#DigPed Narratives in Education: Critical Perspectives on Power and Pedagogy

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Koseoglu S., BOZKURT A.

ONLINE LEARNING, vol.22, no.3, pp.157-174, 2018 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 22 Issue: 3
  • Publication Date: 2018
  • Doi Number: 10.24059/olj.v22i3.1370
  • Journal Name: ONLINE LEARNING
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus
  • Page Numbers: pp.157-174
  • Keywords: #DigPed, critical online pedagogy, gatekeeping, hashtag community, networked participatory scholarship, pedagogic capacity, Twitter, SCHOLARS
  • Anadolu University Affiliated: Yes


This mixed methods study addresses a knowledge gap in the nature and effects of networked scholarship. We analyze #DigPed, a Twitter hashtag on critical pedagogy, through the lens of Tufekci's capacities and signals framework in order to understand how educational narratives develop and spread on #DigPed. Using social network analysis and thematic analysis of content, we identify three prominent narratives in the network and discuss the network structures from a critical perspective. Based on the findings, we propose pedagogic capacity-the power to initiate a productive and potentially transformative educational discourse, within oneself and within communities-as an additional lens to explore the spread and impact of critical narratives in education. Findings confirm the view that networked spaces are organized by hidden hierarchies marked by influence.