Mila Zhu
Abstract
This article explores the transformative role of digital culture in higher education, with a focus on how memes, particularly the BLÅHAJ shark meme, influence community building and identity formation within university settings. Employing Cultural Studies and Social Learning Theory, the study examines the integration of digital culture into higher education environments and its impact on fostering campus diversity. The case of the BLÅHAJ meme highlights its utility in facilitating dialogue on gender identity and inclusivity, demonstrating how memes can serve as powerful pedagogical tools that resonate with contemporary student populations. By analyzing the intersection of digital culture and informal learning, this article underscores the potential of memes to enhance educational experiences, promote critical thinking, and engage students in meaningful discussions about societal issues.
Keywords: Digital Culture; Public Pedagogy; Gender Identity; Memes; Higher Education
Introduction
In the web 2.0 era marked by digital transformation, higher educational institutions are witnessing the integration of digital culture into their core pedagogical strategies. This shift is not merely a response to technological advancement but a strategic adaptation to the evolving ways in which communities are formed and identities are (re)constructed. Memes, as a pivotal aspect of digital culture, have emerged as significant tools for expression and discussion on campuses worldwide (Jenkins, Ito, & Boyd, 2016).
Definition of “Memes”
The term “meme” was originally coined by Richard Dawkins in his 1976 book The Selfish Gene to describe a unit of cultural transmission or a unit of imitation (Dawkins, 1976). In the context of digital culture, a meme refers to a piece of media that is often humorous and rapidly spread by internet users, typically with variations on the original form. Memes can take the form of images, videos, text, or a combination thereof, and they often carry cultural or social significance, making them a powerful tool for communication and community building (Shifman, 2014). Memes function as a grassroots form of communication that allows individuals to articulate and explore their identities, engage in social commentary, and participate in broader cultural discourses. This participatory engagement is crucial in educational environments where identity formation and community engagement are key components of the learning experience (Cannizzaro, 2016). The adaptability and relatability of memes contribute to their wide appeal and effectiveness in conveying complex ideas in an accessible manner. As Nissenbaum and Shifman (2017) note, memes serve as “contested cultural capital,” meaning they can be used to challenge, reinforce, or subvert cultural norms and values, making them a significant phenomenon in digital literacy.
In the educational context, memes have been recognized for their potential to enhance student engagement and foster a sense of community. They provide a unique platform for students to form connections, share perspectives, and engage with course material in a manner that is both engaging and relevant to their digital lives (Wiggins & Bowers, 2015; Shifman, 2014). This pedagogical approach is particularly pertinent in discussions surrounding critical social theories and the ongoing debates over book bans, where memes have served as tools of resistance and platforms for solidarity (Buckingham, 2007).
Introduction of the BLÅHAJ Blue Shark
(Figure 1: IKEA stuffed shark BLÅHAJ and the Transgender Flag.
Retrieved from Oct 23, 2022, Newsweek)
The case of the BLÅHAJ shark meme exemplifies this trend on a global scale. At the intersection of informal education and public discourse lies the BLÅHAJ blue shark, an unassuming plush toy from IKEA that has transcended its status as a mere object of comfort to become a symbol of gender identity and inclusivity debates. Originally marketed as a children’s toy, BLÅHAJ’s journey into the spotlight of social and political discussion exemplifies the power of everyday items to influence public pedagogy and engage higher education communities (IKEA, n.d.).
The plush shark gained prominence within various online communities around the world, notably among LGBTQ+ groups and allies within learning communities, who imbued it with meanings that resonate with their experiences and aspirations for acceptance and recognition. Through memes, social media campaigns, and campus discussions, BLÅHAJ has facilitated conversations about complex issues such as gender fluidity and identity (Reddit, 2021.; Twitter, 2022). These discussions are particularly relevant in universities where debates over restrictive educational policies and book bans frequently occur (Jones, 2019; American Library Association, 2020; PBS NewsHour, 2024), highlighting how informal educational tools and symbols can catalyze awareness and understanding of topics that are often marginalized or contested in formal educational settings.
This article explores how memes like BLÅHAJ facilitate informal education and contribute to the shaping of community and identity within higher education. Through the lenses of Cultural Studies and Social Learning Theory, I examine the role of digital culture in enhancing public pedagogy (Hall, 1980; Bandura, 1977) and fostering an environment where academic freedom and identity exploration can flourish.
Background
Context of Book Bans and Debates on Critical Theories
The educational and political discourses in recent years have been reshaped by the contentious debates over book bans and the teaching of critical theories, particularly within the United States. These discussions are deeply entwined with broader societal and cultural conflicts over identity, history, and power. Book bans, often initiated by school boards or state legislatures, have targeted a wide range of materials, including those that explore racial injustice, gender diversity, and LGBTQ+ issues. Critics argue that such bans are a form of censorship that limits students’ exposure to diverse perspectives and critical thinking opportunities (American Library Association, 2020; PEN America, 2021; PBS NewsHour, 2024). Researchers (Sevre, 2024; Hinton & Berry, 2004) also highlight that access to diverse literature is crucial for developing students’ empathy and understanding of complex social issues.
Concurrently, critical theories, which include critical race theory (Delgado & Stefancic, 2017), feminist theory (Butler, 1990), and queer theory (Jagose, 1996), among others, have become focal points of debate. These theories offer frameworks for analyzing the ways in which power, inequity, and social constructs shape individual and collective experiences (Crenshaw, Gotanda, Peller, & Thomas, 1995). Opponents of teaching these theories in schools contend that they promote division and undermine traditional values (Freire, 2000), while proponents argue that they are essential for understanding and addressing systemic inequities (Collins & Bilge, 2020). These debates are situated within a broader struggle over control of educational content and the role of education in shaping societal norms and values. The pushback against book bans and the defense of critical theories underscore a fundamental tension between preserving the status quo and pursuing social progress. As such, the discussions surrounding book bans and critical theories reflect deeper questions about who gets to decide what knowledge is deemed legitimate and how future generations are taught to engage with complex social issues.
In the context of higher education, these debates take on added dimensions of academic freedom and curriculum diversity. Universities often serve as battlegrounds for these ideological conflicts, where the principles of free speech and academic exploration are tested. Faculty and students in higher education institutions are frequently at the forefront of challenges to book bans and the robust discussion of critical theories (Jones, 2019). These activities not only shape the educational experiences of students but also reflect and influence broader societal shifts towards inclusivity and equity. Moreover, the manner in which universities handle these debates often sets precedents for educational and free speech policies nationwide, highlighting the critical role of tertiary institutions in shaping discourse around these pivotal issues.
Significance of BLÅHAJ Shark Within These Debates
Through memes, social media posts, and virtual campaigns, BLÅHAJ has facilitated conversations about the importance of representation and the dangers of censorship in educational settings, particularly resonating with the values of academic freedom and student activism. Moreover, BLÅHAJ’s relevance extends into the debates on critical theories, serving as a symbol for the exploration of identity and acceptance within the academic community. By embodying themes of diversity and inclusivity, the shark provides a tangible point of connection for discussions often abstracted in academic theory. In university settings, BLÅHAJ demonstrates how cultural symbols can bridge the gap between complex theoretical concepts and the broader student body, making discussions about power, identity, and society more accessible and engaging. This engagement not only enhances academic discourse but also supports the development of a more inclusive campus culture.
Literature Review
Digital Media and Learning Engagement in Higher Education
The integration of digital technologies in educational settings not only facilitates a more dynamic interaction between teachers and students but also provides platforms for collaborative learning (Greenhow, Robelia, & Hughes, 2009) and community engagement nowadays in higher learning. Social networking sites and other digital platforms have proven to be effective in fostering collaborative learning environments where students can interact, share, and learn from each other in ways that were not possible in traditional classrooms. Furthermore, digital inclusion allow for a participatory culture where students become not just consumers of content but also creators, contributing to a richer, more engaged educational experience (Jenkins, Ito, & Boyd, 2016).
The role of digital media extends beyond enhancing traditional learning modalities; it also impacts how students engage with each other and form communities within academic settings. The connectivity offered by digital tools means that learning is no longer confined to physical spaces like classrooms or campuses but is expanded to virtual environments where students from diverse backgrounds can interact and share perspectives. Moreover, the informal learning that occurs through digital media often complements formal education, providing students with a broader, more integrated learning experience (Ito et al., 2013; Greenhow & Lewin, 2016).
Memes as Tools for Identity Formation and Community Building
As a form of digital culture, memes sharply encapsulate complex cultural and social identities, making them relatable and accessible to a wide audience, thereby facilitating discussions on identity among students (Shifman, 2014). Memes function as a grassroots form of communication that allows students to articulate and explore their identities in ways that traditional educational tools may not permit. Through memes, students can express personal and collective identities, engage in social commentary, and participate in broader cultural discourses that resonate with their experiences and values (Renninger, 2015). This participatory engagement is crucial in tertiary environments where identity formation is often a key component of the educational experience.
Moreover, memes are particularly potent in building community among students. They function as cultural artifacts that often carry shared meanings (Milner, 2016; Nissenbaum & Shifman, 2017; Gal et al, 2016), which can create a strong sense of belonging and connection among individuals with similar interests or experiences. Through their often humorous and relatable content, memes facilitate discussions on otherwise sensitive topics, making them accessible and engaging for a broader audience (Shifman, 2014; Cannizzaro, 2016). This not only strengthens community bonds but also enhances the educational experience by incorporating diverse viewpoints into everyday interactions. In addition to their role in community building, memes can also act as tools for identity negotiation and cultural critique within academic settings (Jenkins, Ford, & Green, 2013; Bishop, 2014). The ability of memes to both represent and challenge cultural norms makes them valuable in discussions around sensitive topics, challenging existing stereotypes and advocate for social change, thereby enhancing the educational discourse on campus and promoting campus inclusivity (Jenkins, Ito, & Boyd, 2016).
Digital Culture and Resistance in Educational Settings
Memes provide a platform for students and academics to circumvent traditional gatekeeping mechanisms in educational content dissemination. They allow for the rapid spread of ideas and can mobilize student activism around issues such as book bans and the curtailment of academic freedom (Jenkins, Ito, & Boyd, 2016). Through humor and satire, memes can critique and call into question established norms and practices that may stifle critical thinking and suppress diverse voices within the academic community (Shifman, 2014).
Furthermore, the participatory nature of meme culture aligns well with the principles of critical pedagogy, emphasizing the importance of engaging students as active participants in their learning processes (Milner, 2016; Shifman, 2014). This engagement is particularly relevant in the context of debates over critical theories in education, such as critical race theory and feminist theory. Memes can simplify and amplify these complex theories (Cannizzaro, 2016; Gal, Shifman, & Kampf, 2016), promoting critical thinking and social awareness among students (Nissenbaum & Shifman, 2017). In this digital era, the capacity of memes to facilitate a critical engagement with educational content highlights their role not just as reactionary tools but as proactive instruments for shaping educational policies and practices (Buckingham, 2007).
Theoretical Framework: Cultural Studies and Social Learning Theory
The theoretical framework for analyzing the impact of BLÅHAJ on digital identity and community engagement combines elements from Cultural Studies and Social Learning Theory. This framework provides a comprehensive lens to understand how cultural artifacts like the BLÅHAJ shark meme become imbued with social significance and how they facilitate learning and identity formation within the context of higher education.
Cultural Studies, rooted in the works of scholars like Stuart Hall (1980) and Raymond Williams (1981), provides a critical approach to analyzing cultural phenomena and their roles in society. This discipline emphasizes how culture reflects, shapes, and contests societal norms, values, and power dynamics. Applying Cultural Studies to the BLÅHAJ phenomenon allows for a deeper exploration of how this innocuous plush toy transcends its material existence to become a potent symbol of gender inclusivity and a tool for resistance against censorship. In particular, the BLÅHAJ meme can be examined as a site of power negotiation (Hall, 1980; Williams, 1981). It offers a lens through which to view the dynamics of inclusion and exclusion, authority and resistance within the academic sphere and beyond.
Social Learning Theory, developed by Albert Bandura (1977), posits that people learn from one another through observation, imitation, and modeling. This theory underscores the importance of social interactions and media in learning processes, suggesting that behaviors and attitudes can be acquired by observing others within a social context. In the case of BLÅHAJ, Social Learning Theory elucidates how digital platforms facilitate the dissemination of ideas and norms related to gender identity and social justice, with the shark serving as a visual and symbolic medium through which these concepts are communicated and internalized.
Integrating Cultural Studies and Social Learning Theory illuminates how BLÅHAJ operates within a complex web of social relations and cultural meanings. As a node in digital interactions where memes and online discussions contribute to knowledge construction, BLÅHAJ exemplifies the pedagogical potential of digital artifacts (Jenkins, Ito, & Boyd, 2016). This theoretical framework, grounded in the principles outlined by Bandura (1977) and Hall (1980), enables an analysis of how informal educational content, disseminated through social media and embraced by communities, can influence perceptions, foster dialogue, and promote social change. Moreover, this approach highlights the dialogic nature of learning in digital spaces, emphasizing that learners are not passive recipients of information but active participants in the creation and negotiation of meaning (Gee, 2004). Through this lens, BLÅHAJ is not just a toy but a pedagogical tool that reflects and contributes to the ongoing discourse on identity, inclusivity, and resistance in contemporary society.
Case Study
Emergence and Evolution of the BLÅHAJ Shark Meme
The BLÅHAJ shark began its journey as a plush toy designed and sold by IKEA, but quickly underwent a remarkable transformation, becoming a widely recognized symbol within various online communities – particularly among youth and young adults. This evolution exemplifies how digital media can elevate ordinary objects into icons of cultural significance (Burgess & Green, 2018), as social media platforms have played a pivotal role in this transformation. Influencers and everyday users alike have adopted the BLÅHAJ shark, incorporating it into digital narratives that often carry deeper meanings related to societal issues, including discussions on gender and identity. These platforms facilitate a participatory culture where users not only consume content but actively contribute to the creation and dissemination of new meanings (Lim, Radzol, Cheah, & Wong, 2017).
(Figure 2: “He Accep”
Retrieved from 2023, Reddit User)
The meme’s adaptability has allowed it to resonate across diverse cultural contexts, enabling it to become a tool for social commentary and personal expression (Jenkins, Ito, & Boyd, 2016). As it spread through platforms like Twitter, Tumblr, and Instagram, the BLÅHAJ meme accumulated layers of meaning, with users imbuing it with values related to inclusivity, diversity, and resistance against normative societal expectations.
Use in Discussions About Gender Identity and Resistance
(Figure 3: “Respect trans rights and the pronouns”
Retrieved from 2023, Gugassauros2)
The BLÅHAJ shark meme has become a prominent tool in discussions surrounding gender identity and resistance against traditional gender norms. This usage illustrates the meme’s capacity to serve as a platform for advocating LGBTQ+ rights and challenging restrictive societal norms (Butler, 1990). The hashtag #BLÅHAJ has become a rallying point for discussions about LGBTQ+ experiences, with the shark serving as a cuddly mascot that symbolizes a safe and inclusive space for gender and sexual diversity. Moreover, BLÅHAJ has played a role in resistance against censorship and the book bans targeting LGBTQ+ content. In response to these issues, digital activists have used images of BLÅHAJ to draw attention to the importance of inclusive education and the right to access diverse narratives. For instance, during Pride month, BLÅHAJ-themed virtual events and social media campaigns have highlighted the shark as a symbol of the fight against censorship, promoting literature and resources that support LGBTQ+ identities and experiences. The plush toy’s transformation into a meme and symbol of resistance demonstrates how digital culture (Turkle, 2011) can create new forms of solidarity and collective action.
Impact on Community Engagement and Learning Environments
(Figure 4: “Please don’t commit suicide”
Retrieved from 2024, Reddit User)
As a symbol that often carries messages of inclusivity and diversity, the BLÅHAJ shark meme has facilitated the creation of supportive community networks among students, particularly benefiting those from marginalized groups (Papacharissi, 2010). Universities and online communities have witnessed the meme’s adoption as a symbol of inclusivity and support for gender diversity. My students have started to utilize the BLÅHAJ meme to foster dialogues that promote a deeper understanding of gender fluidity and the struggles faced by transgender and non-binary individuals. Such discussions often occur in safe spaces created within social media platforms, where the meme’s playful and non-threatening nature helps lower barriers to engagement and encourages open dialogues. This approach not only makes learning more engaging but also aids in the development of critical thinking skills as students analyze and interpret the meme’s broader social implications (Kolb, 2017). Moreover, the shark meme’s widespread recognition and adaptability have enabled it to serve as a bridge between formal academic content and students’ informal learning experiences on social media and digital platforms (Gee, 2004). By fostering an environment where students feel connected and represented, the BLÅHAJ meme contributes to a more dynamic and inclusive educational experience, encouraging active participation and dialogue within higher learning communities.
Discussion
Counter-Narratives
BLÅHAJ memes represent a form of counter-narrative that challenges traditional educational narratives and societal norms. In the face of increasingly standardized curricula and the contentious debates surrounding book bans and educational content, memes like BLÅHAJ offer alternative pathways for diverse discourse and learning. These digital artifacts, circulating widely across social media platforms, provide accessible means for individuals and communities to express dissent, share experiences, and foster solidarity. By engaging with and sharing these memes, individuals participate in the creation of counter-narratives that reflect diverse perspectives and experiences often marginalized in formal educational settings. This process not only democratizes content creation but also empowers individuals to contribute to public discourse, challenging traditional gatekeepers of knowledge and authority (Freire, 2000).
Theoretical Framework Integration
Cultural Studies (Hall, 1980) and Williams, 1981) invites us to consider how these digital artifacts, such as BLÅHAJ meme, serve as active participants in cultural dialogues. Memes do more than convey messages; they engage users in interpretative processes that involve decoding and recoding, thus reshaping meanings and influencing cultural dynamics. This process is evident in how memes are used in academic settings to challenge dominant narratives and introduce alternative perspectives, particularly on topics like gender identity and social justice. Through the lens of Cultural Studies, I conclude that the BLÅHAJ meme serves as an alternative power negotiation that offers vivid, lived, counter narratives, challenging the traditional dichotomy of inclusion and exclusion, majority and minority, dominant discourses and marginalized narratives within the academic sphere and beyond. The meme’s widespread adoption by LGBTQ+ communities highlights its role in challenging gender norms and promoting discussions around inclusivity. By embodying themes of diversity and resistance, the BLÅHAJ meme serves as a cultural artifact that bridges the gap between complex theoretical concepts and the broader new media users, making discussions about power, identity, and society more accessible and engaging (Milner, 2016; Nissenbaum & Shifman, 2017). In sum, by providing a platform for marginalized voices or unconventional viewpoints, memes facilitate a form of cultural resistance and empowerment.
Meanwhile, Social Learning Theory emphasizes learning through observation, imitation, and modeling, which are inherently social processes (Bandura, 1977). Memes like BLÅHAJ exemplify this theory in action within digital learning environments. As students engage with these memes, they are not only absorbing content but also learning how to create, negotiate, and disseminate cultural knowledge themselves. This participatory culture transforms the tertiary learning mindset by allowing students to become co-creators of knowledge rather than passive recipients. It fosters an interactive learning environment where students critically engage with content, discuss it with peers, and contribute to the educational community. This dynamic interaction enhances their understanding of complex social issues and develops critical thinking and analytical skills. The integration of both theories highlight how memes can be sophisticated tools for critical dialogue in higher learning, capable of influencing both individual cognition and collective cultural understanding.
Impact on Higher Education
The emergence of memes as carriers of counter narratives has profound implications for public discourses. These digital artifacts, often laden with complex social and political messages, offer a unique avenue for expressing dissent, challenging prevailing norms, and advocating for systemic change within academic settings. Memes like BLÅHAJ, which encapsulate themes of gender inclusivity, social justice, and resistance, can significantly influence institutional policies. By bringing attention to critical issues in a format that is highly shareable and engaging, memes can mobilize student bodies and faculty, prompting discussions that may lead to the reconsideration of existing policies. For instance, a meme that highlights an aspect of campus life that is exclusive or discriminatory can spark widespread dialogue, leading to policy reviews and reforms aimed at creating a more inclusive campus environment.
In terms of pedagogy, memes facilitate a more interactive and responsive teaching environment. Educators who incorporate memes into their teaching practice can bridge the gap between academic theories and students’ lived experiences. This not only enhances engagement but also empowers students to apply theoretical knowledge to understand and critique their social realities. Memes can serve as a dynamic tool in various instructional strategies, such as prompts for discussion, elements in case studies, or as a means for students to demonstrate their learning creatively. For example, educators might use memes to encapsulate complex theoretical concepts in sociology or literature, allowing students to create their own memes as a form of assessment that demonstrates comprehension and the ability to apply theoretical knowledge in a contemporary context.
Beyond policy and pedagogy, memes carrying counter narratives play a pivotal role in shaping the cultural climate of educational institutions. They often serve as catalysts for creating a campus culture that values diversity, equity, and freedom of expression (Milner, 2016; Shifman, 2014). Memes can challenge cultural stigmas and stereotypes, promoting a more comprehensive understanding of diverse identities and experiences. This transformative impact is crucial in higher education, where the cultural climate can significantly influence students’ academic and social experiences.
Ultimately, the power of memes in higher education lies in their ability to promote a more inclusive and critically reflective educational environment. By facilitating the spread of counter narratives, memes encourage a questioning of traditional narratives and invite a multiplicity of voices into academic discourses. This democratization of discourse not only enriches the academic experience but also aligns with the broader educational goals of fostering societal awareness and preparing students to actively participate in a diverse and multi-faceted world.
Conclusion
This article has delved into the transformative role of digital culture in social construction of knowledge and higher learning. I discussed how the BLÅHAJ shark meme has emerged not only as a cultural phenomenon but also as an innovative tool supporting identity formation and community engagement within university settings. Through the theoretical frameworks of Cultural Studies and Social Learning Theory, this study has illustrated how memes like BLÅHAJ function as dynamic counter-narratives that challenge conventional educational narratives.
In conclusion, memes are more than just simple digital artifacts; they serve as powerful educational tools that deeply resonate with students nowadays. By fostering critical thinking and encouraging a participatory culture, memes function effectively and intriguingly in exploring complex societal issues. For instance, the example of BLÅHAJ perfectly demonstrates how memes can shape public discourse in higher education, promote inclusivity, and enhance a more engaged and reflective educational environment. In this sense, educators and policymakers are encouraged to recognize the substantial educational value of informal learning tools like memes as well as other aspects of digital culture. By integrating these tools into formal educational frameworks, higher educational institutions can enhance student engagement, facilitate the development of digital literacy, and encourage critical analysis of digital content.
Furthermore, leveraging internet culture for the exploration of societal issues can enrich the learning environment and ensure it remains timely, situated, and relevant in the digital age. Dewey (1938) emphasized the importance of experiential learning and connecting education to real-life contexts, which underscores the value of integrating contemporary digital culture into educational practices. Creating spaces for students to engage with and produce digital content empowers students to critically understand and influence the world around them. As digital identity continues to shape student interactions and self-perceptions, it is crucial that educational policies support the inclusion of diverse narratives and perspectives, thereby ensuring that educational environments reflect and engage with the complexities of modern digital life. Embracing the educational potential of informal learning tools like memes can transform the educational experience, making it more relevant, inclusive, and effective for students navigating a rapidly changing world. By doing so, higher education can better prepare students to be thoughtful, informed, and active participants in a digitally interconnected world.
Mila Zhu
Mila Zhu, Ph.D., is an Assistant Professor and EDUC Program Area Lead at Southeastern Oklahoma State University, where she also serves as the Founding Director of the Center for Asian Resources and Intercultural Studies.
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