Abstract
Teaching courses about New Media simultaneously in the various years of an undergraduate curriculum has interesting consequences. It happens every semester again and again, that you discover some new development in your field and begin to discuss it with those who are close to their graduation and the newcomers at the same time. Than you tell your older students about this phenomenon of injustice, warning them that the younger are more lucky because they get acquainted with new inventions at an earlier stage; that the content of your syllabus is getting quickly outdated and has to be revised during each semester; and since you will not be available in their future life they should be alert and continue research in their professional life.
References
- Bernstein, B. (1971) Class, Codes and Control, Vol. 1. London: Routledge & Kegan Paul.
- Bourdieu, P. (1977) Outline of a Theory of Practice. Translated by Richard Nice: Cambridge, Cambridge University Press.
- Clarke, Adele E. (2005) Situational Analysis: Grounded Theory After The Postmodern Turn. Sage Publ. Prologue available online at http://situationalanalysis.com
- Delanty, Gerard (2001) Challenging Knowledge: The University in the Knowledge Society. Buckingham: Society for Research Into Higher Education.
- Honneth, Axel (1996) The Struggle for Recognition: The Moral Grammar of Social Conflicts. MIT Press. (Chapter 5 available online at http://www.ethicalpolitics.org/blackwood/honneth.htm)
- Robins, Kevin, and Frank Webster, ed. (2003) The Virtual University? Knowledge, Markets, and Management. Oxford University Press.
Abstract
Teaching courses about New Media simultaneously in the various years of an undergraduate curriculum has interesting consequences. It happens every semester again and again, that you discover some new development in your field and begin to discuss it with those who are close to their graduation and the newcomers at the same time. Than you tell your older students about this phenomenon of injustice, warning them that the younger are more lucky because they get acquainted with new inventions at an earlier stage; that the content of your syllabus is getting quickly outdated and has to be revised during each semester; and since you will not be available in their future life they should be alert and continue research in their professional life.
References
- Bernstein, B. (1971) Class, Codes and Control, Vol. 1. London: Routledge & Kegan Paul.
- Bourdieu, P. (1977) Outline of a Theory of Practice. Translated by Richard Nice: Cambridge, Cambridge University Press.
- Clarke, Adele E. (2005) Situational Analysis: Grounded Theory After The Postmodern Turn. Sage Publ. Prologue available online at http://situationalanalysis.com
- Delanty, Gerard (2001) Challenging Knowledge: The University in the Knowledge Society. Buckingham: Society for Research Into Higher Education.
- Honneth, Axel (1996) The Struggle for Recognition: The Moral Grammar of Social Conflicts. MIT Press. (Chapter 5 available online at http://www.ethicalpolitics.org/blackwood/honneth.htm)
- Robins, Kevin, and Frank Webster, ed. (2003) The Virtual University? Knowledge, Markets, and Management. Oxford University Press.
Details
| Primary Language | English |
|---|---|
| Journal Section | Research Article |
| Authors | |
| Publication Date | September 1, 2010 |
| Submission Date | November 1, 2010 |
| Published in Issue | Year 2010 |
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