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In this chapter, democratisationDemocratisation of educational spaces means that we welcome non-standard entrants into professional roles in education. Teaching and designing learning can be done by people without the usual (post)graduate pedagogical qualifications. Educational research can be done by people who do not have PhD degrees and formal training in research methods. But how do we go about opening up educational spaces and pushing these boundaries? What about legitimacy, accreditation and rigour? To engage with such questions, it is enlightening to look at the periphery of educational systems because it is here that experimentation can thrive. We therefore take a tour to rural India to look at alternative learning pathways, covering both deaf educationDeaf education and education for sustainabilitySustainability, sustainable. Here we find innovations that are enabled by a cast of supporting actors: multilingualismMultilingualism(s), multimodalityMultimodality, and gamificationGamification. I present examples of educational settings with several languages both signed and spoken used in different modalities such as writing, fingerspelling, and visual multimedia. In addition, gamificationGamification of learning also plays an important role in breaking down the usual power dynamics in teaching and learning.

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Multilingualism, Multimodality, and Gamification: Pathways to Democratising Educational Spaces

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2025年

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  • Ulrike Zeshan

摘要

In this chapter, democratisationDemocratisation of educational spaces means that we welcome non-standard entrants into professional roles in education. Teaching and designing learning can be done by people without the usual (post)graduate pedagogical qualifications. Educational research can be done by people who do not have PhD degrees and formal training in research methods. But how do we go about opening up educational spaces and pushing these boundaries? What about legitimacy, accreditation and rigour? To engage with such questions, it is enlightening to look at the periphery of educational systems because it is here that experimentation can thrive. We therefore take a tour to rural India to look at alternative learning pathways, covering both deaf educationDeaf education and education for sustainabilitySustainability, sustainable. Here we find innovations that are enabled by a cast of supporting actors: multilingualismMultilingualism(s), multimodalityMultimodality, and gamificationGamification. I present examples of educational settings with several languages both signed and spoken used in different modalities such as writing, fingerspelling, and visual multimedia. In addition, gamificationGamification of learning also plays an important role in breaking down the usual power dynamics in teaching and learning.