A manifesto for cyborg pedagogy?

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A manifesto for cyborg pedagogy?

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dc.contributor.author Angus, Tim en_GB
dc.contributor.author Cook, Ian en_GB
dc.contributor.author Evans, James en_GB
dc.contributor.department University of Exeter (Ian Cook, University of Birmingham when published). en_GB
dc.date.accessioned 2008-03-25T15:01:37Z en_GB
dc.date.accessioned 2011-01-25T10:38:58Z en_US
dc.date.accessioned 2013-03-20T14:30:06Z
dc.date.issued 2001 en_GB
dc.description.abstract This paper seeks to give an impression of what can happen if teachers encourage their students to take personally the issues they study, and to think and to write about how their identities and everyday lives are inseparable from the kinds of issues studied in the geography classroom. It discusses three principles – situated knowledge, cyborg ontologies and border pedagogy – which have guided the organisation of an undergraduate course on the geographies of material culture. This attempts to get students to think through their connections with the lives of distant others through simple acts of consumption, and the responsibilities which they might therefore have. This paper illustrates the kinds of student writing that can come out of such a course and the ways in which this issue of responsibility should be, and is, talked about. en_GB
dc.identifier.citation 10 (2), pp. 195 - 201 en_GB
dc.identifier.doi 10.1080/10382040108667439
dc.identifier.uri http://hdl.handle.net/10036/21512 en_GB
dc.language.iso en en_GB
dc.publisher Multilingual Matters/Channel View Publications en_GB
dc.relation.url http://www.multilingual-matters.net/irgee/010/irgee0100195.htm en_GB
dc.relation.url dx.doi.org/10.1080/10382040108667439
dc.title A manifesto for cyborg pedagogy? en_GB
dc.type Article en_GB
dc.date.available 2008-03-25T15:01:37Z en_GB
dc.date.available 2011-01-25T10:38:58Z en_US
dc.date.available 2013-03-20T14:30:06Z
dc.identifier.issn 1038-2046 en_GB
dc.description This paper was published in International Research in Geographical and Environmental Education, 10 (2), pp. 195 - 201, 2001. © 2001 T. Angus et al. en_GB
dc.identifier.journal International Research in Geographical and Environmental Education en_GB


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