Search

Despite the increasing focus on non-dualistic and materialist approaches in education technology studies, the materiality of the body has not been adequately examined. Because of the heavy orientation towards affordance, interaction, participation, inclusion and access at the interface or between various spatial and liminal settings, the subject's body has been addressed and analysed as a non-corporeal construct, primarily at an abstract, theoretical or textual level. This paper intends to complement existing research by proposing a carnal move that would enact an ethnography of corporeality. It will do so by doing two things: first, by drawing from Don Ihde's human-technology relations to foreground the body in technology use; and secondly, by adapting Marcel Mauss's conceptualisation of body techniques for a carnal methodological move in investigating technology-enhanced learning and digital literacies.

There is nothing less about paper and its use when it comes to academic study as we experience increasingly converging media spaces and functionalities of online applications within the screens of our laptops, mobile phones and tablet devices. The paper persists, and the paperless office, classroom and pedagogy become nothing but pure rhetoric. Hence, it is most pertinent to focus on paper and its "stickiness" in maintaining educational structures and practices. Usually hidden from view or neglected in educational technology studies is a consideration on how we think and interact not only with our mind but also with our heads and limbs. This paper will argue that paper has a composite place or bearing, a kind of stickiness to our technologised bodies, digital mobilities and hybrid practices in what I have coined here as papier-mach(in)e. This claim will be supported by evidence that demonstrates how we simply think both practically and pathically and that our mobilities in media and physical spaces are in one form or another meshed with paper. In fact, a drive towards a paperless classroom or pedagogy is without much foundation when it comes to mobilising a sustainable agenda for technology-enhanced learning.

The importance of cross-cultural experiences in teacher education has become more pressing than ever. The composition of schools across Australia is increasingly more diverse, therefore it is pertinent to examine and develop pre-service teachers' worldview and culturally sensitive dispositions critical for teaching in predominantly multicultural classrooms. This paper examines whiteness and otherness within the notion of "tourist gaze" and its implication in the development of racially aware teachers in cross-cultural teaching programmes and mostly in retrospect, a programme that could dismantle the naturalisation of privilege identities and structures. It presents students' dispositions and observations about cultural and pedagogical practices different from their own. The fragmented journal accounts of participants were juxtaposed using the active methodology of bricolage and represented through critical reflection and racial understandings. This enacts a provocative stance between the personal and analytical towards becoming white teachers by turning one's gaze of the non-white other towards the self-as-white.

This article challenges the claim that highly skilled international academics who have obtained advanced degrees and transnational identities are offered almost seamless mobility. The state border or territory is not the only line that highly skilled academics must cross as international subjects of mobility. Their high academic status is reduced to a precariat and confronted with epistemic injustices due to their immigration status. These include, but are not limited to, the waiting and processing times associated with immigration rules and visa requirements, which could also temporarily suspend mobility rights. The notion of a temporal border is enacted to explore the "time-bound" realities that highly skilled academics face. Border crossing for highly skilled migrants is not just a matter of entry passing through territorial lines of nation-states. The border has a "thickness" that stretches through time. Simply put, it takes time to cross borders. [ABSTRACT FROM AUTHOR]

Academic mobility has been discursively circulated in at least two ways: as the cause of transnational identity capital and as the resource for knowledge transfer worldwide. Instead of a preoccupation with neoliberalist and human capital accounts, this article offers a rhythmic perspective and analysis that shifts the matter of academic mobility away from a purely discursive frame of reference. It explores the rhythms of a mobile and migrant academic in an autoethnographic and everyday account of human body encounters. It engages with the unintended realities of the body as the border, especially when it comes to ethnicity and place of origin. [ABSTRACT FROM AUTHOR]

Despite the increasing focus on non-dualistic and materialist approaches in education technology studies, the materiality of the body has not been adequately examined. Because of the heavy orientation towards affordance, interaction, participation, inclusion and access at the interface or between various spatial and liminal settings, the subject's body has been addressed and analysed as a non-corporeal construct, primarily at an abstract, theoretical or textual level. This paper intends to complement existing research by proposing a carnal move that would enact an ethnography of corporeality. It will do so by doing two things: first, by drawing from Don Ihde's human-technology relations to foreground the body in technology use; and secondly, by adapting Marcel Mauss's conceptualisation of body techniques for a carnal methodological move in investigating technology-enhanced learning and digital literacies. [ABSTRACT FROM AUTHOR]

There is nothing less about paper and its use when it comes to academic study as we experience increasingly converging media spaces and functionalities of online applications within the screens of our laptops, mobile phones and tablet devices. The paper persists, and the paperless office, classroom and pedagogy become nothing but pure rhetoric. Hence, it is most pertinent to focus on paper and its 'stickiness' in maintaining educational structures and practices. Usually hidden from view or neglected in educational technology studies is a consideration on how we think and interact not only with our mind but also with our heads and limbs. This paper will argue that paper has a composite place or bearing, a kind of stickiness to our technologised bodies, digital mobilities and hybrid practices in what I have coined here as papier-mach(in)e. This claim will be supported by evidence that demonstrates how we simply think both practically and pathically and that our mobilities in media and physical spaces are in one form or another meshed with paper. In fact, a drive towards a paperless classroom or pedagogy is without much foundation when it comes to mobilising a sustainable agenda for technology-enhanced learning. [ABSTRACT FROM AUTHOR]