ETUG Spring 2013 - Making Breaking the Ivory Tower by Gina Bennett
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http://worldcrunch.com/images/story/ 2f7b5301abcf8433d466a9df56b229ce_4349202129_7ced4144d6_z .jpg How to explain your lust for Openness using Border Pedagogy
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Maybe you are curious about the growing number of open educational resources. Maybe you are intrigued by MOOCs. Or maybe you are passionate about the whole Openness movement and its potential for transforming education. Regardless of your level of interest, if you’re pro-Open you have no doubt come up against barriers: outdated copyright regulations, academic policies… even the opinions of some of your colleagues. How can we better facilitate a dialogue that gets more people talking about Openness? A good model helps! Border pedagogy builds on the familiar ‘community of practice’ model and offers a way of visualizing all the ways we want to be Open. In this session, we’ll explore the borders around our educational structures and communities of practice. Can Openness help us kick holes in the ivory towers that surround our work? http://etug.ca/2013/04/11/spring-workshop-2013-keynote-and-facilitators/#gina
Transcript of ETUG Spring 2013 - Making Breaking the Ivory Tower by Gina Bennett
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How to explain your lust for Openness using Border
Pedagogy
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https://www.ucalgary.ca/news/files/news/images/Henry-Giroux-350.jpg Henry Giroux
McMaster University
Giroux, H. (2005). Border Crossings: Cultural Workers and the Politics of Education (2nd edition). Routledge Publishing.
website: http://www.henryagiroux.com/
Learning happens everywhere
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Education is structured
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Structures are like ‘phrase balloons’ comprised of the Who, What, When, Where, How & Why related to an educational entity.Structures have both mechanical/ created aspects and human aspects.
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Structures have edges, borders.
You can generally tell whether you’re inside or outside the structure.
Structural aspects that control access to the educational entity form a border around the entity.
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Structures are important!
Structures are the value we add as educators.
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Borders can be fascinating
Tom HeaneyNational-Louis University
… “adult educators [need to] recognize that the most intensive and potentially productive adult learning is situated on the edges of communities of practice” in the “…dynamic and at times chaotic energy which is experienced ‘on the edge,’ – where the frenzy of transformative learning is more likely to occur.
Heaney, T. (1995). Learning to control democratically: ethical questions in situated adult education. Originally published in AERC95. Available from the author.
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Walls are nuanced
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…& engender strong emotions
Aaron Swartz, 1986 - 2013
Scott Leslie, tweet response to YouTube’s copyright wall
Angry post, response to San Jose State U’s decision to contract with EdX
Beatrice Marovich:“The good thing about a MOOC is that it kicks open a door or two of that old ivory tower and freely lets hearty, tasty information into the world.” Online learning: More than MOOCs. From The Chronicle of Higher Education
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Allan LauzonUniversity of Guelph
“The function of border pedagogy, then, is to challenge, transgress and redefine borders so that they are more inclusive and more just. (p. 269).
Lauzon, A.C. (1999). Situating cognition and crossing borders: resisting the hegemony of mediated education. British Journal of Educational Technology 30(3), pp. 261-276.
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Examples(as time permits)
• Student services renovation • Examining, challenging the border between
“teacher” and “students”• Plagiarism and the “academic essay”
