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My Cocaine Museum
In this book, a make-believe cocaine museum becomes a vantage point from which to assess the lives of Afro-Colombian gold miners drawn into the dangerous world of cocaine production in the rain forest of Colombia's Pacific Coast. Although modeled on the famous Gold Museum in Colombia's central bank, the Banco de la República, Taussig's museum is also a parody aimed at the museum's failure to acknowledge the African slaves who mined the country's wealth for almost four hundred years. Combining natural history with political history in a filmic, montage style, Taussig deploys the show-and-tell modality of a museum to engage with the inner life of heat, rain, stone, and swamp, no less than with the life of gold and cocaine. This effort to find a poetry of words becoming things is brought to a head by the explosive qualities of those sublime fetishes of evil beauty, gold and cocaine. At its core, Taussig's museum is about the lure of forbidden things, charged substances that transgress moral codes, the distinctions we use to make sense of the world, and above all the conventional way we write stories.
Student Engagement in the Digital University
Student Engagement in the Digital University challenges mainstream conceptions and assumptions about students’ engagement with digital resources in Higher Education. While engagement in online learning environments is often reduced to sets of transferable skills or typological categories, the authors propose that these experiences must be understood as embodied, socially situated, and taking place in complex networks of human and nonhuman actors. Using empirical data from a JISC-funded project on digital literacies, this book performs a sociomaterial analysis of student–technology interactions, complicating the optimistic and utopian narratives surrounding technology and education today and positing far-reaching implications for research, policy and practice.
Education in Cyberspace
The wide-ranging contributions to this fascinating and cutting edge text offer a fresh and invigorating perspective on the impact of digital technologies in today's higher education institutes.
Posthumanism and the Digital University
It is a commonplace in educational policy and theory to claim that digital technology has 'transformed' the university, the nature of learning and even the essence of what it means to be a scholar or a student. However, these claims have not always been based on strong research evidence. What are students and scholars actually doing in the day-to-day life of the digital university? This book examines in detail how the world of the digital interacts with texts, artefacts, devices and humans, in the contemporary university setting. Weaving together perspectives from a range of thinkers and disciplinary sources, Lesley Gourlay draws on ideas from posthuman and new materialist theory in particular, to open up our understanding about how digital knowledge practices operate. She proposes that digital engagement in the university should not be regarded as 'virtual' or disembodied, but instead may be understood as a complex set of entanglements of the body, texts and material artefacts, making a case that agency and the ways in which knowledge emerges should be regarded as 'more than human'.
Emerging Approaches to Educational Research
Emerging Approaches to Educational Research explores four significant framings to do with research on education and learning across the lifecourse. It discusses how they are being taken up and utilised, as well as their possibilities and limitations: complexity science cultural historical activity theory (CHAT) actor-network theory (ANT) spatiality theories.
Is Technology Good for Education?
Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether.
