NEW TOY? MAP? UNIVERSE? NAAH! IT'S A TOUCHGRAPH
On the persistent defiance of the logic of imperialism...
My parallel universe 'self' intercepted my touchgraph while cruising my google alerts.
AS NEO SAID TO THE ORACLE, "BUT, WHAT DOES IT MEAN?"
Hey Nils and Theron...Per usual, I'm few beats late to the conversation. I would advise anyonewho is seriously committed to the larger structural uses of E-portfolios by contemporary students-- who by the way do not view the college classroom as their most significant 'center' of knowledge and tool acquisition, (providing one is inclined to view the technology and control over the production as the domain of liberatory education)--,to examine their assumptions about knowledge and power and the political will of the Indigenous peoples. Like it or not, Indigenous Peoples are re-shaping international law, rights regimes, and more borders than ever before--and this is increasingly relevant to e-portfolios.
We need a new framework. Why such rigid parameters about the 'tumble' of what comprises knowledge and the process of creation and synthesis? Why are Indigenous methods so undervalued in the discussion about why eportfolios and efolios don't work for so many people and what would make them do work, rather than just 'be artifactually organized artefacts.' I am therefore I 'be an artifact?
This makes students' real lives, experiences and real 'selves' rather flat and ordinary and I must also add, rather 'lumped' together in predictability. For who? Who wants that? I mean.
Aren't we really having layered conversations at each other and not with each other, referring to the always flattening strata created by this approach to thinking about learners' ways of knowing and being ...? You speak to the layer of the strata which owns you...and which you work for, truly.
Who is the efolio or eportfolio truly for?
Judges?
Speaking as one who had federal court judges, and government drones in mind as I 'tumbled out evidence' in my Eportfolio--, I'd really sit back and think about why the corporate/government/state university wants more electronic access to the anomalies--like me.
Check out the latest morph of the community emanating from the El Calaboz E-Portfolio, which will not stay fixed as an artifact behind the glass case of academic analysis. Using the multitude of web users who were tuned in to receive any blast of the evidentiary tumbles... a global community of over 54 individuals immediately responded to the "presentation of organized artefacts" (i.e. what Spivak would refer to in her lexicon as the 'archives of imperialism,' eh?)
My parallel universe 'self' intercepted my touchgraph while cruising my google alerts.
AS NEO SAID TO THE ORACLE, "BUT, WHAT DOES IT MEAN?"
Hey Nils and Theron...Per usual, I'm few beats late to the conversation. I would advise anyonewho is seriously committed to the larger structural uses of E-portfolios by contemporary students-- who by the way do not view the college classroom as their most significant 'center' of knowledge and tool acquisition, (providing one is inclined to view the technology and control over the production as the domain of liberatory education)--,to examine their assumptions about knowledge and power and the political will of the Indigenous peoples. Like it or not, Indigenous Peoples are re-shaping international law, rights regimes, and more borders than ever before--and this is increasingly relevant to e-portfolios.
We need a new framework. Why such rigid parameters about the 'tumble' of what comprises knowledge and the process of creation and synthesis? Why are Indigenous methods so undervalued in the discussion about why eportfolios and efolios don't work for so many people and what would make them do work, rather than just 'be artifactually organized artefacts.' I am therefore I 'be an artifact?
This makes students' real lives, experiences and real 'selves' rather flat and ordinary and I must also add, rather 'lumped' together in predictability. For who? Who wants that? I mean.
Aren't we really having layered conversations at each other and not with each other, referring to the always flattening strata created by this approach to thinking about learners' ways of knowing and being ...? You speak to the layer of the strata which owns you...and which you work for, truly.
Who is the efolio or eportfolio truly for?
Judges?
Speaking as one who had federal court judges, and government drones in mind as I 'tumbled out evidence' in my Eportfolio--, I'd really sit back and think about why the corporate/government/state university wants more electronic access to the anomalies--like me.
Check out the latest morph of the community emanating from the El Calaboz E-Portfolio, which will not stay fixed as an artifact behind the glass case of academic analysis. Using the multitude of web users who were tuned in to receive any blast of the evidentiary tumbles... a global community of over 54 individuals immediately responded to the "presentation of organized artefacts" (i.e. what Spivak would refer to in her lexicon as the 'archives of imperialism,' eh?)
