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To Be or Not to Be: Social Justice in Networked Learning

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To Be or Not to Be : Social Justice in Networked Learning. / Oztok, Murat.

In: Educational Sciences, Vol. 9, No. 4, 261, 23.10.2019.

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Oztok, Murat. / To Be or Not to Be : Social Justice in Networked Learning. In: Educational Sciences. 2019 ; Vol. 9, No. 4.

Bibtex

@article{78ee011a25874776a3e2b97498c7f588,
title = "To Be or Not to Be: Social Justice in Networked Learning",
abstract = "The potential for more egalitarian or democratic forms of engagements among people is accepted to be somehow actualised naturally within collaborative or cooperative forms of learning. There is an urgent need for a theoretical framework that does not limit social justice with access or participation, but focuses on the otherwise hidden ways in which group work can yield suboptimal outcomes. This article aims to expand the current understandings of social justice in networked learning practices by challenging the ways in which online subjectivities are conceptualised in communal settings. It is argued that the mediated experience in online spaces should be conceptualised in tandem with one's social presence and social absence if education is to be studied more rigorously and if claims of justice are to be made in networked learning.",
keywords = "social justice, social presence, social absence, discourses, community, group work",
author = "Murat Oztok",
year = "2019",
month = oct
day = "23",
doi = "10.3390/educsci9040261",
language = "English",
volume = "9",
journal = "Educational Sciences",
issn = "2227-7102",
publisher = "MDPI AG",
number = "4",

}

RIS

TY - JOUR

T1 - To Be or Not to Be

T2 - Social Justice in Networked Learning

AU - Oztok, Murat

PY - 2019/10/23

Y1 - 2019/10/23

N2 - The potential for more egalitarian or democratic forms of engagements among people is accepted to be somehow actualised naturally within collaborative or cooperative forms of learning. There is an urgent need for a theoretical framework that does not limit social justice with access or participation, but focuses on the otherwise hidden ways in which group work can yield suboptimal outcomes. This article aims to expand the current understandings of social justice in networked learning practices by challenging the ways in which online subjectivities are conceptualised in communal settings. It is argued that the mediated experience in online spaces should be conceptualised in tandem with one's social presence and social absence if education is to be studied more rigorously and if claims of justice are to be made in networked learning.

AB - The potential for more egalitarian or democratic forms of engagements among people is accepted to be somehow actualised naturally within collaborative or cooperative forms of learning. There is an urgent need for a theoretical framework that does not limit social justice with access or participation, but focuses on the otherwise hidden ways in which group work can yield suboptimal outcomes. This article aims to expand the current understandings of social justice in networked learning practices by challenging the ways in which online subjectivities are conceptualised in communal settings. It is argued that the mediated experience in online spaces should be conceptualised in tandem with one's social presence and social absence if education is to be studied more rigorously and if claims of justice are to be made in networked learning.

KW - social justice

KW - social presence

KW - social absence

KW - discourses

KW - community

KW - group work

U2 - 10.3390/educsci9040261

DO - 10.3390/educsci9040261

M3 - Journal article

VL - 9

JO - Educational Sciences

JF - Educational Sciences

SN - 2227-7102

IS - 4

M1 - 261

ER -