Conţinutul numărului revistei |
Articolul precedent |
Articolul urmator |
697 2 |
Ultima descărcare din IBN: 2018-06-30 12:56 |
SM ISO690:2012 AL LILY, Abdulrahman Essa A., DUMBRĂVEANU, Roza, NOI, Autori. Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. In: Information Development, 2017, nr. 3(33), pp. 270-288. ISSN 0266-6669. DOI: https://doi.org/10.1177/0266666916646415 |
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Information Development | ||||||
Numărul 3(33) / 2017 / ISSN 0266-6669 | ||||||
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DOI:https://doi.org/10.1177/0266666916646415 | ||||||
Pag. 270-288 | ||||||
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Rezumat | ||||||
This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044. |
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Cuvinte-cheie academia, academic domain, crowd-authoring, organizational politics, education, power, technology |
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