Cybernations: Identity, Self-determination, Democracy and the "Internet Effect" in the Emerging Information Order

Mills, Kurt

doi:10.1080/09537320120111915

Cited by 39 publications

(16 citation statements)

References 3 publications

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“…In addition, the study of how migrants utilise computer-based and mobile technologies to communicate, interact, exchange information, promote cultural and religious practices, and enhance political mobilisation across borders is becoming a substantial body of theoretical consideration and empirical research (e.g. Adams and Ghose 2003;Anderson 1997;Dentice-Clark 2000;Diminescu 2002;Diminescu and Pasquier 2010;Georgiou 2005;Hiller and Franz 2004;Horst 2006;Lal 1999;Mattelart 2009;Mills 2002;Parham 2004;Stubbs 1999;Wong 2003).…”

mentioning

confidence: 99%

Migration and Diaspora in the Age of Information and Communication Technologies

Oiarzabal

Reips

2012

Journal of Ethnic and Migration Studies

106

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This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.

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confidence: 99%

Migration and Diaspora in the Age of Information and Communication Technologies

Oiarzabal

Reips

2012

Journal of Ethnic and Migration Studies

106

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“…Dialogism turns the debate about children's maturity and competence on its head, calling into question the very idea of a rational, self-knowing individual. In a dialogic framing, from the very first moments of life, we are all -adults and children alikeengaged in the inescapable task of responding to and making sense of the world of which we are a part (Holquist, 2002), and the part of the world that is available to us.…”

Section: 'Not the Id But The Other'mentioning

confidence: 99%

Ethical perplexities of researching with children in uncertain times: a dialogic approach

Lee

2021

International Studies in Sociology of Education

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In this article I compare two studies, one pre-and one post-COVID-19, to consider the ethics of researching with children, especially during uncertain times. I argue that ethics are entwined with assumptions about children, 'voice', relational dynamics and representation. To reflect upon those assumptions and their ethical implications, I draw upon three Bakhtinian dialogical principles: that the self is in its nature responsive and never fully knowable or complete; that meaning-making is a complex, dynamic, situated activity; and that finalisation is deeply unethical. I propose a dialogic approach to researching with children as an ethical orientation which respects our common humanity and agency and allows for trust, sensitivity, responsive meaning-making, openness and inarticulacy. I also consider the perplexities of achieving dialogic relationships and meaningful dialogue with children, especially at times when researcher and participants may be separated physically in space and time and when methodological compromises may be unavoidable.

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“…A. Giroux, 2004e, p. 107; also see Desai, 2009). Within neoliberalism the “public” is under consistent attack and subject to continual appropriation by the private sphere, and the pedagogical discourses therein relegate agency to consumer choice, subsume political action under capital, and reduce public spaces (Mills, 2002) to commercial centers. Despite shifting his attention to this seemingly totalizing discourse, Giroux retains hope for the possibility of social change.…”

Section: Dominant Discourses As Public Pedagogymentioning

confidence: 99%

Mapping the Complexity of Public Pedagogy Scholarship

Sandlin

O’Malley

Burdick

2011

Review of Educational Research

269

162

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The term public pedagogy first appeared in 1894 and has been widely deployed as a theoretical construct in education research to focus on processes and sites of education beyond formal schooling, with a proliferation of its use by feminist and critical theorists occurring since the mid-1990s. This integrative literature review provides the first synthesis of public pedagogy research through a thematic analysis of a sample of 420 publications. Finding that the public pedagogy construct is often undertheorized and ambiguously presented in education research literature, the study identifies five primary categories of extant public pedagogy research: (a) citizenship within and beyond schools, (b) popular culture and everyday life, (c) informal institutions and public spaces, (d) dominant cultural discourses, and (e) public intellectualism and social activism. These categories provide researchers with a conceptual framework for investigating public pedagogy and for locating future scholarship. The study identifies the need for theoretical specificity in research that employs the public pedagogy construct and for empirical studies that investigate the processes of public pedagogy, particularly in terms of the learner's perspective.

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Cybernations: Identity, Self-determination, Democracy and the "Internet Effect" in the Emerging Information Order

Cited by 39 publications

References 3 publications

Migration and Diaspora in the Age of Information and Communication Technologies

Migration and Diaspora in the Age of Information and Communication Technologies

Ethical perplexities of researching with children in uncertain times: a dialogic approach

Mapping the Complexity of Public Pedagogy Scholarship

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