My educational landscape is varied; however, it always comes back to education, information and technology…which is leading me into public pedagogy…

Here are some papers and check back…working on some grants as well.

Free Speech and Free Beer:  Ethics on a Virtual Discussion Board

Critical Discourse Analysis (CDA) is an important tool in understanding how socially situated online discussion create knowledge.  Using Theo Van Leeuwen’s discourse of legitimation framework the authors examine authority, rationalization, mythopoesis and moral legitimation to understand the ethical underpinnings of the Open Source Software Community.  CDA also displays generic typifications or discursive genres that co-create the online community by providing a framework for discussion.  The framework is analyzed for effectiveness in the online environment and discusses how the framework can be used to better understand how adult students create knowledge and community in online environments.

Keywords:  CDA, Critical Discourse Analysis, Genre, Online, Open Source Software

The Medium, The Message, and The Educator:  Baudrillard and Adult Education

Jean Baudrillard was a cultural theorist who explored our world through a post-modern, post-structuralist lens.  His work on Saussure’s signs (signifier and signified) merged with the work of Marshall McLuhan studies on media culture.  Baudrillard discusses the simulacra and the simulation as entities that create hyperreal environments – environments that we see as “not real” but are actually indicative of our current state.  Adult educators can use Baudrillards work on the consumer society as well as the simulacra to engage with and interrogate their pedagogies.  This paper explores Baudrillard, adult education tools and those that have begun to examine their work through the simulacra lens.  The review opens up new avenues of exploration in adult pedagogies and begins to bring theory to practice.

Longitude:  A Case Study of Genre and Innovation

Genre is a social act that shapes scientific discourse which in turn shapes genre.  Scientific research becomes fact through the typification process that is inherent in generic communities.  The ability to recognize and use a genre is vital for scientific discourse, because scientific innovation depends upon discourse to propagate.  Scientific innovation is not always fast.  Instead innovation depends upon community acceptance to flourish.  This acceptance occurs through generic discourse and an examination of documents related to the 1714 Longitude Act reveals how genre knowledge, and the lack thereof, affected the reception of solutions outside of the paradigm.  Building on the work of science theorists like Thomas Kuhn and Bruno Latour, and genre theorists like Carolyn Miller and Anis Bawarshi this study shows that innovation is inhibited/enhanced through genre and generic communities.


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