Maping The Bubble Poster (Comas)

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This is a poster I did for Bucknell's Teaching and Learning Center. They had a session on integrating scholarhsip and teaching. Here I described two on-going projects in my classes that are advancing my scholarship.

Education Technology

Mapping the Bubble: Students Exploring Networks and Other Emergent Phenomenon: Jordi Comas, Assistant Professor of Management ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Figure 1: Sample Student Egocentric Network; Color is dorm, circle is female, size is class year (senior is biggest). N=49 Figure 2: Student Network from Egocentric Networks. Color is Dorm. Size is Freeman Betweenness Centrality. N=430 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

This paper will present preliminary findings from an ongoing multi-sited ethnography investigating religious education teachers’ use of online social spaces. Looking particularly at the construction of RE teachers’ professional identities, the study focuses on two primary online social spaces: the TES RE Forum and the NATRE Facebook Page. However, also included, as secondary ethnographic sites within this multi-sited framework, are users’ schools and homes as a means of analyzing the interaction between the online and offline domains. The methodological approach is open and inductive, utilizing multiple data sources. The primary methods include: participant observation and analysis of online interactions; in depth narrative based online and offline interviews; analysis of networks; elite interviews; and analysis of RE/ religious discourses in the media. Themes emerging from the fieldwork will be discussed in this paper. In particular, the neutrality of the online social spaces being studied will be questioned and the relationship between the agendas of parent companies and RE teachers’ online engagement and understandings of themselves and their subject will be explored. Additionally, Goffman’s image of ‘backstage’ in his framework of performance will be considered as having useful theoretical implications for an understanding of the place online social spaces play in RE teachers professional lives.

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