Teacher empowerment within Twitter chats: A more-than-human perspective

Emke, Martina (2021). Teacher empowerment within Twitter chats: A more-than-human perspective. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking Critically and Ethically About Research for Education: Engaging with Voice and Empowerment in International Contexts. Routledge, pp. 93–106.

DOI: https://doi.org/10.4324/9781003094722-8

Abstract

This chapter seeks to trouble the dominantly anthropocentric perspectives in research on educational Twitter chats by drawing attention to the entanglements of human voices and non-human voices in (Twitter) research and in the production of (language) teachers’ Twitter-based PD. For a number of years educational research into teachers’ use of the social media platform Twitter for PD has been on the rise. Academic discussions about ethical research which involve Twitter often focus on the nature of Twitter data and on issues of data ownership/anonymity. From a Deleuzo-Guattarian more-than-human perspective, educational Twitter chats can be thought of as multiplicities and as situated tweet assemblages of human and non-human elements. Comprehensive descriptions of the technologies employed in and for (Twitter) research help uncover the ways in which the elements of social media logic interact with participants and researchers and with other technologies used for data collection and analysis in the production of a research study.

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