Title

Academic Domains as Political Battlegrounds: A Global Enquiry by 99 Academics in the Fields of Education and Technology

Authors

Clara Roman-Odio, Kenyon CollegeFollow
Abdulrahman E. Al Lily, King Faisal University
Jed Foland
David Stoloff, Eastern Connecticut State University
Inan Deniz Erguvan, Gulf University for Science and Technology
Mapotse Tomé Awshar, University of South Africa
Jo Tondeur, Ghent University
Michael Hammond, Warwick University
Isabella M. Venter, University of the Western Cape
Paul Jerry, Athabasca University
Dimitrios Vlachopoulos, European University, Cyprus
Aderonke Oni, Covenant University
Yuliang Liu, Southern Illinois University Edwardsville
Radim Badosek, University of Ostrava
María Cristina López de la Madrid, University of Guadalajara
Elvis Mazzoni, University of Bologna
Hwansoo Lee, Dankook University
Khamsum Kinley, Griffith University
Marco Kalz, Open University of the Netherlands
Uyanga Sambuu, National University of Mongolia
Tatiana Bushnaq, Al Asmarya Islamic University
Niels Pinkwart, Humboldt University of Berlin
Nafisat Afolake Adedokun-Shittu, Fountain University Osogbo
Pär-Ola Mikael Zander, Aalborg University
Kevin Oliver, North Carolina State University
Lúcia Maria Teixeira Pombo, University of Aveiro, Portugal
Jale Balaban Sali, Anadolu University, Turkey
Sue Gregory, University of New England, Australia
Sonam Tobgay, Royal University of Bhutan
Mike Joy, University of Warwick
Jan Elen, KU Leuven, Belgium
Mustafa Odeh Helal Jwaifell, Al-Hussein Bin Talal University, Jordan
Mohd Nihra Haruzuan Mohamad Said, Universiti Teknologi Malaysia
Yeslam Al-Saggaf, Charles Sturt University
Antoanela Naaji, Vasile Goldis Western University of Arad, Romania
Julie White, Victoria University, Australia
Kathy Jordan, Royal Melbourne Institute of Technology (RMIT) University, Australia
Jackie Gerstein
İbrahim Umit Yapici, Dicle University, Turkey
Camilius Sanga, Sokoine University of Agriculture, Tanzania
Paul T. Nleya, University of Botswana
Boubker Sbihi, Mohammed V University, Morocco
Margarida Rocha Lucas, University of Aveiro
Victor Mbarika, Southern University, USA
Torsten Reiners, Curtin University, Australia
Sandra Schön
Laura Sujo-Montes, Northern Arizona University
Mohammad Santally, University of Mauritius
Päivi Häkkinen, University of Jyvaskyla, Finland
Abdulkarim Al Saif, Qassim University, Saudi Arabia
Andreas Gegenfurtner, Maastricht University
Steven Schatz, University of Massachusetts, Boston,
Virginia Padilla Vigil, New Mexico Highlands University
Catherine Tannahill, Eastern Connecticut State University
Siria Padilla Partida, Universitat Oberta of Catalunya, Spain
Zuochen Zhang, University of Windsor
António Moreira, University of Aveiro, Portugal
Kyriacos Charalambous, Frederick University, Cyprus.
Mayela Coto, Universidad Nacional de Costa Rica
Kumar Laxman, University of Auckland
Helen Sara Farley, University of Southern Queensland
Mishack T. Gumbo, University of South Africa
Ali Simsek, Anadolu University, Turkey
E. Ramganesh, Bharathidasan University
Rita Birzina, University of Latvia
Catarina Player-Koro, University of Borås, Sweden
Roza Dumbraveanu, Ion Creangă Pedagogical State University
Mmankoko Ziphorah, University of South Africa
Nawaz Mohamudally, University of Technology, Mauritius
Sarah Thomas, Bridgewater State University
Margarida Romero, Université Laval, Canada
Mungamuru Nirmala, Adama Science and Technology University
Lauren Cifuentes, Texas A&M University
Raja Zuhair Khaled Osaily, Alquds Open University, Palestine
Ajayi Clemency Omoogun, University of Calabar, Nigeria
S. Sadi Seferoglu, Hacettepe University
Alev Elçi
Dave Edyburn, University of Wisconsin-Milwaukee
Kannan Moudgalya, Indian Institute of Technology Bombay
Martin Ebner, Graz University of Technology, Austria
Rosa Bottino, Institute of Educational Technology (ITD), Italy
Elaine Khoo, University of Waikato, New Zealand
Luis Pedro, University of Aveiro, Portugal
Hanadi Buarki, Public Authority for Applied Education and Training, Kuwait
Ijaz A. Qureshi, University of Lahore
Mahbub Ahsan Khan, University of Dhaka
Carrie Thornthwaite, Lipscomb University
Sulushash Kerimkulova, Nazarbayev University
Toni Downes, Charles Sturt University
Lauri Malmi, Aalto University, Finland
Salih Bardakci, Gazisomanpaşa University, Tokat-Türkiye
Jamil Itmazi, Palestine Ahliya University
Jim Rogers, Utah State University
Soonil D.D.V. Rughooputh, University of Mauritius
Mohammed Ali Akour, A’Sharqiyah University
J. Bryan Henderson, Arizona State University
Sara de Freitas, Murdoch University
PG Schrader, University of Nevada

Document Type

Article

Publication Date

6-2017

Abstract

This article theorizes the functional relationship between the human components (i.e., scholars) and non-human components (i.e., structural configurations) of academic domains. It is organized around the following question: in what ways have scholars formed and been formed by the structural configurations of their academic domain? The article uses as a case study the academic domain of education and technology to examine this question. Its authorship approach is innovative, with a worldwide collection of academics (99 authors) collaborating to address the proposed question based on their reflections on daily social and academic practices. This collaboration followed a three-round process of contributions via email. Analysis of these scholars' reflective accounts was carried out, and a theoretical proposition was established from this analysis. The proposition is of a mutual (yet not necessarily balanced) power (and therefore political) relationship between the human and non-human constituents of an academic realm, with the two shaping one another. One implication of this proposition is that these non-human elements exist as political actors', just like their human counterparts, having agency' - which they exercise over humans. This turns academic domains into political (functional or dysfunctional) battlefields' wherein both humans and non-humans engage in political activities and actions that form the identity of the academic domain. For more information about the authorship approach, please see Al Lily AEA (2015) A crowd-authoring project on the scholarship of educational technology.

Journal

Information Development

Volume

33

Issue

3

First Page

270

Last Page

288

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