Disrupting Pedagogies in the Knowledge Society: Countering Conservative Norms with Creative Approaches

Disrupting Pedagogies in the Knowledge Society: Countering Conservative Norms with Creative Approaches

Julie Faulkner (RMIT University, Australia)
Indexed In: SCOPUS View 2 More Indices
Release Date: December, 2011|Copyright: © 2012 |Pages: 366
DOI: 10.4018/978-1-61350-495-6
ISBN13: 9781613504956|ISBN10: 1613504950|EISBN13: 9781613504963
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Description & Coverage
Description:

Although classrooms are thought of as places where skills are learned and knowledge gained, they are also defined by norms and the need to conform. As a result they often reproduce, rather than interrogate, power and cultural relations.

Disrupting Pedagogies in the Knowledge Society: Countering Conservative Norms with Creative Approaches examines a range of ‘disruptive’ approaches, exploring how challenge, dissonance, and discomfort might be mobilized in educational contexts in order to shift taken-for-granted attitudes and beliefs held by both educators and learners. As digital technologies transform both social norms and political resistance, and the imperative to think critically and disruptively is now more urgent than ever.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Curriculum Inquiry
  • Digital Students
  • Disrupting Relationships
  • Disruption in the Visual Arts
  • Disruptive Pedagogies
  • Dissident Thinking through Writing
  • Pre-Service Training
  • Public Management of Higher Education
  • Rhetorical Inquiry
  • Self-Knowledge
Reviews & Statements

This book offers a range of philosophical and strategic approaches to explore dimensions of belief systems and their relationships to social hierarchies and technologies. It explores articulations and change within feelings of entrenchment and vulnerability. The authors scrutinize the social and political relations in which individuals are positioned, asking how such relations influence values and practices. The contributors speculate on the boundaries between risk taking and the need to conform, framed by inevitable complications of culture and power.

– Julie Faulkner, RMIT University, Australia
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Editor/Author Biographies
Julie Faulkner is a senior lecturer at RMIT University, Melbourne. She writes and teaches on matters of literacy, popular culture, identity and digital reading and writing practices. She has published widely on the role of Information and Communication Technologies in curriculum innovation. Along with Disrupting Pedagogies in the Knowledge Society: Countering Conservative Norms with Creative Approaches with IGI Global, she has jointly edited Learning to Teach: New Time, New Practices (Oxford University Press), currently in its second edition.
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All of IGI Global's content is archived via the CLOCKSS and LOCKSS initiative. Additionally, all IGI Global published content is available in IGI Global's InfoSci® platform.
Editorial Advisory Board
  • Dr. Gloria Latham, RMIT University, Australia
  • Dr. Jennifer Elsden-Clifton, RMIT University, Australia
  • Professor Catherine Beavis, Griffith University, Australia
  • Dr. Michael Crowhurst, RMIT University, Australia
  • Professor Ilana Snyder, Monash University, Australia