Looking for Freedom – again

When I began thinking about dissertation topics over two years ago I was met by one particular unenthusiastic criticism due to my lack of knowledge regarding the Persian language. I don’t think she ever really understood my subject or why it was important. it was either that or she was too busy playing around in Second Life to give it more than a second thought (maybe that’s another reason why I hate Second Life so much). But rather than let it drop I developed my ideas and took them elsewhere.

It was during the run up to dissertation proposals that I was becoming increasingly aware of Internet censorship in Iran and the growth of the Iranian blogosphere and decided that I’d like to explore this academically with the hope of encouraging further research or laying the foundations for a PhD later in life. I don’t necessarily think I ever achieved that or ever will, purely because I ran out of steam. It was my own doing. You know when you wrap yourself up in something so intensely for a long period of time that once it’s done you never want to look at it again? It was like that. I got my distinction and that was enough. But I’m beginning to realise that it wasn’t the end, it was only the beginning. The story continues and maybe I should be trying to tell it, in my own words?

I started with the concept of Internet censorship – how it was being censored, who was censoring it and why – and wanted to explore strategies being developed to smash down the system, to stick it to the man, to carry on regardless. But this was before Google Translate (although limited it seems to be serving a basic purpose right now) and with no Persian translator I was forced to restrict my exploration to a minority of weblogs written by Iranians in English. I specifically looked at weblogs because they were accessible and easy to document and analyse. All the data collection would be my own doing and analysed with my own criteria. But what exactly was I trying to find out? How would I use weblogs as an example of anti-censorship or more over a strategy to bypass censorship?

Having an idea about what you want your outcome to be always seems to cloud what you need to do to get there, to prove it let’s say. I wanted to look at the writing styles across a sample of Iranian weblogs to assess how people were saying things without really saying them – to look at the poetic metaphors Iranians so often use to describe all manners of life, love, feelings and even politics. To see whether the deep-rooted cultural norm of separating the private and public spheres applied to anonymous weblogs. But what would I compare these writing styles to? I decided that in order to assess how Internet filtering effects Iranian weblogs written inside Iran I’d need to sample Iranian weblogs written in the diaspora. Those written by the displaced, the deposed or even the die-hards who might be more likely to evade self-censorship given the lack of Internet filtering in the more moderate west.

And so I did and if you’re interested in actually reading the thing it’s available online. It’s called Looking for Freedom: An Exploration of the Iranian Blogosphere (and it’s also available in Google Scholar with a couple of spelling errors – doh). I also kept a wiki going whilst doing my research but I’m afraid my updates have lapsed a little. Some of the work I did here has come spilling back to me this week and become ever more relevant. given how Twitter, YouTube, Flickr, proxy services and weblogs are currently being used in the aftermath of Iran’s distuted election.

Iran Rises Up…

.And The Economist learns a few lessons:

The Economist

Remember Ahmad Batebi?

Ahmad Batebi - The Economist

Translating the Revolution

Google have been providing their useful Google Translate service for quite a while now but today seems to be a rather special day. They’ve finally released a support for Persian, something I think is much more appropriate than colouring the Google logo green for a day – simply because this is it far more useful to the current online ‘revolution’. It means I can not only translate useful sources such as BBC Persian but also all those Persian blogs I so wanted to read during my dissertation hell.

However, I think it’s important to say that this is a machine translation and of course it’s not perfect. But it’s a start and it means it can be developed and evolve into a practical solution for the spread of information. And, with respect to the theme of my dissertation it may in fact be used as another strategy to overcome online censorship, through enabling Iranians to translate English into Persian.

Facebook are also in on the action and the launch of Apple’s latest iPhone software has introduced support for the Persian script – Read more about this on Is This Ta’arof?.

Azadi meaning Freedom

Last time I got hooked on Monitter was during the Mumbai attacks last November when my need for real time information got so intense that it became difficult to deattach my eyes from the computer screen. This time it’s the Iran elections (#iranelections) that have really got me. Sat here feeling so overwhelmed and helpless I really have found the evidence needed to prove the usefulness of Twitter.

Twitter has in fact been so useful to Iranians tweeting the ‘revolution’ that scheduled maintenance was put back a day to keep communication open. My only criticism over the last couple of days is the difficulty to sieve through the millions of uninformative re-tweets and misinformation to actually get to the heart of what I want to know – what is happening right now!

Below are some links I’ve found useful over the last couple of days:

Twitter as a classroom/study aid

Read Write Web has a really interesting post about a Twitter experiment in which a University of Texas History Professor, Monica Rankin, uses Twitter in a classroom environment to discuss the class topics.

Rankin uses a weekly hashtag to organize comments, questions and feedback posted by students to Twitter during class. Some of the students have downloaded Tweetdeck to their computers, others post by SMS or by writing questions on a piece of paper. Rankin then projects a giant image of live Tweets in the front of the class for discussion and suggests that students refer back to the messages later when studying. The Professor’s results so far have been mixed but it is clear that more students are participating in classroom discussions than they used to.

I think this is a fantastic way of generating bigger discussions and it gives students the opportunity to refer back to what was said and continue to contribute after the session. This then builds up a really useful study aid for when students need to compile coursework or prepare for exams. As a rather quiet student I think I’d have been much more vocal on something like Twitter as I find it much easy to get my written point across than my vocal one.

At my organisation we have introduced an Echo 360 system in which lectures get recorded and published within a student’s virtual learning environment alongside all the teaching materials used in class to ‘rewind, relive and reconnect with the classroom experience’. Twitter could in fact be another great way for us to do this and something I would definitely encourage academics to get involved with.