Toward theorizing spatial-cultural ‘othering’ in networked learning and teaching practices
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
In response to networked learning community members’ calls for theorizing the underpinning causes of “othering,” this paper examines the concepts of transculturalism, boundary crossing, and third spaces to provide insights into cultural issues that can occur within networked learning environments. Suggestions are made for working from a transcultural perspective, working within and across boundaries, and teaching and learning in Third Space. We begin by examining challenges posed by increasing cultural diversities among learners in universities and then focus on how these challenges play out for both learners and tutors. In particular, we focus on issues that impact international learners who remain in their home contexts, but engage in university learning via networked learning opportunities. In the introduction, we discuss the complexities learners face when they are simultaneously “land-locked” within their own cultural and educational settings and being acculturated into new learning opportunities in a foreign university. We then draw upon transcultural scholarship to examine instances of encountering vulnerability and instability and possibilities for shifting conversations within teaching and learning contexts first to celebrating difference and then to negotiating potential academic consequences of acknowledgements of differences. We move on to discuss tensions that arise from boundary crossings that evoke discontinuities. In particular, we examine points of exclusion and inclusion where decisions are made about whose voice is heard and whose knowledge is deemed valid and relevant. Within our discussion of the complexities and tensions of boundary crossings, we draw upon the concepts of identification, coordination, reflection, and transformation. At this point, we introduce Third Space theory as a meeting point for recognizing tensions, but also problematize provision of a restrictive definition of a Third Space with a view to maintaining an open approach to theorizing spatiality that retains sufficient flexibility to propose practices that can lead to overcoming otherness. Within this context, we examine dialogical collaborative spaces where individuals share values, meanings and priorities, but also acknowledge Third Spaces as spaces as potential sites for encountering antagonism, conflict and incommensurability: tension-filled messy sites of seemingly insurmountable cultural difference and competing powers. We conclude with implications for theorizing otherness in networked learning practices.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle