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Concept Paper

To Be or Not to Be: Social Justice in Networked Learning

Department of Educational Research, Lancaster University, Lancaster LA1 4YD, UK
Educ. Sci. 2019, 9(4), 261; https://doi.org/10.3390/educsci9040261
Received: 2 September 2019 / Revised: 16 October 2019 / Accepted: 22 October 2019 / Published: 23 October 2019
The potential for more egalitarian or democratic forms of engagements among people is accepted to be somehow actualised naturally within collaborative or cooperative forms of learning. There is an urgent need for a theoretical framework that does not limit social justice with access or participation, but focuses on the otherwise hidden ways in which group work can yield suboptimal outcomes. This article aims to expand the current understandings of social justice in networked learning practices by challenging the ways in which online subjectivities are conceptualised in communal settings. It is argued that the mediated experience in online spaces should be conceptualised in tandem with one’s social presence and social absence if education is to be studied more rigorously and if claims of justice are to be made in networked learning. View Full-Text
Keywords: social justice; social presence; social absence; discourses; community; group work social justice; social presence; social absence; discourses; community; group work
MDPI and ACS Style

Öztok, M. To Be or Not to Be: Social Justice in Networked Learning. Educ. Sci. 2019, 9, 261. https://doi.org/10.3390/educsci9040261

AMA Style

Öztok M. To Be or Not to Be: Social Justice in Networked Learning. Education Sciences. 2019; 9(4):261. https://doi.org/10.3390/educsci9040261

Chicago/Turabian Style

Öztok, Murat. 2019. "To Be or Not to Be: Social Justice in Networked Learning" Education Sciences 9, no. 4: 261. https://doi.org/10.3390/educsci9040261

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