Reflexivity does not give you wings.

Papers

Digital Rhetorics: Literacies and Technologies in Education - Current Practices and Future Directions

Lankshear, C., Bigum, C., Durrant, C., Green, B., Honan, E., Morgan, W., . . . Wild, M. (1997). Digital Rhetorics: Literacies and Technologies in Education - Current Practices and Future Directions.  3 vols.  Project Report.  Children’s Literacy National Projects. Brisbane: QUT/DEETYA.

Bigum, C. (2002). The knowledge producing school: beyond IT for IT's sake in schools

Bigum, C. (2002). The knowledge producing school: beyond IT for IT's sake in schools. Professional Voice, 2 (2)(10th December). Retrieved from http://www.aeuvic.asn.au/professional_voice.htm The paper is no longer available online.

Renegotiating Knowledge Relationships in Schools

Bigum, C., & Rowan, L. (2009). Renegotiating Knowledge Relationships in Schools. In S. E. Noffke & B. Somekh (Eds.), The SAGE handbook of Educational Action Research (pp. 102-109). Los Angeles: Sage.

Solutions in search of educational problems: speaking for computers in schools

Bigum, C. (1998). Solutions in search of educational problems: speaking for computers in schools. Educational Policy, 12(5), 586-601.

Enactments, networks and quasi-objects: a stranger in a strange land

Bigum, C. (2010). Enactments, networks and quasi-objects: a stranger in a strange land. In R. Tinning & K. Sirna (Eds.), Education, Social Justice and the Legacy of Deakin University: Reflections of the Deakin Diaspora (pp. 39-57). New York: Peter Lang.

Download (.doc) (117kb) Quick view View on chrisbigum.com

Fronteras/avanzadas/lo que se mueve en los márgenes/lo que se mueve en los límites, exponenciales y educación: extendiendo la universidad, haciendo escuela de forma diferente

Rowan, L., & Bigum, C. (2010). Fronteras/avanzadas/lo que se mueve en los márgenes/lo que se mueve en los límites, exponenciales y educación: extendiendo la universidad, haciendo escuela de forma diferente. Tendencias Pedagógicas(16), 31-44.


EDGES, EXPONENTIALS & EDUCATION: EXTENDING THE
UNIVERSITY, DOING SCHOOL DIFFERENTLY

The paper on the site is in English with Spanish abstract.

The changed and changing circumstances of a world in which the performance of key technologies is improving at an exponential rate poses unique challenges to schooling systems that had their origins in the industrial revolution. This paper argues that there is a warrant for thinking about doing school differently. It traces the origins and details the key notions of a small project in Australia in which schools operate as sites of serious knowledge production.

Key words
exponential change, knowledge producing schools, children as knowledge workers, patterns of human behaviour, computers in schools

At the Hub of it All: Knowledge Producing Schools as Sites for Educational and Social Innovation

Rowan, L., & Bigum, C. (2010). At the Hub of it All: Knowledge Producing Schools as Sites for Educational and Social Innovation. In D. Clandfield & G. Martell (Eds.), The School as Community Hub: Beyond Education's Iron Cage (pp. 185-203). Ottawa: Canadian Centre for Policy Alternatives.

Boundaries, barriers and borders: teaching science in a wired world

A version of this paper published as: Bigum, C. (1998). Boundaries, barriers and borders: teaching science in a wired world. Australian Science Teachers Journal, 44(1), 13-24.

“What’s Your Problem?” ANT reflections on a research project studying Girls enrolment in Information Technology subjects in postcompulsory education

pre-pub draft. Co-authored with Leonie Rowan

Despite more than 30 years of gender reform in schools, the percentages of girls enrolled in information technology subjects in the post-compulsory years of education has remained persistently low: often under 25%. This article investigates data collected during an Australian Research Council Linkage Grant project (2005-2007) focused on identifying the reasons for this under-representation, and ways in which the situation could be changed. The paper looks beyond the official recommendations of the project to explore how the research experience and the data combine to raise important questions about the limits of research in this area. We discuss the difference between the researchers’ perception of the problem under consideration, and the participants’ perception of the same issue. We use the resources of actor network to highlight the gaps, tensions and contradictions within the data and to ask key questions about the extent to which the enrolment of girls in IT is indeed ‘a problem’.

Actor network theory and the study of online learning

Rowan, L., & Bigum, C. (2003). Actor network theory and the study of online learning. New perspectives on quality. In G. Davies & E. Stacey (Eds.), Quality education @t a distance. Proceedings of the IFIP TC3/WG3.6 Working Conference conference, February 3-6, 2003, Geelong, Australia (pp. 179-188). Boston: Kluwer Academic.

How innovations in tertiary education are theorised and understood is important for both policy and practice. This paper describes an approach to studying innovation and change that is taken from the field of Science and Technology Studies. Actor-network theory draws attention to the performative nature of the implementation of new technologies like quality systems and online teaching. The theory posits that the world is not populated with entities that possess certain essences in and of themselves, but rather that the world is a texture of relations—a network—which occasionally produces the effect of stabilised entities. We examine the consequences of producing durable forms of online teaching and quality assurance and argue that contrary to popular claims about the benefits of these technologies that to achieve durable performances requires a conformity to existing performances of a university thus reproducing current patterns of inequity.

Actor-network theory and online university teaching: translation versus diffusion

Bigum, C. (2000). Actor-network theory and online university teaching: translation versus diffusion. In B. A. Knight & L. Rowan (Eds.), Researching Futures Oriented Pedagogies (pp. 7-22). Flaxton, Qld: Postpressed.

 

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