Hacker education and transformative agency
This paper investigates how particular aspects of hacker education are perceived as drivers of transformative agency in hacker communities and a brazilian school by applying a qualitative study of a broader mixed-method research. The analysis revealed a multidimensional understanding of hacker educa...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:324232 |
| Acceso en línea: | https://ddd.uab.cat/record/324232 https://dx.doi.org/urn:doi:10.1080/10749039.2024.2327543 |
| Access Level: | acceso abierto |
| Palabra clave: | Hacker education Hacker communities Transformative agency Brazil |
| Sumario: | This paper investigates how particular aspects of hacker education are perceived as drivers of transformative agency in hacker communities and a brazilian school by applying a qualitative study of a broader mixed-method research. The analysis revealed a multidimensional understanding of hacker education, pointing to elements of a transformative activist stance based pedagogy in digitalized societies. Six dimensions emerged: inquietude, action-fun, collective, society-community, sharing and the humanistic-technological dimension. The findings indicate that in both contexts, the co-creative process, in addition to strengthening the sense of community, is what drives participants to act as transformative agents through the artifacts they can create. |
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