Decoding the apple paradox: a critical discourse analysis of gender, technology, and nationalism in China’s digital space

Weiqi Tian and Jingshen Ge ()
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Weiqi Tian: Xinjiang University
Jingshen Ge: Ocean University of China

Palgrave Communications, 2024, vol. 11, issue 1, 1-14

Abstract: Abstract This research explores the intricate nexus of gender, technology, nationalism, and misogyny within the context of China’s digital realm. Positioned against the backdrop of an internet celebrity’s accusation towards Apple, the study critically examines a uniquely crafted narrative that adds socio-cultural dimensions to Apple’s perceived network misrepresentations. Female iPhone users are strategically criticized as intellectually inferior influencers of societal contributions, reflecting prevalent discussions regarding 5G technology. The narrative further stigmatizes female iPhone users with implications of involvement in sex work, leading to significant brand implications. Rooted in the framework of Feminist Critical Discourse Analysis (FCDA) and assisted with the approach of corpus-assisted critical discourse analysis (CADA), this study deciphers the complex narrative, focusing on themes of cyber misogyny, economic stratification, and nationalism. The research further reveals how this criticism toward female iPhone users extends beyond mere resentment, unveiling deeper foundations of nationalism and threat perceptions toward traditional phallocentric dominance. The term “traitors” allocated to female iPhone users rationalizes the ongoing assaults as patriotic endeavors, bellwethering toxic nationalism that marginalizes minoritized individuals. This scholarly examination underscores social media platforms, with a focus on Douyin, as potent venues for reinforcing gender bias, particularly through their algorithmic recommendations, content moderation practices, and governance models. This delineation emphasizes the critical need for ongoing sociocultural and digital discourse to challenge and mitigate these dominant, biased narratives.

Date: 2024
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DOI: 10.1057/s41599-024-03819-3

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