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Academic Community in Transition: Critical Liberatory Praxis in the Network Society

Academic Community in Transition: Critical Liberatory Praxis in the Network Society

Petar Jandric
Copyright: © 2013 |Pages: 19
ISBN13: 9781466640627|ISBN10: 1466640626|EISBN13: 9781466640634
DOI: 10.4018/978-1-4666-4062-7.ch006
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MLA

Jandric, Petar. "Academic Community in Transition: Critical Liberatory Praxis in the Network Society." Information Systems and Technology for Organizations in a Networked Society, edited by Tomayess Issa, et al., IGI Global, 2013, pp. 88-106. https://doi.org/10.4018/978-1-4666-4062-7.ch006

APA

Jandric, P. (2013). Academic Community in Transition: Critical Liberatory Praxis in the Network Society. In T. Issa, P. Isaías, & P. Kommers (Eds.), Information Systems and Technology for Organizations in a Networked Society (pp. 88-106). IGI Global. https://doi.org/10.4018/978-1-4666-4062-7.ch006

Chicago

Jandric, Petar. "Academic Community in Transition: Critical Liberatory Praxis in the Network Society." In Information Systems and Technology for Organizations in a Networked Society, edited by Tomayess Issa, Pedro Isaías, and Piet Kommers, 88-106. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-4062-7.ch006

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Abstract

Based on critical transdisciplinary research methodology, this chapter develops a Freirean model of the role of academic community in the network society. The developed model consists of four steps: individual conscientization, building attitudes, interaction with people and broad approach which encompasses the whole society. Those steps are constantly repeated in a never-ending circle, where each iteration provides deeper understanding of people’s current circumstances and background for active participation in the society. The model reflects the fact that the role of academic community in the network society is directly associated with the question what kind of world we would like to live in. On such basis, it calls for active personal development and wide social engagement. In this way, this chapter replaces pessimism contained in contemporary critiques of global education with moderately optimistic critical liberatory praxis.

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