<abstract xmlns="http://www.w3.org/1999/xhtml"><p>This article explores community-driven participation in education beyond the institution. By reflecting on two MA courses at Aarhus University and including educatees’ reflections in the article, the concept of Participatory Academic Community is developed. The article discusses how an evolved understanding of participation in education can move educatees’ learning beyond institutions through focusing on educatees as researchers, participating in society, building a research community and obtaining academic citizenship. Further, the article discusses how a value-based, vision-driven approach to education and the use of ICT might nurture participation and construction of community within education. The article is genuinely transdisciplinary in its approach, applying different theoretical lenses to obtain a more holistic view on participation in education. The article creates a prismatic lens, illuminating participation in education from different viewpoints and positions. In conclusion, the article also reflects on some of the shadowy traits of participation in education when creating participatory academic communities.v</p></abstract>

This article explores community-driven participation in education beyond the institution. By reflecting on two MA courses at Aarhus University and including educatees’ reflections in the article, the concept of Participatory Academic Community is developed. The article discusses how an evolved understanding of participation in education can move educatees’ learning beyond institutions through focusing on educatees as researchers, participating in society, building a research community and obtaining academic citizenship. Further, the article discusses how a value-based, vision-driven approach to education and the use of ICT might nurture participation and construction of community within education. The article is genuinely transdisciplinary in its approach, applying different theoretical lenses to obtain a more holistic view on participation in education. The article creates a prismatic lens, illuminating participation in education from different viewpoints and positions. In conclusion, the article also reflects on some of the shadowy traits of participation in education when creating participatory academic communities.v

Participatory Academic Communities

Conjunctions

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

A transdisciplinary perspective on participation in education beyond the institution

This article explores community-driven participation in education beyond the institution. By reflecting on two MA courses at Aarhus University and including...

Participatory Academic Communities

Publicado en línea: 30 mar 2021

Páginas: 67 - 98

DOI: https://doi.org/10.7146/tjcp.v2i2.22920

Palabras clave
Participation, community, education, transdisciplinarity, student voice, design thinking, empathic design, educational values, participatory academic communities, participatory research

© 2021 Janus Holst Aaen et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Participatory Academic Communities

Publicado en línea: 30 mar 2021

Páginas: 67 - 98

DOI: https://doi.org/10.7146/tjcp.v2i2.22920

Palabras claveParticipation, community, education, transdisciplinarity, student voice, design thinking, empathic design, educational values, participatory academic communities, participatory research

© 2021 Janus Holst Aaen et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Palabras clave
Participation, community, education, transdisciplinarity, student voice, design thinking, empathic design, educational values, participatory academic communities, participatory research