In reading the Higher Ed story about the new institutions joining Coursera, I am reminded of one of my favorite texts: Davies’ (1993) Shards of Glass. This wonderful book is a story of binaries describing how texts influence the way children think about their gender, themselves, and others. Davies notes that texts inscribe children’s reality. Children, influenced by the texts that permeate their world, adopt storylines that shape the ways they view the world and act within it. If we take this stance as one possibility of how perceptions of gendered identity are formed, one question to ask is: Do children abide by dominant storylines that keep their gender in place? Davies would argue that they do – hence her attempt to empower children with alternative discourses. Such discourses go beyond the male-female binary and the conceptions that “male” ought to represent masculinity and “female” ought to represent femininity.
Female – Male.
Real – Virtual.
. . .
The Higher Ed story notes:
“The partnerships announced this week also represent a break from Coursera’s plans to work only with elite institutions.”
“To partner with so many institutions, however, Coursera will sidestep a contractual obligation to primarily offer courses from members of the Association of American Universities or “top five” universities in countries outside of North America. It will do so by creating a new section of its website to house material from the less-than-elite state universities. This different section will offer MOOCs but will be branded in a different way.”
Elite – Non-elite
How does this lens, this perception of educational institutions affect the way we view and act in the world as students, faculty members, administrators, and educational technology designers/developers?
. . .
Davies, B. (1993). Shards of glass. Sydney: Southwood Press.