Viral videos to combat viral vitriol: methodological considerations for ethical engagement

Abstract

Two years ago, I began a project based on the question, “If online platforms are providing more access for hate groups to recruit and radicalize members, then is it possible to use online platforms to combat discrimination, racism, and hatred?” Educating public audiences and promoting positive social change were laudable goals, but this article explores the idea of how this was done in ethical ways. There were challenges encountered “along the way” when attempting to create a project from personal stories, including issues of ethical storytelling, respectful data management, community engagement with marginalized communities, complications of “going viral,” and more. In this article, I document the process of how four anti-racist videos were created, some of the challenges encountered along the way, methodological maneuvers, and suggestions for further methodological and ethical consideration. I explore two levels of analysis. First, by looking at methodological considerations, I detail the importance of community consultation, the need for research findings to be accessible, useful, and meaningful to the community, and how the decisions and planning around “going viral,” were further complicated by funder requirements and other ethical considerations. At the second level of analysis, I use autoethnography to explore how my own positionality factored into decisions about the project.

Keywords:

• Qualitative
• anti-racism
• ethics
• methodology

Acknowledgements

I would like to acknowledge the thoughtful and meaningful contributions of three co-researchers (names blinded for peer review), as well as the community members involved in this research. Although this article is autoethnographic and single-authored, all were instrumental in contributing to the project and I am grateful for their time, talent, and expertise. This project has been made possible in part by the Government of Canada. Ce projet a été rendu possible en partie grâce au gouvernement du Canada.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The wording of “racialized communities” is problematic. I include it here as it is drawn from the wording of the original grant. For further exploration, see Barot and Bird (2001), Fields (2001), and Murji and Solomos (2005).

2 I refer to my three research assistants as co-researchers throughout this article as a way to push against the power dynamics in university-based research. However, it is important here to point out that these power dynamics still affect our team, as I am the one verifying their pay. Telling them they can take breaks and cancelling meetings is something I could do as their employer.

Additional information

Notes on contributors

Michelle Lam

Michelle Lam, PhD (pronouns: she/her/hers) is the director of Brandon University's Centre for Aboriginal and Rural Education Studies (BU CARES). She is the co-host of the Leaning In and Speaking Out podcast, has developed a board game called Refugee Journeys, and produced a series of educational films on Anti-Racism. An educator and activist for over 20 years, Dr. Lam speaks and writes on innovative ways to create positive change. Dr. Lam is interested in rural immigration and the potential of education and relationship-building for equity.