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This book project analyzes the ways in which Indian feminist content creation on social media platforms like Instagram, Twitter and Facebook facilitate feminist teaching and learning. Additionally, it grapples with the constraints and negotiations surrounding such digital feminist efforts, including the politics of visibility and labor in an attention economy.


This manuscript uses textual analysis, digital ethnography and autoethnography to study the role of digital feminist content creation in Indian contexts as forms of digital public pedagogy. This study is rooted in my own personal journey of becoming a feminist and learning about social justice issues and movements through the internet - particularly social media discourses. While the platforms themselves are not intended for education, this study argues that they hold pedagogical potential because of the ability to utilize these spaces for informal learning, and to educate peers/followers about feminist issues. Further, Sharma argue that in order to do this work, activists must perform their activism and identities in particular ways to grab more eyeballs in an attention driven economy where visibility is crucial. Performing activism and creating content requires an immense amount of digital labor and marketing which both collectives and individuals with significant following or microcelebrity activists must contend with in an information saturated digital landscape.