Pedagogy of extraneity

The opportunities afforded by technology do not simplify the complexities of learning but instead require “greater” maturity and support for learning (Beaty et al. 2002). Both professional and learning environments have come to recognize the need for the capacity to be innovative (Billet et al. 2017). The development of the actionable epistemic fluency, relational skills, and critical reflexivity that are consequently understood as much needed today could be integrated into cultural studies courses, alongside the field’s established theoretical trajectory and reflection on first principles. The latter involves consideration of technical vs. non-technical knowledge as well as conceptual problems of inclusion and relevance. The resultingly interdisciplinary approach to the meaning of the dynamics of contemporary culture has the potential to bring into relief “extraneous” humanistic knowledges and ways of being that are challenged in the information space.

Key words: cultural studies, Information Age, critical reflexivity, actionable epistemic fluency, relational skills, networked learning, humanistic knowledges, reflective practice

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Pedagogy of extraneity
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