This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.

Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology

MAZZONI, ELVIS;
2017

Abstract

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars’ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political ‘actors’, just like their human counterparts, having ‘agency’ – which they exercise over humans. This turns academic domains into political (functional or dysfunctional) ‘battlefields’ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044.
2017
Al Lily, Abdulrahman E; Foland, Jed; Stoloff, David; Gogus, Aytac; Deniz Erguvan, Inan; Tomé Awshar, Mapotse; Tondeur, Jo; Hammond, Michael; Venter, Isabella M.; Jerry, Paul; Vlachopoulos, Dimitrios; Oni, Aderonke; Liu, Yuliang; Badosek, Radim; López de la Madrid, María Cristina; Mazzoni, Elvis; Lee, Hwansoo; Kinley, Khamsum; Kalz, Marco; Sambuu, Uyanga; Bushnaq, Tatiana; Pinkwart, Niels; Adedokun-Shittu, Nafisat Afolake; Zander, Pär-Ola Mikael; Oliver, Kevin; Pombo, Lúcia Maria Teixeira; Balaban Sali, Jale; Gregory, Sue; Tobgay, Sonam; Joy, Mike; Elen, Jan; Jwaifell, Mustafa Odeh Helal; Said, Mohd Nihra Haruzuan Mohamad; Al-Saggaf, Yeslam; Naaji, Antoanela; White, Julie; Jordan, Kathy; Gerstein, Jackie; Umit Yapici, Ibrahim; Sanga, Camilius; Nleya, Paul T.; Sbihi, Boubker; Rocha Lucas, Margarida; Mbarika, Victor; Reiners, Torsten; Schã¶n, Sandra; Sujo-Montes, Laura; Santally, Mohammad; Hã¤kkinen, Pã¤ivi; Al Saif, Abdulkarim; Gegenfurtner, Andreas; Schatz, Steven; Padilla Vigil, Virginia; Tannahill, Catherine; Padilla Partida, Siria; Zhang, Zuochen; Charalambous, Kyriacos; Moreira, Antã³nio; Coto, Mayela; Laxman, Kumar; Sara Farley, Helen; Gumbo, Mishack T.; Simsek, Ali; Ramganesh, E.; Birzina, Rita; Player-Koro, Catarina; Dumbraveanu, Roza; Ziphorah, Mmankoko; Mohamudally, Nawaz; Thomas, Sarah; Romero, Margarida; Nirmala, Mungamuru; Cifuentes, Lauren; Osaily, Raja Zuhair Khaled; Clemency Omoogun, Ajayi; Seferoglu, S. Sadi; Elã§i, Alev; Edyburn, Dave; Moudgalya, Kannan; Ebner, Martin; Bottino, Rosa; Khoo, Elaine; Pedro, Luis; Buarki, Hanadi; Román-Odio, Clara; Qureshi, Ijaz A.; Ahsan Khan, Mahbub; Thornthwaite, Carrie; Kerimkulova, Sulushash; Downes, Toni; Malmi, Lauri; Bardakci, Salih; Itmazi, Jamil; Rogers, Jim; Rughooputh, Soonil D.D.V.; Ali Akour, Mohammed; Henderson, J. Bryan; de Freitas, Sara; Schrader, P.G.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/606786
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