Rachel Anna Billington (Ngāi Tai ki Tāmaki) is a lecturer in the Media, Film and Communication Programme at the University of Otago, Ōtākou Whakaihu Waka. She lives in Ōtepoti Dunedin with her husband, stepkid(s), chickens, bees, and cat, and likes to use an em dash—despite its reputation.

• IntroductionRecognition, adolescence, and (political) identity in the algorithmic eraThe affective politics of digital mediaAdolescent identity development onlineOutline of book1: Recognition theory, social media, and the dialectical momentRecognition and identityHonneth’s frameworkPhenomenologies of misrecognitionMisrecognising the selfIdentity politicsThe dialectical momentCulture wars as struggleFrom polarisation to epistemic disjunctureA fourth order of recognition: EpistemicThe normative potential of (an amended) recognition theoryRecognition as a radical endeavourConclusion2: The hybrid lives of teens onlineHybrid ecologiesTensions, transitions, and identity workDigital affordances for belongingAffective; collective; politicalToxic discursive environmentsAn algorithmically distorted recognition orderConclusion3: Researching recognitionMethodological frameworkPerspectivism and representationStorytelling/storylisteningMeaning-making, interpretation, and hermeneuticsReflexivity and researcher positionalityResearch methodsPhase one: SurveysPhase two: In-depth interviewsAnalysisConclusion4: Affective orientations to the politicalSocial media as recognition machineSocial media adoption as a rite of passageFitting inPerforming belonging and signalling desirable traitsPerforming the self as self-discoveryAffirming versus compensatory online practicesMitigating lonelinessIdentifying with a collectiveRecognising the self in othersConstructions of us and them; ingroup norms and valuesTo be recognised is to be understoodCancel culutre, self-silencing, and the fear of rejectionConclusion5: Digitally mediated identitiesAutonomy-enhancing or autonomy-inhibiting?Information-seeking, interests, hobbiesEnabling and inhibiting connectionAgency and intentionalityAddiction, wasted time, mindless scrollingAn emotional (sc)rollercoasterDepression, anxiety, apathyA question of consent: Unwanted exposure to distressing contentEnvironmental influencesFilter effects and epistemic autonomySymmetrical versus asymmetrical hermeneutic environmentsThe power of dialogueConclusionConclusion: Autonomy, ambiguity, and justice in the algorithmic ageAmbiguities in the liminalPolitical orientationsTechnologies of powerThe normative and transformative potential of recognition theory

“Billington's work contributes a timely exploration of social media as a rite of passage for young people, exploring the ways in which the 'agency' of algorithms and media both enhance and inhibit, aid and distort young peoples' relations and development. Without succumbing to technological determinism, she provides savvy and critical insights into the contradictions and complexities of contemporary mediated lives. Her approach is smart both theoretically and empirically, offering a seamless analysis of her original empirical research through the lens of affect, recognition theory, and epistemic injustice, arguing for scholars to understand social media as a "recognition machine" which in turn requires a focus on technojustice. For Billington, recognition theory provides a means for dissecting both how algorithmic dynamics entrench epistemic injustice, but also promise dialogue and reciprocity. Accessible, incisive, and smart, this book explores these critical and urgent questions with exemplary and impressive breadth, never sacrificing the complexity and nuance required to grasp the fraught and mediated experience of coming of age in the 21st century.”Professor Megan Boler, University of Toronto“Drawing on the perspectives and lived experiences of New Zealand teens, this book thoughtfully engages with the messy but fascinating truth about social media: these platforms simultaneously widen and narrow teens' agency in their quest to develop a sense of self and political identity.”Professor Susannah Stern, University of San Diego

Rachel Anna Billington (Ngāi Tai ki Tāmaki) is a lecturer in the Media, Film and Communication Programme at the University of Otago, Ōtākou Whakaihu Waka. She lives in Ōtepoti Dunedin with her husband, stepkid(s), chickens, bees, and cat, and likes to use an em dash—despite its reputation.

• IntroductionRecognition, adolescence, and (political) identity in the algorithmic eraThe affective politics of digital mediaAdolescent identity development onlineOutline of book1: Recognition theory, social media, and the dialectical momentRecognition and identityHonneth’s frameworkPhenomenologies of misrecognitionMisrecognising the selfIdentity politicsThe dialectical momentCulture wars as struggleFrom polarisation to epistemic disjunctureA fourth order of recognition: EpistemicThe normative potential of (an amended) recognition theoryRecognition as a radical endeavourConclusion2: The hybrid lives of teens onlineHybrid ecologiesTensions, transitions, and identity workDigital affordances for belongingAffective; collective; politicalToxic discursive environmentsAn algorithmically distorted recognition orderConclusion3: Researching recognitionMethodological frameworkPerspectivism and representationStorytelling/storylisteningMeaning-making, interpretation, and hermeneuticsReflexivity and researcher positionalityResearch methodsPhase one: SurveysPhase two: In-depth interviewsAnalysisConclusion4: Affective orientations to the politicalSocial media as recognition machineSocial media adoption as a rite of passageFitting inPerforming belonging and signalling desirable traitsPerforming the self as self-discoveryAffirming versus compensatory online practicesMitigating lonelinessIdentifying with a collectiveRecognising the self in othersConstructions of us and them; ingroup norms and valuesTo be recognised is to be understoodCancel culutre, self-silencing, and the fear of rejectionConclusion5: Digitally mediated identitiesAutonomy-enhancing or autonomy-inhibiting?Information-seeking, interests, hobbiesEnabling and inhibiting connectionAgency and intentionalityAddiction, wasted time, mindless scrollingAn emotional (sc)rollercoasterDepression, anxiety, apathyA question of consent: Unwanted exposure to distressing contentEnvironmental influencesFilter effects and epistemic autonomySymmetrical versus asymmetrical hermeneutic environmentsThe power of dialogueConclusionConclusion: Autonomy, ambiguity, and justice in the algorithmic ageAmbiguities in the liminalPolitical orientationsTechnologies of powerThe normative and transformative potential of recognition theory

“Billington's work contributes a timely exploration of social media as a rite of passage for young people, exploring the ways in which the 'agency' of algorithms and media both enhance and inhibit, aid and distort young peoples' relations and development. Without succumbing to technological determinism, she provides savvy and critical insights into the contradictions and complexities of contemporary mediated lives. Her approach is smart both theoretically and empirically, offering a seamless analysis of her original empirical research through the lens of affect, recognition theory, and epistemic injustice, arguing for scholars to understand social media as a "recognition machine" which in turn requires a focus on technojustice. For Billington, recognition theory provides a means for dissecting both how algorithmic dynamics entrench epistemic injustice, but also promise dialogue and reciprocity. Accessible, incisive, and smart, this book explores these critical and urgent questions with exemplary and impressive breadth, never sacrificing the complexity and nuance required to grasp the fraught and mediated experience of coming of age in the 21st century.”Professor Megan Boler, University of Toronto“Drawing on the perspectives and lived experiences of New Zealand teens, this book thoughtfully engages with the messy but fascinating truth about social media: these platforms simultaneously widen and narrow teens' agency in their quest to develop a sense of self and political identity.”Professor Susannah Stern, University of San Diego

Rachel Anna Billington (Ngāi Tai ki Tāmaki) is a lecturer in the Media, Film and Communication Programme at the University of Otago, Ōtākou Whakaihu Waka. She lives in Ōtepoti Dunedin with her husband, stepkid(s), chickens, bees, and cat, and likes to use an em dash—despite its reputation.

• IntroductionRecognition, adolescence, and (political) identity in the algorithmic eraThe affective politics of digital mediaAdolescent identity development onlineOutline of book1: Recognition theory, social media, and the dialectical momentRecognition and identityHonneth’s frameworkPhenomenologies of misrecognitionMisrecognising the selfIdentity politicsThe dialectical momentCulture wars as struggleFrom polarisation to epistemic disjunctureA fourth order of recognition: EpistemicThe normative potential of (an amended) recognition theoryRecognition as a radical endeavourConclusion2: The hybrid lives of teens onlineHybrid ecologiesTensions, transitions, and identity workDigital affordances for belongingAffective; collective; politicalToxic discursive environmentsAn algorithmically distorted recognition orderConclusion3: Researching recognitionMethodological frameworkPerspectivism and representationStorytelling/storylisteningMeaning-making, interpretation, and hermeneuticsReflexivity and researcher positionalityResearch methodsPhase one: SurveysPhase two: In-depth interviewsAnalysisConclusion4: Affective orientations to the politicalSocial media as recognition machineSocial media adoption as a rite of passageFitting inPerforming belonging and signalling desirable traitsPerforming the self as self-discoveryAffirming versus compensatory online practicesMitigating lonelinessIdentifying with a collectiveRecognising the self in othersConstructions of us and them; ingroup norms and valuesTo be recognised is to be understoodCancel culutre, self-silencing, and the fear of rejectionConclusion5: Digitally mediated identitiesAutonomy-enhancing or autonomy-inhibiting?Information-seeking, interests, hobbiesEnabling and inhibiting connectionAgency and intentionalityAddiction, wasted time, mindless scrollingAn emotional (sc)rollercoasterDepression, anxiety, apathyA question of consent: Unwanted exposure to distressing contentEnvironmental influencesFilter effects and epistemic autonomySymmetrical versus asymmetrical hermeneutic environmentsThe power of dialogueConclusionConclusion: Autonomy, ambiguity, and justice in the algorithmic ageAmbiguities in the liminalPolitical orientationsTechnologies of powerThe normative and transformative potential of recognition theory

“Billington's work contributes a timely exploration of social media as a rite of passage for young people, exploring the ways in which the 'agency' of algorithms and media both enhance and inhibit, aid and distort young peoples' relations and development. Without succumbing to technological determinism, she provides savvy and critical insights into the contradictions and complexities of contemporary mediated lives. Her approach is smart both theoretically and empirically, offering a seamless analysis of her original empirical research through the lens of affect, recognition theory, and epistemic injustice, arguing for scholars to understand social media as a "recognition machine" which in turn requires a focus on technojustice. For Billington, recognition theory provides a means for dissecting both how algorithmic dynamics entrench epistemic injustice, but also promise dialogue and reciprocity. Accessible, incisive, and smart, this book explores these critical and urgent questions with exemplary and impressive breadth, never sacrificing the complexity and nuance required to grasp the fraught and mediated experience of coming of age in the 21st century.”Professor Megan Boler, University of Toronto“Drawing on the perspectives and lived experiences of New Zealand teens, this book thoughtfully engages with the messy but fascinating truth about social media: these platforms simultaneously widen and narrow teens' agency in their quest to develop a sense of self and political identity.”Professor Susannah Stern, University of San Diego