Technology-influenced learning and learner agency: Collaborative reflections on entangled global perspectives
Much of the ongoing discourse on technology and education tends to prioritize either of the two over the other. Yet in the postdigital world of teaching and learning, education and technology are heavily intertwined and can no longer be isolated and discussed meaningfully in separation from each other. Following Fawns’ (2022) framework of entangled pedagogy, […]
Walking Together, Apart: Practicing Entangled Pedagogy in the Digital Space
This project studies how our subjectivities shape the process of becoming a research collaborative. It is an empirically-informed depiction of an intimate learning space, where (digital) community is co-created by sustained commitment to each other and to an ideal of just relationality in academic knowledge production. “How do we do this? …We want to be […]
Narrative Inquiry
Learning as a Dialogue through (s)low-tech
Advanced Educational Research Studies
Business Communication II (EN)
Sustainable Digital Learning Communities: Relationality and Diverse Becomings through Collaborative Autoethnography
This work focuses on six voices – students and faculty from diverse backgrounds seek to investigate how our digital relationships, sustained across geographic distances and cultural differences, create spaces where critical pedagogy flourishes. This conceptual inquiry emerges from our experiences in an online master’s program in higher education pedagogy at a Swedish university. The research […]
