I received a National Science Foundation (NSF) Grant!
I am so excited to find out that I have received a National Science Foundation (NSF) grant! I will be going this summer to work with in China with the China Internet Network Information Center 中国互联网络信息中心 (CNNIC), the government agency that manages all of China’s internet affairs (equivalent to the FCC in the US). I met with CNNIC last summer in Beijing. We agreed upon a summer project in which I would analyze how youths and migrants are using ICTs to manage their inter-personal communication networks, with a special interest in online gaming networks.
It’s pretty exciting that these next 3 months at CNNIC will be the start of my dissertation fieldwork. I will be in Beijing for two months this summer! Here’s the title and description of my project below. If you or anyone you know is working on anything related to China and the internet - I would love to talk to you or them! And let’s talk if you are you going to be in Beijing this summer!
Title: China’s Internet Policy and Digital Network Architecture: Information Communication Technology (ICT) Practices among Youths and Migrant
Project Summary: This project asks how China’s internet policies and digital architectures influence the communication practices of two important and growing populations of new users—youths and migrants. I investigate how the inter-personal communication patterns of youths and migrants are affected by two factors: (1) recent internet usage policies set by the Chinese administration and (2) cellphone and internet digital architecture—an infrastructural comparison that is a central feature of this study.
The availability of popular ICTs to all citizens in countries such as China, renders problematic any theoretically dichotomous notions of the “Digital Divide” that are based on ICT “haves and have-nots”—where the “haves” have more technology and are consequently more empowered than the “have-nots.” A central contribution of this study is that it has the potential to transform current concepts of technology access and of ICT usage by accounting for important and specific technological differences in digital architectures and communication policies in the practices of new ICT users in China.
Thank you to Christena Turner, Richard Madsen, Eric Cech, Shannon Spanhake, Kenyatta Cheese, leah muse-orlinoff, stephanie little, Bill Blanpied and Bill Chang for all your help!
I am now in Wuhan, China, setting up fieldwork site. I’ve been talking to Wuhan University and some local schools about my dissertation research on analyzing how migrants’ use of technology is reshaping the urban space and how internet policies affect migrants’ communication patterns. Before I head to Beijing on June 14th to work with the CNNIC (China Internet Network Information Center) to look at how their policies affect migrants use of internet cafes and mobile phones - I thought it would be a good idea to travel to other parts of China to talk to youth and families about their use of internet cafes.
I am so glad I did this for 2 reasons. 1) because I now understand the extent of internet addiction as a serious problem among youth in China.
2.) and I have a better sense of the social context of the addiction problem among migrant youth in urban China.
There are critiques coming from the West about China’s “heavy handed” internet policies, such as the stopping of internet cafe permits. But many of these critiques don’t understand the social context of this policy. Internet addiction among under-served urban youth is a serious problem in China. A policy such as a temporary halt in internet cafe permits is an example of an state attempt to deal with this social problem. In the West - we tend to see any attempts to regulate “information access” as a violation of rights - but we do it all the time with parental controls on televisions, internet browsers, search engines and etc - so why we not willing to understand it within a Chinese context?
From my brief talks with the principal of a local school for children of migrants - I found out that the principal is absolutely bewildered by how to deal with internet addiction among the teenage youth. The school serves 1st through 9th graders - and he says that starting at 5th grade they are going to internet cafes for hours and whole nights to just play games - they aren’t doing their homework.
With this new information - i am considering changing the focus of my dissertation to be about technology usage within the context of an urban migrant family unit. I would still look at how migrants’ use of technology is reshaping urban space - but i specifically would look at migrant families - so that i can understand how the youth, mother and/or father is using ICTs. So a new focus would be how technology is used across generations within one family. For example - is the mother primarily relying on her mobile to find work while the teenage youth is using the internet cafe as a form of entertainment and hanging out with friends? What are they using to contact their family in the villages? to what extent are parents aware of their child’s use of ICTs? How do parents use ICTs to secure social resources for themselves or their child? I have all these new questions after my visit to the school and new framework in which to place internet addiction as a social problem.
i told the principal that I wanted to suggest some sites for the youth to check out to improve their english and math - he absolutely forbade me to encourage them to spend time online - even if it was for educational purposes. he then explained China doesn’t have any free educational sites.
when I spoke to the parent’s of children who spend hours upon hours at internet cafes - all of them told me tht they were fully aware of their child’s pastime - however they said that at least we know they are in ONE place and the internet cafe is safer and cleaner than where we live. Migrants live on the edges of urban areas, many of which may not be as safe as these internet cafes.
I suspect that internet cafes are a form of an after-school program for the kids - the parents feel comfortable knowing that they are in one place. I also suspect that the youth do not know how to use the internet for educational purposes - or more so are their educational resources in China for students? Must find that out.
I also think that parents aren’t able to provide as much material resources for their children compared to middle-class parents - but at the same time they still feel guilty or as if they aren’t doing enough. Therefore, giving them 5 RMB a hour for internet access is the least they feel they can do. It’s kind of like the candy problem in the village where I do fieldwork at in Oaxaca - poorer mothers want to give their child a full meal but are unable to - so they give them a few pesos to buy candy to fill their tummy up - to give them a fake sense of fullness. They don’t know that they are contributing to a future in diabetes by doing this - and even if they did - what can they do? their child is hungry - but they don’t have enough money for food - candy holds off hunger - and the kids love eating it.
ok back to the internet and China- I wonder if in a way parents are showing their care through giving their children $ for internet cafes and mobile credit to send text messages.
another thought comes to my mind is to find out how the ICTs reshape urban familial relationships.
ok will write more later - I’m writing from an internet cafe with lots of smoke so gotta go!
pic below -me with Jin Ge, founder of the school and the principal 
I visited the school while the students were sleeping - i will be returning today to chat with some of the youth during non-nap hours. you can read more about the school and see more photos on my personal blog post about the school visit.
Internet cafes in China: The Closest Thing to a Playground for Migrant Children
I did some preliminary fieldwork at the Xinke Migrant school in Wuhan. Here is a story that I think illustrates the misunderstandings about “internet addiction” among youth in China and why government initiated policies limiting internet use among youth will not be effective. These policies aim to curb internet use among youth in public internet cafes, not in private homes. Middle-class and upper-class families have computers at home for their child, therefore most massive internet cafes are used by low-income populations.
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About the school: The XinKe school is for children of rural-urban migrants in Wuhan, China. Since migrants don’t have a residential permit (hukou) to be in the city, they are not allowed to attend any of the public schools or access any government-subsidized social services. Therefore, schools for migrant children have opened up around Chinese cities to serve this new population. Many of these schools are unstable, understaffed, unsanitary, and under-qualified. The XinKe school is government certified, therefore they are slightly more legitimate than other non-certified, essentially illegal, migrant schools.
Each student has to pay around 600 yuan ($75) each quarter to attend the school. If students were to attend the school in their birth village, they would not have to pay for their education. The government made high school in rural areas free of charge in 2007. Yet, with rural economies faltering all around China, migrants are pushing forward into cities with their children, regardless of the costs associated with being “illegal” in a city within their own country.
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My story: The principal of the school told me that students often sleep in class because they are not living in places with good shelter. The principal also said that one of his biggest concerns was the negative consequences of internet addiction among the students. He told me that youth, as young as seven years old, would spend eight hours a day at cyber-cafes playing online games instead of using the internet to do their homework.
When I asked students why they spent so much time in the cafes, they repeatedly told me that they thought it was fun; it was a place for them to play with their friends on and off-line. They told me that they often shared a computer between 2-3 friends and would spend the time playing games. If you think about this, this is a very physical process that involves the body in a physical place. Inside the cafes, you often see 2-3 kids (genders don’t mix) around one computer. One kid is playing a game, while the other two are giving advice, yelling at him, or trying to take over the round. There bodies are touching due to the spatial constraints. Kids will grab each other’s arms, try to take over the mouse, and point at the screen. What I’m describing here is a lot of bonding and touching that takes place off-line inside the internet cafe.
The key is the off-line part: the internet cafe for the kids are equivalent to an outdoor playground. In Wuhan, public playgrounds are rare. Therefore, the internet cafe serves as a digital and physical playground for youth to spend time together in place.
I then spoke to the parent of a child who had been spending a lot of time at the internet cafe and was receiving low marks in his classes. I asked whether or not this concerned her. Interestingly, she told me her and her husband were well aware of his internet habits, but they were partially relieved to know where he was spending his time. They were happy that he wasn’t hanging out on the street with local street gangs or engaging in activities that could get him trouble. While they weren’t happy that he wasn’t doing his schoolwork because of his time spent at the café, they could at least feel assured that he was safe and in one place at all times.
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This story illustrates how parents justify the time that their kids spend at the cafes despite the negative impact on their education. Although government laws try to prevent youth from spending excessive amounts of time online at internet cafes, the laws will not be as effective when low-income parents think of the internet cafe as the most ideal “babysitting” site that is affordable and safe. Parents only have to spend 10-20 yuan a day for their kids to spend all night or day at the cafe. The cafe has a bathroom and sells instant noodle.
And for the kids - they just see this as a fun place to hang out. They’re not just gaming with strangers online. The cafe is a physical place where friendships are negotiated face-to-face.
If the government wants kids to spend less time in internet cafes, they should think about building more public spaces for low-income families. They should improve the access to education for non-hukou residents in migrant destination cities.
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In the first picture (top left), the principal is trying to reach a mother of a ten-year old child who has been spending every afternoon at the internet cafe. The picture on the top right shows the internet cafe that the student goes to every night. It is a one-minute walk from where he lives with his family. The picture on the bottom left shows the student being reprimanded by the teacher for not doing his homework. The picture on the bottom right shows the student’s classroom.
More pictures of the Xinke school for migrants here on flickr.
