Children’s pedagogic rights in the web 2.0 era: A case study of a child’s open access interactive travel blog
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This paper examines the web 2.0 blogging experiences of one eight year old travel blogger. The research question is centred on ‘What does the interactive function of a web 2.0 blogging experience make available in terms of a child’s pedagogic rights?’ This instrumental case study is made up of 56 written and photographic travel blog posts covering some 11 411 words and 150 photos over 170 days, as well as the 187 replies from external blog participants. Background information about the child, his family and the context of the blogging project is provided via an informal interview with him and his mother. An analytical framework capable of rendering visible what the travel blog project made available in terms of the three pedagogic rights of individual enhancement, the right of social inclusion and the right to political participation is developed and activated (Bernstein, 2000; Exley et al., 2016). Two core findings emerge. First, in this blogging experience, the pedagogic rights of individual enhancement (80% of posts) and social inclusion (96% of posts) dominated the right to political participation (39% of posts). Second, despite claims that the interactive function of web 2.0 has the potential to boost ‘individualism of meaning-making and action’ (Selwyn, 2011, p. 7), in this case, the blogging experience did not always manifest itself to capitalise on the transformative potential of this experience for this young child travel blogger.
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