The Occupy Gezi Protests and the Re-Ignition of Public Intellectuals
June 19, 2013 Leave a comment
(The following is the first of a two-part blog posting about events in Turkey, and how academia has played a role in coverage and analysis of events. Against all laws of nature, this post is link-free. I don’t see the need for them as I will be providing links in the follow-up posting. This is the set-up piece. If you don’t know what happened in Turkey, or need background, it’s all out there.)
The Occupy Gezi Protests and the Re-Ignition of Public Intellectuals: Part I
Isolated. Cloistered. Pampered. Stuck in ivory towers. Drowning in theory. Divorced from reality. Those who cannot do, teach.
Those of us who work in academia have heard it all over the years, often from people without the faintest clue what is actually involved in academic work: years of study with little or no income, copious reading and writing, data collection, administrative meetings, teaching, student advising, conferences. I’m not complaining that I am overworked. In fact, I have made it clear on many occasions that I consider academic work to be a privilege in a world dominated by awful jobs with terrible wages.
The critique of academia is part of a broader, depressing anti-intellectualism in a great many societies. If we are being honest, however, these wounds are in part self-inflicted: academics have (in general) been terrible at explaining to the outside world what it is we do, how we do it and why it is important. On top of this, while many of us rail against the commodification of society, we (and I include myself here) publish in journals and books charging crazy money for access, teach at universities increasingly demanding fees, and present research at expensive conferences only other academics are interested in attending. We have been unfairly maligned, but is it any wonder?
And, of all of the disciplines within academia, few have been as maligned and misrepresented as Media Studies/Mass Communication. Media professionals look at us and ask, “They’ve never worked a day of their lives in the industry, yet profess to be experts?” Regular citizens look at us and ask, “They are paying people to do research about television?” And, journalists look at us and ask, “Studying cartoons and David Beckham is what passes for university material?”
So, what are we to do? Well, a funny thing happened on the way to the protest…
Recent events in Turkey have made it abundantly clear what academia in general, and Media/Communications Studies in particular, have to offer. And it’s a lot. If we take my own discipline (Journalism, Media & Communications) as an example, the protests around Gezi Park in central Istanbul, and the state and media reaction to those protests, raised a number of core issues. Here are 10 examples:
1. The use of social media as a means of information distribution, organization and dissent;
2. the role/performance of the domestic (in this case Turkish) media — both mainstream and alternative — in the coverage or non-coverage of events;
3. the role/performance of the international media in the coverage or non-coverage of events;
4. the ownership structure of media in Turkey, and an historical understanding of the impact of such structures upon content;
5. the role of the Turkish state in the regulation of radio, television, film and newspapers, as well as social media;
6. the contemporary and historical relationship between journalism and the state in Turkey;
7. levels of access to, and use of, social media in Turkey;
8. forms and modes of social media use, as well as use of television, radio and newspapers;
9. the relationship between popular culture and politics in Turkey;
10. the use of media for the purposes of political communication by mainstream politicians.
Yes, this list is not complete; and, yes, many of these issues overlap. But, if we can get away from that for a minute, let’s consider this list and just how central they are to (1) an understanding of what is going on in Turkey, and (2) what academics do for a living.
An in-depth understanding of any of the items on this list requires more than a few hours with a laptop and an internet connection. It requires reading and research. It requires an understanding of social, political and historical context. It requires reflection. So, when the protests in Turkey broke out, what happened was interesting: a large number of academics — many Turkish, some not — began to emerge as key sources of information and analysis. What is also interesting is that these sources and analysts were not relegated to those at the top of the academic food chain: bloggers, Tweeters, Op-Ed authors and news sources ran the gamut from Professors to MA students. Of course, within this process, technology has been absolutely central.
Some caveats. First, none of this is to say that what has happened in Turkey is unique, but, rather, that Turkey has made the role of the public intellectual (to me) more visible. Academics have been writing about public events for centuries, of course, but my sense is that this function has diminished, and recent events in (for example) Iran, Egypt and now Turkey (not to mention the Manning and Snowden cases) have re-ignited that public role. Second, none of this is to say that there are not journalists and non-academics who can do the kind of analysis and research I am writing about. There are. Finally, I am fully aware that there are academics in Turkey, Iran, Egypt and elsewhere who have been active for many years in spreading information and analysis about events in those countries. This is not to ignore that work, but rather to note how academics are now reaching out to a much broader audience via a combination of language (English) and technology. My ultimate point is to highlight the ways in which academics can engage in the coverage and analysis of a major event such as Gezi, and how this should be held us as evidence of how the supposedly banal, dry research which we produce is not only relevant and applicable, but actually central to an understanding of important events. This, in turn, needs to be trumpeted as a important component of academic work.
(In the next installment, I will discuss some specific examples of what I am writing about about here, and how they contributed to and understanding of events in Turkey.)