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Academic Domains as Political Battlegrounds: A Global Enquiry by 99 Academics in the Fields of Education and Technology
Information Development
  • Clara Roman-Odio, Kenyon College
  • 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
6-1-2017
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.

Citation Information
Clara Roman-Odio, Abdulrahman E. Al Lily, Jed Foland, David Stoloff, et al.. "Academic Domains as Political Battlegrounds: A Global Enquiry by 99 Academics in the Fields of Education and Technology" Information Development Vol. 33 Iss. 3 (2017) p. 270 - 288
Available at: http://works.bepress.com/clara_roman-odio/38/