Introduction: Toward an Educational Commons

Means, Alexander J.; Ford, Derek R.; Slater, Graham

doi:10.1057/978-1-137-58641-4_1

Cited by 8 publications

(13 citation statements)

References 16 publications

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“…There is much needed pedagogical work in developing critical awareness of the larger entanglements of the teacher function that amplify existing bias and marginalization, reinforce existing knowledge hegemonies, and adversely structure the sociotechnical spaces where teaching itself is increasingly performed. There is a need for a critical pedagogy that challenges these power structures, harnesses institutional agency for achieving emancipatory aims from them (Means et al 2017 :12), and ultimately transforms (Freire 1970 ) and metamorphoses them (Lefebvre 2002 ). The pedagogical positions discussed in the following sections do not explicitly achieve these aims.…”

Section: Studying the Futurementioning

confidence: 99%

Ontological Transparency, (In)visibility, and Hidden Curricula: Critical Pedagogy Amidst Contentious Edtech

2020

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The steady migration of higher education online has accelerated in the wake of Covid-19. The implications of this migration on critical praxis—the theory-in-practice of pedagogy—deserve further scrutiny. This paper explores how teacher and student-led educational technology research and development can help rethink online critical praxis. The paper is based on a recent research project at the University of Edinburgh that speculatively explored the potential for automation in teaching, which generated insights into current and future pedagogical practice among both teachers and students. From this project emerged a series of pedagogical positions that were centred around visions of the future of teaching in response to automation: the pedagogical potential of visibility and invisibility online, transparency, and interrogating the hidden curricula of both higher education and educational technology itself. Through the surfacing of these pedagogical positions, this paper explores how critical pedagogy can be built into the broader teacher function and begins to identify the institutional structures that could potentially impede or accelerate that process.

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Section: Studying the Futurementioning

confidence: 99%

Ontological Transparency, (In)visibility, and Hidden Curricula: Critical Pedagogy Amidst Contentious Edtech

2020

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“…This also holds true for the educational commons. Educational communities are also assemblages of collected living, and they are increasingly being mined for profit (Means, Ford, & Slater, 2017). Gaining access to value through violence is the essence of capitalism and colonialism.…”

Section: Tsing’s Assemblages Of Collective Life In Capitalist Ruinsmentioning

confidence: 99%

Hyperobjects, Media, and Assemblages of Collective Living: Playing With Ontology as Environmental Education

Bazzul

2019

Aust. J. environ. educ.

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This article emphasises the importance of creative thought for environmental education through a discussion of the ontologically rich work of Anna Tsing, Timothy Morton and John Peters. The recent turn toward ontology in the humanities and social sciences has consequently led to diverse theories about ‘how things are’, and some of these concepts might assist justice-oriented environmental educators in raising ecological awareness in a time of crisis. Using assemblages, media and hyperobjects as concepts to (re)imagine the the world(s) of the Anthropocene, this article promotes a practice of ontic-play, a constantly changing engagement with ontological thought. To think through ecological crisis means moving towards philosophy as creation or art. In other words, engaging thought from the future.

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“…Frankfurt distinguishes deliberate deception from foolishness, with the latter being an indifference towards truth more harmful to the valuation of truthfulness [63,64]. Post-truth challenges the development of critical skills and evidence-based decision-making, encouraging reliance on unreliable sources [65][66][67].…”

Section: Introductionmentioning

confidence: 99%

“…Ford criticizes the individualistic tendency of critical pedagogy, promoting the integration of education and critical geography to analyze and transform spatial and power structures in education [63,67]. This pedagogy seeks to reform social and spatial structures influenced by capitalism, considering education as a transformative force [65,66,[88][89][90].…”

Section: Introductionmentioning

confidence: 99%

Reimagining Urban Heritage: Counter-Mapping as a Disruptive Tool in the Transformation of Sustainable and Touristic Cities

Soler,

Rosser Limiñana

2024

Preprint

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This study assessed the impact of counter-mapping on university students' perception and knowledge of their cities, focusing on cultural diversity, urban dynamics, and social challenges. Using a quasi-experimental design with pretests and posttests in the province of Alicante, Spain, changes in the understanding of urban geography, everyday life, and cultural diversity were analyzed among 54 Geography Didactics students. Likert scale surveys and open-ended questions were employed, complemented by statistical and qualitative analyses, to measure knowledge and perceptions before and after the counter-mapping project. The results indicate that although quantitative correlations did not show statistically significant significance, qualitative analysis revealed significant and profound learning. Participants uncovered the hidden layers of their urban environments and gained a better understanding of the complexities and challenges of their cities. The project promoted the development of critical skills such as analytical thinking, active research, and effective communication, proving to be a valuable pedagogical tool that surpasses the limitations of traditional teaching methods and encourages active and committed citizenship. This inclusive and multidimensional approach enriches the diversity of experiences and knowledge, significantly contributing to the teaching of urban subjects, community engagement, and social responsibility, laying the groundwork for proper tourist, cultural, social, or urban planning of city spaces.

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Introduction: Toward an Educational Commons

Cited by 8 publications

References 16 publications

Ontological Transparency, (In)visibility, and Hidden Curricula: Critical Pedagogy Amidst Contentious Edtech

Ontological Transparency, (In)visibility, and Hidden Curricula: Critical Pedagogy Amidst Contentious Edtech

Hyperobjects, Media, and Assemblages of Collective Living: Playing With Ontology as Environmental Education

Reimagining Urban Heritage: Counter-Mapping as a Disruptive Tool in the Transformation of Sustainable and Touristic Cities

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