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Books > Social sciences > Education > Organization & management of education
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Hacking Education in a Digital Age - Teacher Education, Curriculum, and Literacies (Hardcover)
Loot Price: R2,680
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Hacking Education in a Digital Age - Teacher Education, Curriculum, and Literacies (Hardcover)
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In this collection, the authors put forth different philosophical
conceptions of "hacking education" in response to the educational,
societal, and technological demands of the 21st century. Teacher
Educators are encouraged to draw on the collection to rethink how
"hacking education" can be understood simultaneously as a "praxis"
informed by desires for malice, as well as a creative site for us
to reconsider the possibilities and limitations of teaching and
learning in a digital era. How do we hack beyond the limits of
circumscribed experiences, regulated subjective encounters with
knowledge and the limits imposed by an ever constrained 21st
century schooling system in the hopes of imagining better and more
meaningful futures? How do we foster ingenuity and learning as the
end itself (and not learning as economic imperative) in a world
where technology, in part, positions individuals as zombie-like and
as an economic end in itself? Can we "hack" education in such a way
that helps to mitigate the black hat hacking that increasingly lays
ruin to individual lives, government agencies, and places of work?
How can we, as educators, facilitate the curricular and pedagogical
processes of reclaiming the term hacking so as to remember and
remind ourselves that hacking's humble roots are ultimately
pedagogical in its very essence? As a collection of theoretical and
pedagogical pieces, the chapters in the collection are of value to
both scholars and practitioners who share the same passion and
commitment to changing, challenging and reimagining the script that
all too often constrains and prescribes particular visions of
education. Those who seek to question the nature of teaching and
learning and who seek to develop a richer theoretical vocabulary
will benefit from the insightful and rich collection of essays
presented in this collection. In this regard, the collection offers
something for all who might wish to rethink the fundamental
dynamics of education or, as Morpheus asks of Neo in The Matrix,
bend the rules of conventional ways of knowing and being.
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