Entanglements of meritpædagoguddannelsen
Students as brokers and choreographic implications
DOI:
https://doi.org/10.7146/lom.v20i34.167305Abstract
The article examines the merit pedagogue programme at University College Copenhagen through a postdigital perspective inspired by Tim Fawns’ concept of entangled pedagogy, in which learning is understood as a dynamic interplay between digital technologies, social relations, material environments, and human agency (Fawns, 2022). Drawing on survey data, the article explores how students navigate between and connect different communities of practice (Wenger, 2004) through brokerage and multiple membership. In this context, teaching is understood as a choreography (Fawns, 2022) in which students play an active role in interpreting and adapting it to their workplace practice, thereby making the learning process meaningful. The article argues that the programme’s asynchronous and flexible structure—combined with students’ continuous engagement in professional practice—creates distinctive conditions for postdigital education, where teachers can only partially control learning processes and where students, colleagues, leaders, and other stakeholders all function as “co-teachers”. Finally, implications for the choreography’s design and orchestration that follow from these understandings are discussed (Goodyear & Dimitriadis, 2013).
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