#DigPed Narratives in Education: Critical Perspectives on Power and Pedagogy
ONLINE LEARNING, vol.22, no.3, pp.157-174, 2018 (ESCI, Scopus)
- 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
- Open Archive Collection: AVESIS Open Access Collection
- Anadolu University Affiliated: Yes
Abstract
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.