Research

The term “collective consciousness” has been used by social theorists from Durkheim to Zizek to describe how any one individual is able to identify with a larger group or community, and how commonalities within such communities assist in unifying them (Piepmeyer 2007). In recent years, the phrase has been updated to include connections to virtual groups, with Marzouki and Oullier (2012) using the phrase “virtual collective consciousness” to describe an “internal knowledge” (2012) shared by a community, leading to a new form of consciousness developed via internet communication tools (2012). The concept itself references ideas from schools of thought and is framed by many key concepts, including collective empathy (Marzouki 2012), transactive memory (Marzouki, Bailey, and Oullier 2014), and often, co-creative and cultural projects; Marzouki and Oullier (2012) point to the digital activist projects involved in the Arab Spring movement of 2011 as an example of virtual collective consciousness.

The field of development studies, and even that of policy, tend to be more focused on the socioeconomic benefits of ICT (information and communications technology)(Njoki and Wabwoma 2015) in lesser developed countries (LDCs) than with its potential impact on collective empathy, transactive memory, and social inclusion as a whole. Rather, studies have investigated the extent to which ICT can help to socially include individuals mainly in economic and educational markets (Njoki and Wabwoma 2015). Aspects of social cohesion as influenced by policy and co-creative projects (especially those involving different strata of a society) and as driven by ICT remain a less examined phenomenon.

“Social inclusion” can be defined as:

“a multi-dimensional, relational process of increasing opportunities for social participation, enhancing capabilities to fulfill normatively prescribed social roles, broadening social ties of respect and recognition, and at the collective level, enhancing social bonds, cohesion, integration, or solidarity” (Silver 2015, p. 2-3)

Social inclusion policy is of particular importance to development given that “uneven development is in fact a consequence of economic embeddedness in societies, places, law and politics” (Silver 2015, p. 2), and additionally, institutions within a culture or country can impact beliefs, behaviours, and the right to opportunities (Silver 2015, p. 2). Given the current focus on ICT in development studies, it is therefore crucial to determine both how and if ICT-based projects driven by the concepts framed in VCC can affect social inclusion, particularly if it is backed by policy.

To that end, this dissertation was an exploratory study, in order to examine the topic of VCC and its potential to affect social inclusion policy is lesser developed countries (LDCs). This study was focused through three research objectives, with findings being jointly driven by a critical literature review and distanced interviews with experts in the fields of either VCC, social inclusion policy, and ICT in developing countries.

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Working Hypothesis and Objectives

The aim of this dissertation was to conduct a deductive exploratory study guided by the question, or ‘working hypothesis’: “How might the internet’s function as a growing medium for virtual collective consciousness help to positively impact social inclusion policy in Lesser Developed Countries (LDCs)?”

This study was guided by the following three research objectives:

• To explore the phenomena of virtual collective consciousness, how it ties to memory, empathy, and culture, and how it can either prevent or accelerate the development of social inclusion in societies.

• To examine the current sociopolitical landscape of the internet, including potential threats to and issues with virtual collective consciousness in well-connected nations, and how the same may impact LDCs.

• To analyze how digital co-creation can be used as a tool for social inclusion policy and activities in lesser developed countries if a holistic digital infrastructure is funded and maintained.

Lesser Developed Countries (LDCs) were chosen as the focus, as although most LDCs have over 90% mobile broadband coverage, it is often low-speed (ITU 2018, p. vi-vii). An average of less than 25% of individuals in LDCs can use the internet due to its affordability, the coverage available, and a lack of digital literacy (ITU 2018, p. viii). This has resulted in many people in LDCs lacking the skills and tools needed to help address pressing development issues, such as poverty reduction, financial inclusion, and social and economic development (ITU 2018, p. vii). By combining the concepts of co-creation and social and digital inclusion for development, is it possible to begin research into how VCC can address all of the above issues within the digital ‘limits’ of LDCs.

Answers to the objectives listed were obtained through a thorough literature review and semi-structured interviews with experts and participants in the field of digital co-creation.

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Sources:

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ITU (2018) ‘ICTs, LDCs and the SDGs - Achieving universal and affordable Internet in the least developed countries.’

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Marzouki, Y. (2012) ‘From Whitaker’s Virtual Choir to Virtual Collective Empathy.’

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Marzouki, Y. and Oullier, O. (2012) ‘Revolutionizing Revolutions: Virtual Collective Consciousness and the Arab Spring.’ 

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Marzouki, Y., Bailey, J., and Oullier, O. (2014) ‘Can the Bitcoin protocol morph into Virtual Collective Consciousness?’

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Njoki, M. and Wabwoba, F. (2015) ‘The Role of ICT in Social Inclusion: A Review of Literature.’

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Piepmeyer, A. (2007) Collective consciousness. The Chicago School of Media Theory. 

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Silver, H. (2015) The Contexts of Social Inclusion.

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