Tag Archives: politicised inquiry

Operaismo and Educational Inquiry

The ideas about the relationship between autonomist Marxism and educational work and inquiry that I outlined in my entry in the Springer Encyclopaedia of Teacher Education (see post here) are further developed in an article just published in the journal Postdigital Science and Education.

Here’s the abstract of this more detailed piece, which gives particular attention to the work of Romano Alquati and the relevance of his model of a politicised ‘co-research’ (conricerca) to the study of contemporary work environments – including educational settings.

There are parallels between the post-Marxist traditions of operaismo (workerism) and autonomism and emerging ideas about the ‘postdigital’. Operaist analyses and approaches, and particularly the work of Romano Alquati on co-research, have the potential to contribute to discourses as to what might be involved in postdigital inquiry in educational settings, and to better understand of critical data literacies. For such educational inquiry to evolve into a comprehensive strategy of ‘co-research’, it is argued that what is needed are models of teacher inquiry with the potential to challenge dominant rhetorics, to support emancipatory research and development, and to establish the postdigital as a counter-hegemonic educational programme.

Citation: Carmichael, P. (2019) Postdigital Possibilities: Operaismo, Co-research, and Educational Inquiry. Postdigital Science and Education. doi: 10.1007/s42438-019-00089-0

The article is currently published ‘Online First’ pending inclusion in a forthcoming issue of the journal and is available open access so is available to download and read here: https://link.springer.com/article/10.1007/s42438-019-00089-0

NLC 2018, Zagreb

St Mark's Church

The biannual Networked Learning Conference took place this year in Zagreb.  NLC is a small but very high quality conference where the emphasis in not on technical issues but on critical perspectives and theorisation of the role of technologies in learning.  This year there seemed to be particular emphasis ‘on the political’, broadly defined, with papers discussing the ways in which technology trends like big data and learning analytics aligned with surveillance and control, and how educators might respond to and resist this.  My colleague Fran Tracy and I presented a paper on Student Inquiry, Networks of Knowledge and Linked Data which discussed how our experience of developing semantic web applications, and how critical digital literacies might underpin broader politicised inquiry.

The picture is of the Church of St Mark in Zagreb, with its rather splendid tiled roof.