New Materialities and Maker Paradigms in Schools
Chapter 2. Traditions of Learning and Knowing
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TRADITIONS OF LEARNING AND KNOWING
These next three chapters set up the study. Each takes a slightly different approach, however, and as I mentioned in the introduction, readers might want to read one chapter before the other, or instead of another, or, in fact, read none of them and skip directly to the study itself, which begins in Chapter 5.
My goal in this chapter is to draw a relationship between the literature of maker education and the study I’m writing about in this book. Frankly, weaving together the intellectual and cultural traditions that a study pulls from is fraught with difficulties. How do tradition and new knowledge connect to each other? As authority? As disruption? As critique? And how is that relationship enacted in the structure of the writing? Some writers reference their framework in footnotes with small type, like an archeology that constructs the new on top of layers of the old; others spiral off in lengthy tangents within the text itself, like an uncle showboating his wandering erudition. And others barely acknowledge their traditions at all, with, for example, endnotes that might not even be keyed to the body of the text, like secrets at the back of the book.
One of the most inventive and effective solutions to this problem that I’ve encountered is in Annemarie Mol’s (2002) The Body Multiple. Here the ← 29 | 30 → text is set in two blocks on each...
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