Navigating the eventful space of learning: Mobilities, nomadism and other tactical maneuvers
[eng] This qualitative study draws on the results from a participatory ethnography carried out with a 6 secondary students in their last year of compulsory education, during the academic year 2012-2013. The impetus for this research was the national study “Living and learning with new literacies in...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universidad de Barcelona |
| Repositorio: | Dipòsit Digital de la UB |
| OAI Identifier: | oai:diposit.ub.edu:2445/67739 |
| Acceso en línea: | https://hdl.handle.net/2445/67739 http://tdx.cat/handle/10803/318368 |
| Access Level: | acceso abierto |
| Palabra clave: | Etnografia Aprenentatge Pedagogia experimental Ethnography Learning Experimental teaching |
| Sumario: | [eng] This qualitative study draws on the results from a participatory ethnography carried out with a 6 secondary students in their last year of compulsory education, during the academic year 2012-2013. The impetus for this research was the national study “Living and learning with new literacies in and outside secondary school: contributions to reducing dropout, exclusion and disaffection among youth” (MINECO, EDU2011-24122). Working with young people in weekly sessions, our going project explored the notion of learning and its meaning in their lives, both in and outside school, a process which is framed as contributing to the social imaginary of learning. Resulting from the study of hoy learning was discussed and practiced in the group project is the development of a theoretical framework that questions the assumptions implicit in the binary phrase “in and outside school”. Theory from Lefebvre, de Certeau, Deleuze and Guattari, as well as input from the emerging mobilities paradigm, frames learning as contributing to the production of (social) space. This conceptual shifts asks not with learning occurs, but how it emerges, not what learning is, but how it takes place. Unfolding around and within this study is an interrogation of the representational strategies made available within post-structural ethnography. Nomadic thought is embraced as a both a concept and a method in an effort to mobilize ethnographic research into acting as an eventful space of learning in its own right. This dissertation addresses a blindness in the field of education that renders some learning practices invisible. By problematizing how learning is both thought and reported on, this attempts to engage with those pedagogical experiences that fall outside the realm of assessment. |
|---|