Learning to Walk Before We Run: Unveiling the Epistemological Foundations in Interactive Technologies (IT) Education
[EN] Academic fields are distinguished from one another by boundaries established over time through the practices and dispositions of disciplinary insiders, which Bourdieu (1984) characterizes as the habitus of each field. This habitus gives rise to assumptions about the unique knowledge structures...
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| Formato: | capítulo de livro |
| Fecha de publicación: | 2026 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/230144 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/230144 |
| Access Level: | acceso abierto |
| Palavra-chave: | Legitimation code theory (LCT) Cognitive Discourse Functions (CDFs) Disciplinary Literacy English-Medium Instruction (EMI) 04.- Garantizar una educación de calidad inclusiva y equitativa, y promover las oportunidades de aprendizaje permanente para todos |
| Resumo: | [EN] Academic fields are distinguished from one another by boundaries established over time through the practices and dispositions of disciplinary insiders, which Bourdieu (1984) characterizes as the habitus of each field. This habitus gives rise to assumptions about the unique knowledge structures to be emphasised within a domain of study (Maton, 2014) and informs how best to socialise students within these structures. As a result, different disciplines prioritize specific content and adopt distinctive practices that shape the structuring, sequencing, articulation, and assessment of subject matter. |
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