Archive for the ‘My Learning Journey’ Category

Digital citizenship: creating a deliberative pedagogical context

May 17th, 2014 by Cristina Costa
Democracia y Libertad (CC) by Flickr ID Elisabeth D'Orcy

Democracia y Libertad (CC) by Flickr ID Elisabeth D’Orcy

Digital citizenship and digital literacies are topics with a growing popularity, given the impact of the so called digital economy debate on curriculum design. Obviously this is debatable and heavily reliant on the mindset of both individuals and institutions involved in it.  In trying to look for critical approaches to both the themes of citizenship and literacy I found the work of Habermas and of those associated with him. As already alluded to in a previous post, the combination of such topics with interpretations of the ‘digital world’ are however more difficult to find. This opens a research gap, and an area of study that I aim to explore with my students in my new Module on Digital Literacies: Living, Learning and Working in a Network Society.

Searching for key readings, I found a book chapter by Tomas Englund (2012) on ‘Educational implications of the ideas of deliberative democracy’.

Englund puts an emphasis on deliberative communication as a democratic form of life, of which the school should be part. Although he does not make explicit links to digital technologies, or the web in particular, as a potential forum of democracy, I can see how his arguments for ‘(…) an open and deliberative pedagogical context’ (p.21) could be enacted via the participatory web, given the communication channels it enables and the opportunities for learning through deliberative and democratic participation that can be created.

I am interested in the role of education in developing contemporary forms of citizenship literacy. Refocusing Englund’s argument on the digital context, what does it mean for institutions, educators, and learners alike to develop open communication between different perspectives that Habermas explains through the concept of Lebenswelt (life-world)?

Englund answers this question by stating that citizenship literacy

 …implies a certain responsibility on the part of professionals such as teachers and others who are in charge of teaching situations and who lead communicative interactions (p.21)

Yet the responsibility is mutually shared with learners who

…should have opportunities to expand their competence and literacy in terms of understanding and deliberating upon plural ideas and arguments in communication (ibid)

Englund calls this citizenship literacy through pluralism. The principle of pluralism, closely aligned to the characteristics of deliberative democracy – i.e, different views, tolerance, respect, collective will formation, and autonomy –  provide a good framework for interdisciplinary learning. And although, in Scotland, Curriculum for Excellence aims, to a certain extent, to serve this purpose, it fails to make explicit links between citizenship literacy and the participatory web. The same issue persists in other curricula around the world, I am sure…

Including the web as an integral part of the curriculum, not only means to create a space where the characteristics of deliberative democracy can be enacted through visible participation, but it also provides a way of activating Dewey’s idea of experiential continuum in that learning is directly related to practices that increasingly permeate our lives; especially that of ‘being’ online.

On reflection, the characteristics of deliberative democracy might be a more persuasive way to convince institutions, educators and learners to adopt the web as a space of interdisciplinary learning through democratic participation.  After all, life is one big lesson, in which different areas of knowledge supposedly interact to support (de)liberations.

Reference:

Englund, T. (2012). Educational Implications of the ideas of deliberative Democracy. In M. Murphy & T. Fleming (Eds.), Habermas, Critical Theory and Education (Reprint edition., pp. 19–32). London: Routledge.
  • Democracia y Libertad

The post Digital citizenship: creating a deliberative pedagogical context appeared first on Social Theory Applied.

  • Search Pontydysgu.org

    News Bites

    Digital Literacy

    A National Survey fin Wales in 2017-18 showed that 15% of adults (aged 16 and over) in Wales do not regularly use the internet. However, this figure is much higher (26%) amongst people with a limiting long-standing illness, disability or infirmity.

    A new Welsh Government programme has been launched which will work with organisations across Wales, in order to help people increase their confidence using digital technology, with the aim of helping them improve and manage their health and well-being.

    Digital Communities Wales: Digital Confidence, Health and Well-being, follows on from the initial Digital Communities Wales (DCW) programme which enabled 62,500 people to reap the benefits of going online in the last two years.

    See here for more information


    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

  • Twitter

  • RT @maddie_breeze The first @strath_fem seminar of the year is a double header, and will be followed by a book launch for Time & Space in the Neoliberal University palgrave.com/gb/book/978303… sponsored by the Gender Subtheme. Details below 👇

    Yesterday from Cristina Costa's Twitter via Twitter for Android

  • Sounds of the Bazaar AudioBoo

  • Recent Posts

  • Archives

  • Meta

  • Upcoming Events

      There are no events.
  • Categories