how to explain your lust for openness using border pedagogy
DESCRIPTION
[Please see slide notes - presentation may not make a lot of sense without them!] Maybe you are curious about the growing number of open educational resources. Maybe you are intrigued by MOOCs. Or maybe you are passionate about the whole Openness movement and its potential for transforming education. Regardless of your level of interest, if you’re pro-Open you have no doubt come up against barriers: outdated copyright regulations, academic policies… even the opinions of some of your colleagues. How can we better facilitate a dialogue that gets more people talking about Openness? A good model helps! Border pedagogy builds on the familiar ‘community of practice’ model and offers a way of visualizing all the ways we want to be Open. In this session, we’ll explore the borders around our educational structures and communities of practice. Can Openness help us kick holes in the ivory towers that surround our work? [with copious notes!]TRANSCRIPT
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How to explain your lust for Openness using Border
Pedagogy
https://www.ucalgary.ca/news/files/news/images/Henry-Giroux-350.jpg
Henry GirouxMcMaster University
Giroux, H. (2005). Border Crossings: Cultural Workers and the Politics of Education (2nd edition). Routledge Publishing.
website: http://www.henryagiroux.com/
Learning happens everywhere
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Education is structured
Structures are like ‘phrase balloons’ comprised of the Who, What, When, Where, How & Why related to an educational entity.Structures have both mechanical/ created aspects and human aspects.
http://successfulportfolios.com/wp-content/uploads/2011/11/castle-with-moat.jpg
Structures have edges, borders.
You can generally tell whether you’re inside or outside the structure.
Structural aspects that control access to the educational entity form a border around the entity.
http://www.enka.co.uk/getfile/fd77f959-e42d-47a5-8be7-fad5af011195/independatnt-scaffold.aspx
Structures are important!
Structures are the value we add as educators.
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Borders can be fascinating
Tom HeaneyNational-Louis University
… “adult educators [need to] recognize that the most intensive and potentially productive adult learning is situated on the edges of communities of practice” in the “…dynamic and at times chaotic energy which is experienced ‘on the edge,’ – where the frenzy of transformative learning is more likely to occur.
Heaney, T. (1995). Learning to control democratically: ethical questions in situated adult education. Originally published in AERC95. Available from the author.
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Your borders
Walls are nuanced
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…& engender strong emotions
Aaron Swartz, 1986 - 2013
Scott Leslie, tweet response to YouTube’s copyright wall
Angry post, response to San Jose State U’s decision to contract with EdX
Beatrice Marovich:“The good thing about a MOOC is that it kicks open a door or two of that old ivory tower and freely lets hearty, tasty information into the world.” Online learning: More than MOOCs. From The Chronicle of Higher Education
Allan LauzonUniversity of Guelph
“The function of border pedagogy, then, is to challenge, transgress and redefine borders so that they are more inclusive and more just. (p. 269).
Lauzon, A.C. (1999). Situating cognition and crossing borders: resisting the hegemony of mediated education. British Journal of Educational Technology 30(3), pp. 261-276.
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What’s this got to do with Open?
Examples
• Many educational access issues can be reframed as “border” issues; e.g.
• The classroom in Kenya• Student services renovation • Examining, challenging the border between
“teacher” and “students”• Plagiarism and the “academic essay”
Student Services•Educational planning •Academic assessment•Upgrading classes•Tutoring services•Disability services•Financial services•Friendly, helpful people! •Etc.
Student Services•Educational planning •Academic assessment•Upgrading classes•Tutoring services•Disability services•Financial services•Friendly, helpful people! •Etc.
???Student Services
???Whatever the heck that is…
Ian CookUniversity of Exeter, UK
Cook, I. (2000). ‘Nothing can ever be the case of “Us” and “Them” again’: Exploring the politics of difference through border pedagogy and student journal writing. Journal of Geography in Higher Education, 24 (1), pp. 13 – 27.
Traditional classroom Ian’s ‘border’ classroom
Predictable schedule of topics Unpredictable, evolving discussion
Rows of seats facing the lecturer Seats in a circle, teacher outside the circle
Teacher assigns value to readings Students assign value to readings
Writing in an academic style Writing in a personal, ‘situated’ style
Teacher answers questions Teacher refuses to answer questions
Rules Different rules
Final exam No final; journal writing only
http://digitalcultures.wikispaces.com/file/view/EssayStructure.gif/113980165/EssayStructure.gif
From http://www.stu.ca/inkshed/nletta03/hunt.htm
The Academic Essay
The Crime of Plagiarism
How do you feel about the walls that defend your communities of practice?
Protect them
Protect them in spite of growing assaults, incursions, & requests for access
Forget about protecting them. Blow them up!
