13 research outputs found
Passivity or Protest? Understanding the Dimensions of Mobilization on Rights to Services in Khayelitsha, Cape Town
Public Participation and Accountability in Local Government with Particular Reference to Jozini Municipality
The impact of tillage on pinto bean cultivar response to drought induced by deficit irrigation
Antifungal activity of combined treatments of active methylcellulose-based films containing encapsulated nanoemulsion of essential oils and Îłâirradiation: in vitro and in situ evaluations
Indigenous rhizobia population influences the effectiveness of Rhizobium inoculation and need of inorganic N for common bean (Phaseolus vulgaris L.) production in eastern Ethiopia
Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology
This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholarsâ reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political âactorsâ, just like their human counterparts, having âagencyâ â which they exercise over humans. This turns academic domains into political (functional or dysfunctional) âbattlefieldsâ wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology. Information Development. doi: 10.1177/0266666915622044