Dialogic theorising of Emirati women’s technology enhanced learning in the United Arab Emirates

Hurley, Zoë

doi:10.21428/8c225f6e.b70d4b5a

Cited by 6 publications

(5 citation statements)

References 27 publications

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“…This kind of 'invisibility' proved to be liberating and convenient. And as time went by it became a realisation of anchoring a solid boundary between the private and the public; not entirely due to gendered customs and inappropriateness of showing Arab female faces (online), as Hurley (2021) suggests, but a tactic intended to shield the private life from the gaze of others (females and males).…”

Section: My Story: 'One Is All It Takes' -Unceasing Strugglementioning

confidence: 99%

To see or not to see; the withering boundaries of invisibility: A novice Kuwaiti tutor’s experience of teaching online

Al-Ali

2022

Studies in Technology Enhanced Learning

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Section: My Story: 'One Is All It Takes' -Unceasing Strugglementioning

confidence: 99%

To see or not to see; the withering boundaries of invisibility: A novice Kuwaiti tutor’s experience of teaching online

Al-Ali

2022

Studies in Technology Enhanced Learning

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“…Computers, surveillance cameras and machines outnumber embodied students. Technological determinist rhetoric remains enthusiastic while naïve in its broad-brush statements about pedagogy (Hurley 2021a). Online solutionism and tech-driven research into learning are increasingly funded by big tech, who invest in the acceleration of marketisation, privatisation and commercialisation (Education International 2021).…”

Section: Visual Practices and Technology-driven Pedagogiesmentioning

confidence: 99%

“…The sense of mashrabiyya represents aesthetics of silence, invisibilities and spaces. It also considers Arab women learners, who might resist the scopic gaze and surveillance of Arab women's bodies; voices and subjectivities (Hurley 2021a;Al-Ali 2021). At the same time, mashrabiyya theoretical mediations align with Ayers (2016: 79) calls to reimagine the 'simple, dark and deep' practices of learning.…”

Section: Oblique Framingsmentioning

confidence: 99%

“…The study's explicit theoretical perspective is informed by a sense of scopic regimes which accent technological learning practices. This is crucial because we are acutely aware that women face particular gendered challenges that represent invisibilities, silences and alternate modes of communication (Hurley 2021a;Ali-Ali 2021). To consider the question of Arab women students' postdigital practices, the following folds of inquiry occur.…”

Section: Introductionmentioning

confidence: 99%

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Feminist Postdigital Inquiry in the Ruins of Pandemic Universities

Hurley

Al-Ali

2021

Postdigit Sci Educ

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During Covid-19, higher education made an unprecedented entry into the domestic sphere. However, not all students welcomed the emergency delivery of online courses. Consequently, some learners have been developing resistant practices to technology-driven learning, including being on mute and turning off cameras, but these silences, gaps and evasions are difficult to grasp through normative perspectives. Meanwhile, big tech continues to profit significantly from its encroachment on pedagogy. Conversely, we need alternate conceptions of learners' varying responses to technologies. To develop a novel perspective, the study considers the Middle East's traditional mashrabiyya windows, which are carved through an elaborate wooden latticework screen of geometric patterns and designed to deflect rather than let in the light. This mashrabiyya structure is applied as a theoretical metaphor to consider Arab women learners' technological veiled affordances of filters, avatars and not replying. The mashrabiyya feminist postdigital framework develops unique inquiry into learners' subtle practices; the authors' self-reflexivity; and analysis of a (silent) email exchange and a Twitter avatar. Theorising suggests silences, invisibilities and disconnection are not necessarily a deficit but refractive responses enabling students and educators to stay below the radar.

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“…However, too much of the literature surrounding AR is underpinned by versions of technological solutionism which invests tech with the power to transmit knowledge. Similarly, across scholarship surrounding the role of technologies in higher education, there are underlying assumptions that technology, while potentially removing the teacher from the learning equation, can digitally deposit knowledge much like buying a product from a vending machine (Hurley, 2021). This implies that cognitively complex and social processes of learning are somehow downloadable and consumable.…”

Section: X68mentioning

confidence: 99%

Dialogic pedagogy and semiotic-dialogic inquiry into visual literacies and augmented reality

Hurley

2021

Dialogic Pedagogy Journal

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Technological determinism has been driving conceptions of technology enhanced learning for the last two decades at least. The abrupt shift to the emergency delivery of online courses during COVID-19 has accelerated big tech’s coup d’état of higher education, perhaps irrevocably. Yet, commercial technologies are not necessarily aligned with dialogic conceptions of learning while a technological transmission model negates learners’ input and interactions. Mikhail Bakhtin viewed words as the multivocal bridge to social thought. His theory of the polysemy of language, that has subsequently been termed dialogism, has strong correlations with the semiotic philosophy of American pragmatist Charles Sanders Peirce. Peirce’s semiotic philosophy of signs extends far beyond words, speech acts, linguistics, literary genres, and/or indeed human activity. This study traces links between Bakhtin’s dialogism with Peirce’s semiotics. Conceptual synthesis develops the semiotic-dialogic framework. Taking augmented reality as a theoretical case, inquiry illustrates that while technologies are subsuming traditional pedagogies, teachers and learners, this does not necessarily open dialogic learning. This is because technologies are never dialogic, in and of themselves, although semiotic learning always involves social actors’ interpretations of signs. Crucially, semiotic-dialogism generates theorising of the visual literacies required by learners to optimise technologies for dialogic learning.

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Dialogic theorising of Emirati women’s technology enhanced learning in the United Arab Emirates

Cited by 6 publications

References 27 publications

To see or not to see; the withering boundaries of invisibility: A novice Kuwaiti tutor’s experience of teaching online

To see or not to see; the withering boundaries of invisibility: A novice Kuwaiti tutor’s experience of teaching online

Feminist Postdigital Inquiry in the Ruins of Pandemic Universities

Dialogic pedagogy and semiotic-dialogic inquiry into visual literacies and augmented reality

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