Kuhn, C (2023) 'Exploring possible worlds: open and participatory tools for critical data literacy and fairer data culture.' In: Raffaghelli, J.E and Sangrà, A, eds. Data cultures in higher education. Springer, Cham, pp. 201-226. ISBN 9783031241925
![[img]](/style/images/fileicons/text.png) |
Text
14438.pdf - Accepted Version Restricted to Repository staff only until 8 March 2025. |
Abstract
This chapter is inspired by the webinar I was invited to give earlier in 2020 as part of the project Fair Data Cultures in HE. My doctoral research looks into the interplay between structure, culture and students’ agency in the context of open educational practices in HE from a critical realist perspective. Thus, this chapter is being addressed from that standpoint. That is, looking into the deeper levels of social reality where young people are embedded, in particular, students’ relationship with open and participatory tools in HE. I will explore how educators can offer pedagogical opportunities for open educational practices that enable students’ explorative and critical mindset, so that they transcend the blind acceptance of the socio-political structures within which they are embedded. In so doing, they can question apparatuses and structures that perpetuate mechanisms of surveillance capitalism (Zuboff, S, The age of surveillance capitalism: the fight for a human future at the new frontier of power. Profile Books, 2019). Hopefully, students will be able to shape an alternative world in which they reflexively engage with alternative and more holistic digital practices.
| Item Type: | Book Chapter or Section |
|---|---|
| Keywords: | utopia, open web, data literacy, open education, data culture, critical realism |
| Divisions: | School of Education |
| Related URLs: | |
| Date Deposited: | 03 Dec 2021 19:03 |
| Last Modified: | 02 May 2023 18:11 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/14438 |
 |
Request a change to this item or report an issue |
 |
Update item (repository staff only) |
Tools
Tools
