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ERIC Number: EJ1061128
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-0260-1370
Blogging as Public Pedagogy: Creating Alternative Educational Futures
Dennis, Carol Azumah
International Journal of Lifelong Education, v34 n3 p284-299 2015
In this study, I explore "blogging", the use of a regularly updated website or web page, authored and curated by an individual or small group, written in a conversational style, as a form of public pedagogy. I analyse blogs as pre-figurative spaces where people go to learn with/in a public sphere, through collaboration with interested others. However, my intention is not to conceptualize blogging spaces as such, but rather--having framed them in a particular way--to explore the extent to which they globalise dissent. My argument is that the blogs I explore, understood as public pedagogic spaces, cultivate voices of educational dissent. Positioning itself within the global research imagination, the study draws extensively on data generated by two blogging communities with a combined international readership in excess of 40,000 people; one of the blogs is based in the UK, written by a group of adult educators. The other is based in Canada written by a group of adult literacy practitioners. Whilst both blogs are authored, curated and carried by a named individual, as public pedagogic spaces, they are implicated in the creation of a dialogic self: a self which is developed collaboratively with/in the interests of and through a public that coalesces around them. The pedagogies associated with these spaces are argued as explicit and intentioned. The public that coalesces around them learns how to survive a global neoliberal policy nexus that is unsympathetic towards the ideals they pre-figuratively embody. In so doing, they call into being the creation of alternative educational understandings of themselves and each other in relation to policy, pedagogy and the purposes of education.
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United Kingdom