The Intercept had a big story this week that is making the rounds, suggesting that “leaked” documents prove the DHS has been coordinating with tech companies to suppress information. The story has been immediately picked up by the usual suspects, claiming it reveals the “smoking gun” of how the Biden administration was abusing government power to censor them on social media.

As professor Kate Starbird notes, the Intercept article makes out like this was some nefarious secret meeting when it was actually a publicly announced meeting with public minutes, and part of the discussion was even on where the guardrails should be for the government so that it doesn’t go too far. Indeed, even though the public output of this meeting is available directly on the CISA website for anyone to download, The Intercept published a blurry draft version, making it seem more secret and nefarious. (Updated: to note that not all of the meeting minutes published by The Intercept were public: they include a couple of extra subcommittee minutes that are not on the CISA website, but which have nothing particularly of substance, and certainly nothing that supports the claims in the article. And all of the claims here stand: the committee is public, their meeting minutes are public, including summaries of the subcommittee efforts, even if not all the full subcommittee meeting minutes are public).

It includes four specific recommendations for how to deal with mis- and disinformation and none of them involve suppressing it. They all seem to be about responding to and countering such information by things like “broad public awareness campaigns,” “enhancing information literacy,” “providing informational resources,” “providing education frameworks,” “boosting authoritative sources,” and “rapid communication.” See a pattern? All of this is about providing information, which makes sense. Nothing about suppressing.

through the lens of critical media literacy, I argue that shitposting exists as an online pedagogical technology that can potentially reorient the network of relationships within social media spheres and expand the possible range of identities for those involved. To illustrate this argument, I conclude with a close reading of posts from two Twitter accounts: dril, an anonymous user who has managed to inform political discourse through his shitposts, and the corporate account for the Sunny Delight Beverage Corporation. I describe how tweets from these accounts engage shitposts in divergent ways. In doing so, I contend that these tweets reveal shitposting’s potential for contributing to the democratic aims of critical media literacy education, but the appropriation of that practice by large corporations and individuals imbued with political power jeopardize that already fraught potential.

Beyond the narrow framing of previous literature that only considers the use of shitposting for social exclusion or as fascist propaganda, I argue for an encompassing approach to this discursive tool that embodies a polysemic and open-ended cultural politic.

The analysis presented here shows that the circumstances under which shitposts circulate hold significant information when trying to understand the potential of these texts within a critical pedagogy. Expanding this assertion to consider other discursive technologies, it follows that both public pedagogy and critical media literacy research must continue to examine not only media itself but how pieces of media circulate, considering both who (or what) this media circulates between and where in that circulation people can begin to challenge the digital milieu.

I contend that positioning shitposting as a uniform tool in terms of its politics within previous scholarship misrepresents the practice. Instead, shitposting can serve a multitude of pedagogical ends depending on how individuals and groups use shitposts.

shitposting represents one tool within this broader, holistic understanding of public pedagogy, albeit one that often manifests unintentionally. By producing turbulence within social media, shitposting can contribute to the public pedagogies of social media that mirror the goals of critical media literacy education. However, a deployment or engagement with public pedagogy does not guarantee a critically oriented outcome.

“The media” (or “mainstream media”): a meaningless phrase because there are countless very different media, which don’t act in concert.

“Gets it”: a social media phrase that is used to mean “agrees with me”.

Usually, though, people who claim to have been “cancelled” mean “criticised”, “convicted of sexual assault”, “replaced by somebody who isn’t an overt bigot” or simply “ignored”.

“Political language is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind,” wrote George Orwell in his 1946 essay “Politics and the English Language” (the complete guide on how to write in just 13 pages). He lists other “worn-out and useless” words and phrases that were disappearing in his day: jackboot, Achilles heel, hotbed, melting pot, acid test, veritable inferno. The same fate later befell words overused in the aftermath of the 9/11 attacks: “heroes” (a euphemism for victims) and “greatest country on earth” (meaning largest military and GDP).