Landscapes of Participatory Making, Modding and Hacking
Maker Culture and Makerspaces
Published on 2. February 2017
Book
Hardback
145 pages
978-1-4438-5066-7 (ISBN)
Description
This book describes maker culture as it is manifested in particular socio-cultural contexts, and describes some of the underlying narratives behind the emergence of such cultures and hackerspaces. With reference to case studies, it invites a recasting of long-standing academic notions of industrialization, industrial location, urbanization, and regional divides.The volume approaches this emergent socio-cultural phenomenon from an academic perspective, and, as such, differs from existing studies in this field as it is the first to approach maker culture and makerspaces by tracing trajectories from academic literature. This will provide teachers and researchers with a more grounded foundation upon which to base their own work in this nascent, yet rapidly growing, field.
More details
Edition
Unabridged edition
Language
English
Place of publication
Newcastle upon Tyne
United Kingdom
Target group
Professional and scholarly
Edition type
Unabridged edition
Product notice
With dust jacket
Dimensions
Height: 212 mm
Width: 148 mm
ISBN-13
978-1-4438-5066-7 (9781443850667)
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Schweitzer Classification
Person
Kenneth Y T Lim works within the intersection of cultural anthropology, the learning sciences, and cognitive psychology. He conceptualised the Six Learnings framework of curriculum design for fictive worlds and virtual environments. Most recently, his team has designed a field-based inquiry curriculum, called Maker Motes, and they are translating this approach to urban and peri-urban schools in the Association of Southeast Asian Nations (ASEAN) region. Kenneth has been a Visiting Scholar at the Hong Kong Institute of Education and was invited as a Plenary Speaker at the 2016 United Nations Educational, Scientific and Cultural Organization (UNESCO) Conference of the Asia-Pacific Programme for Educational Innovation and Development. His work has helped him posit a theory of learning around the notion of disciplinary intuitions, which he discusses in his book, Disciplinary Intuitions and the Design of Learning Environments (2015).