Potential Abstract: In this study, we explore the intersection of rhetoric and praxis within the context of authentic learning environments created through commons-based peer production. Drawing on theories of rhetoric and critical pedagogy, we investigate how students engage in authentic collaborative practices to not only produce knowledge but also to critically reflect on their learning experiences. Through a qualitative case study approach, we examine the dynamics of communication, collaboration, and knowledge construction within online and offline spheres where students participate in commons-based peer production activities. Our findings highlight the ways in which rhetorical strategies and praxis inform and shape students’ interactions, decision-making processes, and knowledge creation in these authentic learning spaces. By understanding the role of rhetoric in shaping praxis within commons-based peer production, we can better design educational experiences that foster critical thinking, collaboration, and creativity among students.
Potential References:
- Commons-based peer production in the work of Yochai Benkler
- Open Writing: Wikis, Commons-Based Peer Production, and the Composition Classroom
- Can peer production democratize technology and society? A critical review of the critiques
- The Duality of Peer Production: Infrastructure for the Digital Commons, Free Labor for Free‐Riding Firms
- Re-skilling the Social Practices: Open Source and Life–Towards a Commons-Based Peer Production in Agro-biotechnology?
