the intermediary of metamorphosis. However it causes neither the condition nor the agent to return: on the contrary, it repudiates these and expels them with all its centrifugal force. (Difference 113, emphasis original)When habit dominates our temporal palette, the future appears to be possible only in habit’s guise of it—that is, in the mode of anticipation, which then morphs to prediction as this synthesis moves into its more active modes. Anticipation is a pragmatic but weak future. It is useful, without doubt, since habit’s future mode knows to say: at three o’clock I need to get my shoes on, grab keys and wallet, and drive to pick up X. I anticipate that they will be waiting on this corner, and so on. Habit’s internally available ‘future’ is crucial and steadying. Knowing how to manoeuvre within it is part of learning to live some kind of organised life. In sub-habituality I’d argue, we may not even have that. Zuboff intimates this when in Chapter 11 she speaks of a right to a future tense.Deleuze’s third synthesis opens the self precisely onto that which-cannot-be-anticipated. The Nietzschean mode of the future that Deleuze explores at length is not akin to habit’s ordering and stabilising; it is not to be compared to the reminiscent climes of pure memory, to the vast dilations and contractions of its insisting topographies. The third synthesis asks more of us. It asks us to forget the versions of ourselves we have been (in the very moment that we affirm the repetition of everything that has been, to the letter) and to stare unblinkingly into a roaring Nothingness, or better into the strange weathers of a Not-Determined-Yet.My own practice-based creative research into these matters confirms Deleuze’s architectures. I say: we need the two other temporal syntheses and rely on them in order to dramatise something new in the third synthesis. The is the ability, in other words, to decide and to forget enough to be able to dance forward into an unknown future.Sub-Habituality: Or Less than a ‘Living’ PresentKorean thinker Byung-Chul Han links our use of devices, and the necessity of engaging with them for our social/economic survival, to the kind of dispersed and fretful awareness needed by animals surviving predators in the wild. He sees ‘multitasking’ in no way as any kind of evolution, but names it provocatively a regression, which precludes the kind of contemplation upon which sophisticated cultural practices and fields, such as art and philosophy, arguably depend (Han 26-29). Habit involves the crucial notion of a ‘range’ of, or a capacity for, contracting disparate instants—so as to make possible their being stitched together, via contemplation’s passivity (Deleuze 100), and thereby to synthesise a (stable, even liveable) present. Recall that Hughes called it the index of our finitude. How do digital engagements—specifically with apps and their intentionally gamified designs, and which involve a certain velocity of uncadenced movement and gesture (eyes, hands, neck position)—impact an ability to synthesise a steady-enough present? Sub-habituality, as name, seeks a poetics to bring to articulation an un-ease that would be specifically temporal, not psychological, or even merely physiological.To know about the stability offered by habit’s time allows the cultivation of temporal atmospheres that are pleasant and stable, as well as having the potential to open onto creative/erotic modes of a vast past, as well as not be closed to the pure future. This would be a curation of the present, learning how to ‘play’ its mechanisms such that the most expansive and interesting aspects of this mode—which can condition and court other modes—can come forth.Sub-habituality is that time where the gathering of instants into any stretch is hindered, shattering the operations of coherence and narrowing aperture for certain experiences. No stretch in which to dwell. The vast and calming surfaces of our attention breaking into shards. Sub-habituality would be anti-contemplative, in an ontological sense. No instant could hold for long enough to relate to its temporal peers. Teetering there on the edge of a non-time, any ‘subject’ who might intend is undermined.Next, I turn to the notion of relaxation as bodily practice and strategy to insulate or shelter humans living under and within various intensities of digitalised neoliberalisation. Instead of offering oneself up for monetised organisation, one organises oneself via the nuanced effort that is a ‘dropping of excess effort’. The latter is relaxation and may thwart surreptitious modes of (imposed temporal) (dis)organisation, or what tends to appear increasingly as ‘common sense’ approaches to activity and spendings of time. We practise deciding to structure blocks of time, so that within their bounds we can risk experimenting with relaxation, its erotics and its vectors of transformation.RelaxationNeoliberalisation, after Springer, involves the becoming common-sensical of numerous logics: competitiveness in every sphere of life, ubiquity of free market logics, supposed scarcity (of time, opportunity), rationalisation and instrumentalisation of processes and attitudes to doing, and an emphasis on a discourse of efficiency (even when it is not, in actuality, what obtains). For Deleuze, in a control society, similarlymany young people strangely boast of being “motivated”; they re-request apprenticeships and permanent training. It’s up to them to discover what they are being made to serve, just as their elders discovered, not without difficulty, the telos of the disciplines. ("Postscript", 7)How can we serve less this current telos? What (counter or subtractive) practices might undermine the conditions for the entrenching of such logics? My contention in this article is that practices of the body that also involve the intentional organising of time, along with approaches to movement generally that forgo striving and forcing (that is: kinds of violent ‘work’), may counter some of the impacts (especially of a temporal nature, as discussed above) that align with and allow for neoliberal logics’ pervading of all spheres of life. Relaxation is a useful shorthand for such strategies.In my work elsewhere on practising, I’ve argued that relaxation is the third (of four) criteria that constitute the specific approach to ‘doing’ that can be designated practising (see Pont; Attiwill et al.). Relaxation is a very particular approach to any behaviour or movement, whereby the ‘doer’ pays close attention and seeks to use only the necessary amount of effort for the activity in question. This dropping of ‘natural’ (or knee-jerk) effort is itself a kind of unusual effort. The word ‘natural’ here comes from writings by Vachaspati Mishra (192) and makes the subtle point that relaxation intervenes on what is ‘natural’ or on what has acquired inertia, on that which enacts itself without decision or intention. In this strictly ontological/temporal intervention, relaxation refuses to collude with common-sense approval for striving-as-new-piety that dominate neoliberalised discourses and their motivational propagandas.Relaxation constitutes an enacted—repeatedly enacted—decision at the level of the body to organise movement/doing in ways subtracted from neoliberalised discourse, reawakening intention. It is a quiet intervention, precise and difficult, that works to counter a widespread fundamentalism of doing with excess (or Leistung with its inevitable flipside of collapse and exhaustion, as critiqued by Han 24-25). This dovetails with the ubiquity of digital engagements/behavioural training, which effectively constitute an unending labour for many. Counter-intuitively, relaxation (when understood strictly as practice, not in its lay inflection as compensatory ‘collapse’) can establish a minimum membrane hindering the penetration of this labour into all spheres of a life. Once PEDs are intentionally used—very difficult to do—and limited in terms of the proportion of time they are engaged with, they pose a reduced threat to times’ diversity. (To organise my time, curiously too, I make use of PED timer features, on flight mode, and so on. Others use apps specifically designed to help them use fewer apps.)We find ourselves here faced with various and emergent practices of saying ‘no’ to serve a process that experiments with affirming something else—perhaps this ‘else’ would be the conditions for that which does yet exist, that is: truly open futures, creativity, robustness in the face of change. Promising? Deciding? My argument is that a body immersed too much in sub-habituality is less capable overall of withstanding the atmospheres of the third synthesis (and, if we follow Han, too dispersed and fragmented to access certain atmospheres that we might associate with the second). It may not even have a sense of a living present. It becomes less and less intentional, more malleable, very tired.There is—in the work of the body that resists complying with the logics of neoliberalisation, that resists a certain corrosion of Deleuze’s first time (and of the subsequent two times that in Deleuze open from them)—a clear practice of dropping, letting fall, not picking up in the first place. We forgo then certain modes of, or approaches to, action when we work to subtract ourselves from an encroaching (a)temporality that is none at all. To foil reactivity we have two obvious options: we learn to activate our reactivity—to act it; or we pause just before enacting from within its logic. Relaxation is more about the latter.ConclusionThe sub-habitual discussed in this article is, most importantly, a grim affective/temporal register to inhabit. For many, its unpleasantness is met with queries about mental health, since it naturally impacts us in a register that feels like bad thinking, like bad feeling. By introducing an onto-temporal inflection into such queries, I suggest there might be a certain kind of ‘health’ or better still a ‘pleasure’ in a life that can obtain with the cultivation of a diversity of times. Deleuze’s model of three kinds of temporal synthesis tempts me as one way to track what might be going missing in a moment when certain technologies, serving particular economic and political agendas and ideologies, can coax our rhythms, behaviours and preoccupations down particular paths. The fleshy, energetic and thinking body, as a site of affirmation, as a vehicle for practices that subtract themselves from dominant logics, can—I’ve argued here—be a crucial factor in working with temporality in such a way that one is not left with an homogenised non-time in which we are not-quite-subjects or diluted selves vulnerable to being worked on by logics that drive neoliberalisation and its sufferings. Relaxation is among a suite of strategies that may keep our times (and ourselves as modes of time) diverse: stable, pleasure-capable, imaginative and fierce.ReferencesAttiwill, Suzie, Terri Bird, Andrea Eckersley, Antonia Pont, Jon Roffe, and Philipa Rothfield. Practising with Deleuze. Edinburgh: Edinburgh University Press, 2017.Deleuze, Gilles. Difference and Repetition. Trans. Paul Patton. London: Continuum, 2004.———. “Postscript on the Societies of Control.” October 59 (1992): 3-7.Foucault, Michel. Discipline and Punish: The Birth of the Prison. Trans. Alan Sheridan. New York: Vintage Books, 1995.———. “The Ethics of the Concern for Self as a Practice of Freedom.” The Essential Works of Michel Foucault, Vol. 1: Ethics: Subjectivity and Truth. Ed. Paul Rabinow. New York: New Press, 1997. 281-302.Grosz, Elizabeth. “Habit Today: Ravaisson, Bergson, Deleuze and Us.” Body and Society 19(2&3): 2013. 217-239.Han, Byung-Chul. Müdigkeitsgesellschaft Burnoutgesellschaft Hoch-Zeit. Berlin: Matthes & Seitz, 2016.Hughes, Joe. Deleuze’s Difference and Repetition: A Reader’s Guide. New York: Bloomsbury, 2009. Lupton, Deborah. The Quantified Self. Cambridge: Polity Press, 2016.Mishra, Vachaspati. The Yoga System of Patanjali. Trans. J. Haughton Woods. Delhi: Motilal Banarsidass, 1914 (by arrangement with Harvard University Press).Pont, Antonia. “An Exemplary Operation: Shikantaza and Articulating Practice via Deleuze.” Transcendence, Immanence and Intercultural Philosophy. Eds. Nahum Brown & William Franke. Cham, Switzerland: Palgrave Macmillan, 2016. 207-236.Springer, Simon. The Discourse of Neoliberalism. London: Rowman & Littlefield, 2016.Zuboff, Shoshana. The Age of Surveillance Capitalism. New York: PublicAffairs, 2019. (Kindle Edition.)

We are witnessing the biggest transformation in the technology in the modern society increasing dramatically the data usage, more efficient services, and customized product/services. In the globalized world, the traditional incremental innovation, in some cases, might not be enough to defeat the competition and make a successful business in the long term. In order to compete in a competitive market, the entrepreneurs constantly look for new ways to create a breakthrough innovation. The aim of this chapter is to discuss disruptive innovation and strategies for creating disruptive business combining futures research methodologies with business model framework. In order to meet the objective, an analysis of state of art has been carried out providing an overview of disruptive Innovation and the main “future research” methodologies (Delphi method, casual layered analysis, scenario method, and technology roadmapping). A combined model of technology roadmapping methodology with business model canvas is proposed to model disruptive innovation and a case study is presented.

We are witnessing the biggest transformation in the technology in the modern society increasing dramatically the data usage, more efficient services, and customized product/services. In the globalized world, the traditional incremental innovation, in some cases, might not be enough to defeat the competition and make a successful business in the long term. In order to compete in a competitive market, the entrepreneurs constantly look for new ways to create a breakthrough innovation. The aim of this chapter is to discuss disruptive innovation and strategies for creating disruptive business combining futures research methodologies with business model framework. In order to meet the objective, an analysis of state of art has been carried out providing an overview of disruptive Innovation and the main “future research” methodologies (Delphi method, casual layered analysis, scenario method, and technology roadmapping). A combined model of technology roadmapping methodology with business model canvas is proposed to model disruptive innovation and a case study is presented.

We are witnessing the biggest transformation in the technology in the modern society increasing dramatically the data usage, more efficient services, and customized product/services. In the globalized world, the traditional incremental innovation, in some cases, might not be enough to defeat the competition and make a successful business in the long term. In order to compete in a competitive market, the entrepreneurs constantly look for new ways to create a breakthrough innovation. The aim of this chapter is to discuss disruptive innovation and strategies for creating disruptive business combining futures research methodologies with business model framework. In order to meet the objective, an analysis of state of art has been carried out providing an overview of disruptive Innovation and the main “future research” methodologies (Delphi method, casual layered analysis, scenario method, and technology roadmapping). A combined model of technology roadmapping methodology with business model canvas is proposed to model disruptive innovation and a case study is presented.