Refusal of Work, Liberation of Time and the Convivial University

Carmichael, Patrick

doi:10.1007/978-981-13-6225-5_17

Cited by 1 publication

(1 citation statement)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This article, however, will concentrate on the issue of the automation of educational environments and processes, and the bearing that these changes have had on teacher practice and inquiry. Arguably, the rapid 'datafication' of education represents the most obvious and pervasive way in which the 'fourth industrial revolution' is currently manifested in educational settings, and particularly in schools (higher education, with its closer associations with changing forms of work, automation, and the 'employability' agenda, experiences it in other ways (Carmichael 2019). If Dyer-Witheford's (1999) assessment of the potential of operaismo and autonomism to offer a counter-interpretation of the information revolution is correct, then it may also offer alternatives to dominant ideas about the relationships between teachers' practice, technology, data and educational outcomes.…”

Section: Educational Inquiry Automation and Dataficationmentioning

confidence: 99%

Postdigital Possibilities: Operaismo, Co-research, and Educational Inquiry

Carmichael

2019

Postdigit Sci Educ

Self Cite

View full text Add to dashboard Cite

There are parallels between the post-Marxist traditions of operaismo (workerism) and autonomism and emerging ideas about the 'postdigital'. Operaist analyses and approaches, and particularly the work of Romano Alquati on co-research, have the potential to contribute to discourses as to what might be involved in postdigital inquiry in educational settings, and to better understand of critical data literacies. For such educational inquiry to evolve into a comprehensive strategy of 'co-research', it is argued that what is needed are models of teacher inquiry with the potential to challenge dominant rhetorics, to support emancipatory research and development, and to establish the postdigital as a counter-hegemonic educational programme.

show abstract

Section: Educational Inquiry Automation and Dataficationmentioning

confidence: 99%