Sean Sturm
Biographic Data
| ID | 209959 |
|---|---|
| NAME | Sean Sturm |
| GIVEN NAMES | Sean |
| FAMILY NAME | Sturm |
| SIGNATURE | STURM S |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0003-4011-7898 |
| VERIFIED | Yes |
| TOTAL WORKS | 46 |
| TOTAL CITATIONS | 66 |
| AUTHOR COUNT | 46 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Avoiding Colonial Creep: Coming to Terms with Radical Difference
Pasley (Ngāti Pākehā) and Sturm (Ngāti Kahungunu ki Te Wairoa) engage in kōrero about agential realism’s conceptualisation of the void and the risk of colonial conceptual creep. Pasley details their responsibility to acknowledge how their understanding of the void was only possible by way of trying to understand Te Korekore, a Te Ao Māori (‘the Māori world’) conceptualisation of existence’s potentiality. Cameron-Lewis and Mika’s kōrero on the All…
The impact of professional learning and development on primary and intermediate teachers’ digital technologies knowledge and efficacy beliefs
To prepare young people for the increasingly complex and fluid world of their future, many countries have begun introducing digital technologies concepts and skills into their curricula. In 2017, the New Zealand National Curriculum was updated to incorporate digital technologies concepts in both the indigenous Māori-medium curriculum and the English-medium curriculum. This study investigated the long-term impact of three different models of digit…
‘Critical’ Research in Education: Threads from the Past Woven into a Tapestry of the Present
As emerging scholars in a School of Critical Studies in Education, we often grapple with what it means to be ‘critical.’ This occurs within our scholarly work as we wrestle with the potentials of and limits to critical research in the social sphere outside academia (and its institutions) and within and for it. In this work, we seek to capture our evolving engagement with the notion of critical research, its tensions and contradictions, both as a …
Ethics Committees and Ethical Considerations: What Works Methodologically or for a Community
This article presents an abridged kōrero (conversation) between Professor Sandy O’Sullivan (Wiradjuri), Associate Professor Sean Sturm (Ngāti Kahungunu ki Te Wairoa [Ngāti Rakaipaaka]), Moana Murray (Ngāpuhi) and Dr Ampersand Pasley (Ngāti Pākehā). Initiating this kōrero, Pasley raises the question of how we do our academic work in ways that are meaningful to us. Amidst their responses, Sturm notes the indeterminacy of the ethical status of resea…
A scoping review of research exploring teachers’ experiences with Digital Technologies curricula
For over a decade, we have seen a global shift toward preparing students for the predicted labor market and society through the introduction of digital technology curricula. This scoping review uncovered 26 studies published between 2012 and 2022 that examined empirical research on K–12 or pre-service teachers’ experiences with Digital Technologies curricula. Most of the research involved primary school teachers (n = 20), focused on teachers’ exp…
The University as a Place of Possibilities: An Introduction to a Special Topic on Thinking with the Concept of ‘Slow Academia’
This special topic in Knowledge Cultures aimed to engage critically with the concept of ‘slow academia’ to explore possibilities for thinking the university differently beyond the binary of fastness and slowness. ‘Slow academia’ has usually been defined negatively as resistance to the acceleration and relentlessness of academic life in the neoliberal university. And, although the concept has sometimes been criticised as over-simple, nostalgic or …
What It Means to Belong in the Global South: An Introduction to a Special Issue on ‘Wrestling With (Not) Belonging’
This special issue is a milestone in the lead editor Elba’s ongoing search for answers that often did not even have questions about her (not) belonging in her place of birth, the Canary Islands. (Not) belonging undermines the reference points that ground answers to questions about what it means to belong. Elba faced a need to know with whom or what, where, how and why she came to be in relation, marked by her multiple senses of self and unwilling…
Collective Writing: The Continuous Struggle for Meaning-Making
This paper is a summary of philosophy, theory, and practice arising from collective writing experiments conducted between 2016 and 2022 in the community associated with the Editors’ Collective and more than 20 scholarly journals. The main body of the paper summarises the community’s insights into the many faces of collective writing. Appendix 1 presents the workflow of the article’s development. Appendix 2 lists approximately 100 collectively wri…
An Indigenous Ethics of Visual Research
Although reflection on the ethics of visual research has moved beyond the 'big four' principles of autonomy, non-maleficence, beneficence and justice to embrace a situated and relational ethics that acknowledges institutional, social and cultural expectations about research and aims to involve research participants as fully as possible in research, the ethics of visual research does not yet fully recognise Indigenous concepts and practices.To ind…
AI and the future of humanity: ChatGPT-4, philosophy and education – Critical responses
Notes15 https://www.tandfonline.com/doi/full/10.1080/00131857.2022.208555416 https://www.project-syndicate.org/commentary/ai-chatbots-naive-idiots-no-sense-of-irony-by-slavoj-zizek-2023-0317 https://www.nytimes.com/2023/03/08/opinion/noam-chomsky-chatgpt-ai.html
Teaching in the Age of Covid-19—The New Normal
Dissolving the Dichotomies Between Online and Campus-Based Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
Critical Theory in the Glocal South: Introduction
After Brexit and Aukus’: Twitter-inspired collective writing on geopolitics of an emerging multipolar world
On the public pedagogy of conspiracy: An Epat collective project
Colonization of all forms
[The first paragraph:] Colonization occurs in many fields, from the scientific to the philosophical, and involves all forms of life including flora, fauna and micro-organisms. All these forms of life can colonize or be colonized by others. The various processes of colonization connect in new and deadly ways in the current pandemic of COVID-19: on both sides of the Tasman Sea, Māori and Indigenous Australians are faring the worst in terms of illne…
Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An Epat collective writing project
Teaching in the Age of Covid-19—1 Year Later
In March 2020 I published the 'emergency editorial' in Postdigital Science and Education and invited the community to 'explore all imaginable aspects of this large social experiment that the Covid-19 pandemic has lain down in front of us' (Jandri 2020a: 237). Articles immediately started pouring in; within weeks, the journal's contributions had been recognized by institutions such as the World Health Organization, the US National Library of Medic…
Performing history: Culturally sustaining pedagogies for indigenous students in the historical disciplines
Current research into, and definitions of, historical literacy do not adequately acknowledge the cultural backgrounds of indigenous learners across the historical disciplines and levels. Nor do they recognise the vital role of historical literacy in empowering indigenous students. In conversations with teachers of a range of ethnicities and Māori and Pasifika students from across the historical disciplines, we asked: how can teachers inspire indi…
Kindness as Water in the University
If kindness were a thing, what would it look like?A rose without thorns?A cat without claws?Acts of kindness are often associated with feelings of warmth and softness: things that makes us feel comfortable, cared for.When we think of kindness as a form of activism, however, we find ourselves likening it to water: a liquid body of microresistances that can carve out routes in rock.As academics working in the often unkind institutional context of t…
Knowledge socialism in the Covid-19 era: A collective exploration of needs, forms, and possibilities
The inspiration for this collective writing project began with a digital conference entitled ‘Knowledge Socialism, COVID-19 and the New Reality of Education’ held at Beijing Normal University. In this conference and through this article, multiple researchers spread across six continents have engaged in the collaborative task of outlining emerging innovations and alternative contingencies towards education, international collaboration, and digital…
Exploring the philosophy and practice of collective writing
We are about to publish in the Routledge Editor’s Choice series a collection called The Philosophy, Methodology and Pedagogy of Collective Writing. This collection of collections represents the dev
Infanticides: The unspoken side of infantologies
Infanticides is the third article in a collective writing project that includes ‘Infantologies’ and ‘Infantasies’. It is designed to develop a philosophy of the infant, which is not tied to either developmental psychology or neuroscience but rather links itself to history and philosophy. It looks to develop a perspective on the world, beginning from the infant, that is critical, historical, and from the bottom up, so to speak. At the same time, t…
The case for academic plagiarism education: A Pesa Executive collective writing project
This is a collective writing piece from scholars on the PESA executive\nabout The Case for Academic Plagiarism Education
Surviving academic Whiteness: Perspectives from the Pacific
AI and the future of humanity: ChatGPT-4, philosophy and education – Critical responses
Notes15 https://www.tandfonline.com/doi/full/10.1080/00131857.2022.208555416 https://www.project-syndicate.org/commentary/ai-chatbots-naive-idiots-no-sense-of-irony-by-slavoj-zizek-2023-0317 https://www.nytimes.com/2023/03/08/opinion/noam-chomsky-chatgpt-ai.html
Philosophy of education in a new key: A collective project of the Pesa executive
Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co
Teaching in the Age of Covid-19
This article presents a collection of short testimonies and workspace photographs received between 18 March and 5 May in response to my Call for Testimonies reproduced in the next section. The testimonies are lined up in order of when they were received. Each section starts with the place and time of writing, followed by a brief author biography, their testimony, and one workspace photograph. In numbers, the collection consists of 81 textual test…
Infantologies. An Epat collective writing project
Infantologies is a collective writing project designed to express and\nsummarise important ideas, approaches and forms of advocacy in a\nshort and condensed method, in order to present a network of diverse\nthemes, arguments and evidence concerning infants.This is a collective\nwriting project invited fifteen scholars to participate by writing 500\nwords with maximum of 5 references in a short period of time (normally\na couple of weeks). It is a…
Philosophers and professors behaving badly: Responses to ‘named or nameless’ by Besley, Jackson & Peters. An Epat collective writing project
Video ethics in educational research involving children: Literature review and critical discussion
Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research (such as photovoice and video) especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy (Brill) that was established in 2016. The p…
Education in and for the Belt and Road Initiative: The Pedagogy of Collective Writing
This paper is an experiment in collective writing conducted in Autumn 2019 at the Faculty of Education at Beijing Normal University. The experiment involves 12 international masters’ students reading the course based on the Belt and Road Initiative (BRI), their professor Michael Peters, visiting professor Petar Jandri c, and a mix of senior Chinese and Western scholars. To successfully complete the course, the students were required to produce a …
Drawing in the sand” as a tool for teaching coastal geography
Field trips are recognized as an essential component of the study of geography. They are popular with learners and teachers, but their value as learning experiences is largely assumed. What is needed are interactive and relevant learning activities like “drawing in the sand,” a participatory learning activity that has been introduced into an undergraduate geography field trip at The University of Auckland. It allows students of the course to enga…
On the public pedagogy of conspiracy: An Epat collective project
Colonization of all forms
[The first paragraph:] Colonization occurs in many fields, from the scientific to the philosophical, and involves all forms of life including flora, fauna and micro-organisms. All these forms of life can colonize or be colonized by others. The various processes of colonization connect in new and deadly ways in the current pandemic of COVID-19: on both sides of the Tasman Sea, Māori and Indigenous Australians are faring the worst in terms of illne…
Exploring the philosophy and practice of collective writing
We are about to publish in the Routledge Editor’s Choice series a collection called The Philosophy, Methodology and Pedagogy of Collective Writing. This collection of collections represents the dev
The case for academic plagiarism education: A Pesa Executive collective writing project
This is a collective writing piece from scholars on the PESA executive\nabout The Case for Academic Plagiarism Education
Infantologies II: Songs of the cradle
Infantologies II is a continuation of a series of articles that began with the quartet: Infantologies, Infanticides, Infantasies, Infantilizations. ‘Infantologies II: Songs of the Cradle’ is devoted to fairy stories, nursery rhymes and the poetics of early childhood. Each author engages with these themes through different questions and contexts, contributing their thoughts on the complexity of the fairy stories, nursery rhymes and the poetics of …
Erratology and the Ill-Logic of the Seismotic University
With the tertiary education mantra of creativity, critical thinking and innovation in mind, we consider the critical-creativity of error. Taking the university to model social orthography, or ‘correct writing’, according to the norms of disciplines, we consider the role of error in the classroom. Looked at another way, error questions the norms governing norms and the instability of disciplinary grounds. Beyond correction, error involves a mis-ta…
From Eden to Agora: The E-Learning Trading Zone
E-learning is not just a learning and teaching innovation; it also signals a shift in human cognition and communication. The lexicon of e-learning borrows from the barren lexicon of information science: of users, usage and usability Deep e-learning requires a more fecund idiom, a new myth: of the digital agora, an e-learning 'trading zone' (Mills and Huber, 1995). Here we reflect on the process of shaping an electronic version of our generic doct…
From Eden to Agora: The E-Learning Trading Zone
E-learning is not just a learning and teaching innovation; it also signals a shift in human cognition and communication. The lexicon of e-learning borrows from the barren lexicon of information science: of users, usage and usability (Gould and Lewis, 1985), or of information-seeking and affordances (Pirolli and Card, 1999). Deep e-learning requires a more fecund idiom, a new myth: of the digital agora, an e-learning ‘trading zone’ (Mills and Hube…
Drawing in the sand” as a tool for teaching coastal geography
Field trips are recognized as an essential component of the study of geography. They are popular with learners and teachers, but their value as learning experiences is largely assumed. What is needed are interactive and relevant learning activities like “drawing in the sand,” a participatory learning activity that has been introduced into an undergraduate geography field trip at The University of Auckland. It allows students of the course to enga…
The Tyre-Child in the Early World
This article considers the ‘creative education’ of influential Aotearoa/New Zealand art educator Elwyn Richardson, which is based on what he calls the ‘discovery method’: the ‘concentrated study of material from [students’] own surroundings’. Through a game that his students play with tyres, we explore the role that tools play in Richardson’s classroom and in the imaginary ‘worlding’ of his students’ play. By taking the ‘early world’ of the child…
In the wake of the quake: Teaching the emergency
The university today finds itself in a global state of emergency, at once financial, military and ecological. Teaching must assume this emergency as premise and responsibility: it must consider the grounds of the classroom, both figurative and literal, and generate emergent lines of inquiry that address the pressing global and local situation. For us, that means that teaching must take the university’s grounds of supposedly universal knowledge to…
Beyond the Neoliberal University: Hopeful Critique
Review of Ruth Barcan. 2013 (hb), 2016 (pb), 'Academic Life and Labour in the New University: Hope and Other Choices', London: Routledge and Richard Hil. 2015, 'Selling Students Short: Why You Won't Get the University Education You Deserve', Sydney: Allen & Unwin
To Compose with Gaia: Living Sympoetically
Ceder, S. (2018). Towards a Posthuman Theory of Educational Relationality. Abingdon; New York, NY: Routledge
Pandemic Education
Pandemic education refers not only to how we educate ourselves and others about the pandemic, but also – and more importantly – to how the pandemic educates us. And how does it do so? Firstly, it educates us by being a threat that we cannot ignore. Whereas we think that we can ignore the threat of climate change, we cannot ignore the pandemic because it strikes at our very bodies, thereby making its invisible threat very real. It warns us: You ar…
Video ethics in educational research involving children: Literature review and critical discussion
Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research (such as photovoice and video) especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy (Brill) that was established in 2016. The p…
The open peer review experiment in Educational Philosophy and Theory (Epat)
Open Peer Review: Educational Philosophy and Theory (EPAT) Michael A. Peters, Beijing Normal University, PR China In 2016 EPAT started experimenting with open peer review for articles that were par
Collective writing: Introspective reflections on current experience
Sonja Arndt, Michael Peters, Marek Tesar Introspection is a key concept in epistemology, since introspective knowledge is often thought to be particularly secure, maybe even immune to skeptical doubt. Introspective knowledge is also often held to be more immediate or direct than sensory knowledge. Both of these putative features of introspection have been cited in support of the idea that introspective knowledge can serve as a ground or foundatio…
Education in and for the Belt and Road Initiative: The Pedagogy of Collective Writing
This paper is an experiment in collective writing conducted in Autumn 2019 at the Faculty of Education at Beijing Normal University. The experiment involves 12 international masters’ students reading the course based on the Belt and Road Initiative (BRI), their professor Michael Peters, visiting professor Petar Jandri c, and a mix of senior Chinese and Western scholars. To successfully complete the course, the students were required to produce a …
Why aren’t you taking any notes?’ On note-taking as a collective gesture
The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice wor…
Philosophy of education in a new key: A collective project of the Pesa executive
Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co
Infantologies. An Epat collective writing project
Infantologies is a collective writing project designed to express and\nsummarise important ideas, approaches and forms of advocacy in a\nshort and condensed method, in order to present a network of diverse\nthemes, arguments and evidence concerning infants.This is a collective\nwriting project invited fifteen scholars to participate by writing 500\nwords with maximum of 5 references in a short period of time (normally\na couple of weeks). It is a…
Teaching in the Age of Covid-19
This article presents a collection of short testimonies and workspace photographs received between 18 March and 5 May in response to my Call for Testimonies reproduced in the next section. The testimonies are lined up in order of when they were received. Each section starts with the place and time of writing, followed by a brief author biography, their testimony, and one workspace photograph. In numbers, the collection consists of 81 textual test…
Teaching in the Age of Covid-19—1 Year Later
In March 2020 I published the 'emergency editorial' in Postdigital Science and Education and invited the community to 'explore all imaginable aspects of this large social experiment that the Covid-19 pandemic has lain down in front of us' (Jandri 2020a: 237). Articles immediately started pouring in; within weeks, the journal's contributions had been recognized by institutions such as the World Health Organization, the US National Library of Medic…
Performing history: Culturally sustaining pedagogies for indigenous students in the historical disciplines
Current research into, and definitions of, historical literacy do not adequately acknowledge the cultural backgrounds of indigenous learners across the historical disciplines and levels. Nor do they recognise the vital role of historical literacy in empowering indigenous students. In conversations with teachers of a range of ethnicities and Māori and Pasifika students from across the historical disciplines, we asked: how can teachers inspire indi…
Kindness as Water in the University
If kindness were a thing, what would it look like?A rose without thorns?A cat without claws?Acts of kindness are often associated with feelings of warmth and softness: things that makes us feel comfortable, cared for.When we think of kindness as a form of activism, however, we find ourselves likening it to water: a liquid body of microresistances that can carve out routes in rock.As academics working in the often unkind institutional context of t…
Knowledge socialism in the Covid-19 era: A collective exploration of needs, forms, and possibilities
The inspiration for this collective writing project began with a digital conference entitled ‘Knowledge Socialism, COVID-19 and the New Reality of Education’ held at Beijing Normal University. In this conference and through this article, multiple researchers spread across six continents have engaged in the collaborative task of outlining emerging innovations and alternative contingencies towards education, international collaboration, and digital…
Exploring the philosophy and practice of collective writing
We are about to publish in the Routledge Editor’s Choice series a collection called The Philosophy, Methodology and Pedagogy of Collective Writing. This collection of collections represents the dev
Infanticides: The unspoken side of infantologies
Infanticides is the third article in a collective writing project that includes ‘Infantologies’ and ‘Infantasies’. It is designed to develop a philosophy of the infant, which is not tied to either developmental psychology or neuroscience but rather links itself to history and philosophy. It looks to develop a perspective on the world, beginning from the infant, that is critical, historical, and from the bottom up, so to speak. At the same time, t…
The case for academic plagiarism education: A Pesa Executive collective writing project
This is a collective writing piece from scholars on the PESA executive\nabout The Case for Academic Plagiarism Education
Sociology (32 works) · Philosophy (21 works) · Political science (21 works) · Pedagogy (19 works) · Psychology (18 works) · Epistemology (17 works) · Law (16 works) · Philosophy (14 works) · Digital Education and Society (13 works) · Law (13 works)