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ERIC Number: EJ1018691
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
ISSN: ISSN-2042-7530
Peer Review and Nuanced Power Structures: Writing and Learning within the Age of Connectivism
Abrams, Sandra Schamroth
E-Learning and Digital Media, v10 n4 p395-406 2013
Through a Foucauldian lens, this article examines the affordances and constraints of an online peer-review program in four special education English language arts classes in two New York City middle schools. Data from classroom observations, teacher interviews, and online student spaces and artifacts provide insight into the technologies of power that ultimately supported the emergence of students' voices. The negotiated and disrupted power structures within the online writing space are central to the discussion of paradigmatic shifts and flexible student-driven learning opportunities.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Grant or Contract Numbers: N/A