@greg_ashman 11/
Insights here gained through engagement with Legitimation Code Theory (#LCTheory) - specifically the dimension of Specialisation, which is based on the premise all claims are based on relations between objective knowledge and the subjective knower - for more see the webpage
@greg_ashman 11/
Once the full picture is visible, the debate becomes far more productive: different subjects legitimately value different things, and curriculum needs to reflect that complexity rather than flatten it into a false binary.
@RonShamgar apply that same logic to the other parts of the economy where whole layers of folks watch the real work happen from a comfortable distance, making exponentially more money by standing around watching other people work, then taking a cut of the value those workers create
@greg_ashman “Both/and” sounds neat, but the reality is those in power rarely face consequences. That makes accountability the more important principle to defend.
@greg_ashman Similar to uni courses designed to cover a wide range of complex content knowledge, a large number of assessment tasks, while assuming student knowledge of procedural, instructional, institutional, disciplinary, academic and linguistic norms - only a few are set up to succeed
@samuelbarry04 Zimbabwe was hyperinflation. Paddington is just hyper-gentrification - unless I missed the bit where Zimbabwe was famous for $10m attached terraces with 5 bedrooms, a butler’s pantry and Sub-Zero fridges.