Can MOOCs contribute towards enhancing disruptive pedagogic encounters in higher education
Abstract
In this article, we argue that MOOCs (massive open online courses) have the potential to enhance disruptive pedagogic encounters in higher education, especially in relation to a philosophy of African education. In the first part of the article, we expound on MOOCs as an initiative in higher education that grew out of a concern to advance access to higher education. Paradoxically, we show that MOOCs might not strictly advance equal access and inclusion but have the potential to cultivate student capacities of a critically transformative kind, more specifically, rhizomatic thinking, criticism and recognition of others. In the second part of the article, we show, in reference to an emerging MOOC, how an African philosophy of education should be considered as apposite to advance disruptive pedagogic encounters in higher education.
References
Agamben, G. 2011. Nudities. D. Kishik & S. Padatella (Trans.) Stanford, CA: Stanford University Press.
Biesta, G. 2011. Learner, student, speaker: Why it matters how we call those we teach. In Rancierè, public education and the taming of democracy, ed. M. Simons and J. Masschelein, 31–42. London: Wiley-Blackwell.
Deleuze, G. and F. Guattari. 1987. A thousand plateaus: Capitalism and schizophrenia. B. Massumi (Trans.) Minneapolis, MN: University of Minnesota Press.
Foucault, M. 1988. Politics, philosophy, culture: Interviews and other writings 1977–1984. L. D. Kritzman (Ed.). London: Routledge.
Friedrich, D., B. Jaastad and T. S. Popkewitz. 2011. Democratic education: An (im)possibility that yet remains to come. In Rancierè, public education and the taming of democracy, ed. M. Simons and J. Masschelein, 60–75. London: Wiley-Blackwell.
Haywood, J. and H. Macleod. 2015. To MOOC or not to MOOC? University decision-making and agile governance for educational innovation. In Massive open online courses: The MOOC revolution, ed. P. Kim, 46–60. New York, NY: Routledge.
Kim, P. (Ed.). 2015. Massive open online courses: The MOOC revolution. New York, NY: Routledge.
Klobas, J. E., B. Mackintosh and J. Murphy. 2015. The anatomy of MOOCs. In Massive open online courses: The MOOC revolution, ed. P. Kim, 1–22. New York, NY: Routledge.
Ronaghi, F., A. Saberi and A. Trumbore. 2015. NovoEd, a social learning environment. In Massive open online courses: The MOOC revolution, ed. P. Kim, 96–105. New York, NY: Routledge.
Copyright (c) 2017 Yusef Waghid, Faiq Waghid
This work is licensed under a Creative Commons Attribution 4.0 International License.
This journal is an open access journal, and the authors and journal should be properly acknowledged, when works are cited.
Authors, copyright holders, may use the publishers version for teaching purposes, in books, theses, dissertations, conferences and conference papers.
A copy of the authors' publishers version may also be hosted on the following websites:
- Non-commercial personal homepage or blog.
- Institutional webpage.
- Authors Institutional Repository.
The following notice should accompany such a posting on the website: This is an electronic version of an article published in SAJHE, Volume XXX, number XXX, pages XXX “XXX", DOI. Authors should also supply a hyperlink to the original paper or indicate where the original paper (http://www.journals.ac.za/index.php/SAJHE) may be found.
Authors publishers version, affiliated with the Stellenbosch University will be automatically deposited in the University Institutional Repository SUNScholar.
Articles as a whole, may not be re-published with another journal.
The following license applies:
Attribution CC BY-NC-ND 4.0
