ABSTRACT
This chapter uses two case studies, one in Canada and one in the United States, that focus on how activists use digital tools to challenge the cost of higher cost of education using digital tools. I argue that new communication technologies allow social movement actors to operate in a new political terrain that enhances not only virtual but also face-to face forms of interaction, debate, and critical thinking. Social movement theories, especially resource mobilization and cultural-oriented theories are applied to both case studies to show the relevance of peer-to-peer networks that allow activists to circumvent state- and corporate-controlled and owned media, allowing them to take ownership of the narrative of their protest activity.
