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Making Our World

The Hacker and Maker Movements in Context

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Edited By Jeremy Hunsinger and Andrew Schrock

Making Our World: The Hacker and Maker Movements in Context describes and situates the political, historical, national, and organizational elements of hacking and making. Hackers and makers are often mythologized, leading to people misunderstanding them as folk heroes for the modern age. In response, this book describes and critiques these movements from a variety of interdisciplinary perspectives to help readers appreciate their worldwide scope and highly localized interpretations. Making Our World is essential reading for students and scholars of technology and society, particularly those interested in social movements and DIY cultures.

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1. Learning by Doing: The Tenuous Alliance of the “Maker Movement” and Education Reform (T. Philip Nichols / Debora Lui)

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1. Learning by Doing: The Tenuous Alliance of the “Maker Movement” and Education Reform

T. PHILIP NICHOLS

University of Pennsylvania

DEBORA LUI

University of Pennsylvania

Over the last decade, the promises of the Maker Movement—a growing public interested in do-it-yourself designing, remixing, and building using physical and digital tools—have found resonance in the field of education, sparking discussion among researchers, policymakers, and practitioners. In many of these conversations, making has been positioned as a catalyst for educational change—an intervention to transform the rote activities and bureaucratic structures that often characterize schooling in the popular imagination. In policy, for example, President Obama’s Educate to Innovate campaign inaugurated a National Week of Making, where he called on students to be not just passive consumers of information and products, but to become a “nation of makers” (White House, 2014). In research, the Harvard Educational Review devoted a full symposium to “The Maker Movement in Education,” featuring scholarly accounts of youth making practices and their possibilities for reimagining school instruction (Halverson & Sheridan, 2014). And among teachers, the National Writing Project—an organization focused on improving writing in K-12 contexts—has offered workshops and professional development on “Writing as Making,” integrating tenets of the movement into classroom literacy instruction (National Writing Project, 2013). In each of these forums, making has been framed as an alternative to the routines and rituals of “traditional” schooling—offering,...

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