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Rikke Toft Nørgård

Participatory academic communities: a transdisciplinary perspective on participation in education beyond the institution

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DOI

Th is article explores community-driven participation in education beyond the institution. By refl ecting on two MA courses at Aarhus University and including educatees’ refl ections in the article, the concept of Participatory Academic Community is developed. Th e article discusses how an evolved understanding of participation in edu-cation can move educatees’ learning beyond institutions through focusing on educatees as researchers, participat-ing in society, building a research community and obtaining academic citizenship. Further, the article discusses how a value-based, vision-driven approach to education and the use of ICT might nurture participation and construction of community within education. Th e article is genuinely transdisciplinary in its approach, apply-ing diff erent theoretical lenses to obtain a more holistic view on participation in education. Th e article creates a prismatic lens, illuminating participation in education from diff erent viewpoints and positions. In conclusion, the article also refl ects on some of the shadowy traits of participation in education when creating participatory academic communities
Original languageEnglish
JournalConjunctions : transdisciplinary journal of cultural participation
Volume2
Issue2
Pages (from-to)1
Number of pages32
DOIs
Publication statusPublished - 2015

Bibliographical note

Rikke Toft Nørgård is an Assistant Professor, PhD, at the Centre for Teaching Development and Digital Media, Aarhus University, Denmark. Her research is focused on connections between participatory education, empathic design and tangible technologies with an emphasis on a future-making approach to education through developing a framework for value-based and vision-driven Educational Design Th inking and a pedagogy for Participatory Academic Communities. She is a member of the methodological think tank Th e Skagen Institute led by Professor Annette Markham under the new research initiative at Aarhus University futuremaking.space where she is leading the project ‘FUSE: Education for the day after tomorrow’. She has just returned from a 3-month research stay with London Knowledge Lab (UCL), Institute of Education (UCL) and Cognitive Robotics Lab (Oxford Brookes) where she has been collaborating on this. She is also on the board of directors of Coding Pirates Denmark, head of department of Coding Pirates CUDiM and Coding Pirates GameDev as well as leading courses at Aarhus University practicing this. She is also member of the advisory committee for the digital learning design development funds under the Ministry of Education. Recent publications include “Pla(y)cemaking – when children and robots meet” with H. Toft (in press), “Academic Citizenship Beyond the Campus – a call for the placeful university” with S.S. Bengtsen (in press), “Educational Design Th inking: on overcoming present tensions between educators and designers in design processes with new technologies within educational settings” (2015), “Gandalf on the Death Star: levels of seriality between bricks, bits, and blockbusters” (2014) with C. Toft-Nielsen, “Crafting code at the demo-scene” (2014) with N.B. Hansen & K. Halskov and Gameplay Corporeality – the corporeal-locomotive dimension in gameplay activity and experience” (2013, PhD Thesis)

    Research areas

  • Participation, participatory research, participatory academic communities, educational values, empathic design, design thinking, student voice, transdisciplinarity, education, community

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