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Maker education is an offshoot of the maker movement, which Time magazine described as "the umbrella term for independent innovators, designers and tinkerers. A convergence of computer hackers and traditional artisans, the niche is established enough to have its own magazine, Make, as well as hands-on Maker Faires that are catnip for DIYers who used to toil in solitude". [3]
The maker culture is a contemporary subculture representing a technology-based extension of DIY culture [1] that intersects with hardware-oriented parts of hacker culture and revels in the creation of new devices as well as tinkering with existing ones. The maker culture in general supports open-source hardware.
Initiatives that are entangled with other streams can be abandoned, and if an unfavorable topic arises, the system can be overloaded to protect the pragmatist's interests. [2] This can be accomplished by bringing up different problems and solutions, which will slow the decision-making process down and make it more complex. [ 2 ]
The consequences of anti-oppressive education include a deep commitment to changing how educators conceptualize and engage in curriculum, pedagogy, classroom management and school culture. [4] There is also an implication that institutional structure and policies must be transformed.
Zines quickly branched off from being hand-made music magazines to become more personal; they quickly became one of the youth culture's gateways to DIY culture. This led to tutorial zines showing others how to make their own shirts, posters, zines, books, food, etc. The terms "DIY" and "do-it-yourself" are also used to describe: Zines, London
A German hackerspace (RaumZeitLabor). A hackerspace (also referred to as a hacklab, hackspace, or makerspace) is a community-operated, often "not for profit" (501(c)(3) in the United States), workspace where people with common interests, such as computers, machining, technology, science, digital art, or electronic art, can meet, socialize, and collaborate. [1]
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It is, to begin with, much less static than the others. It stresses a process view of minding, including the fact that "minding" is undergoing constant change. "Meaning making" also forces us to focus on the individuality and the uniqueness of the meaning maker (the minder). In most of the other metaphors there is an assumption of "sameness" in ...