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Richard Terry (Student Researcher)

Richard Terry

Supervisor: Dr Nate Tkacz


My academic background is in the social sciences. I have a BA in Social Anthropology from the School of African and Asian Studies, University of Sussex, and an MSocSc in Industrial Archaeology from the Department of Economic History, University of Birmingham.

My professional experience encompasses teaching, educational software design, and the development of e-learning and networked learning in Higher Education. I’m also a qualified software developer and project manager.

Research Topic

My PhD research topic follows an interdisciplinary approach, seeking to investigate the interrelationship of power and knowledge in the context of social practice in networked digital environments.

I’m researching effective methods to discover how this interrelationship is enmeshed in the production, distribution, exchange and consumption of knowledge in an increasingly globalised, networked and, most especially, financialised political economy.

I’m also particularly interested in the socio-political implications of this current historical shift specifically, but not exclusively, in terms of the educational domain, of which the recent proliferation of Massive Open Online Courses may be merely one symptom.

I’m also keen to address examples, in online and digital contexts, of the misrecognition of hierarchisation at the core of social practices, including in the domains of knowledge such as education that seem to serve, in Bourdieu’s terms, as “institutionalised classifiers” involving “submission to dominant values” in the midst of a more general struggle for political dominance.

Research Interests

My conceptual and methodological interests include the use of social theory that aims to offer a robust critique of hierarchical social structures and processes via analyses of social practice in specific contexts. In a more general sense this invokes theoretical perspectives on the epistemological foundations of power, the interplay of structure and agency, and the specificities of continuity and change.

I believe that such critical perspectives potentially have valuable implications for reassessing the meaning and reenergising the potential of ideas such as “increased participation”, “democratic practice” and “citizenship".


Peer reviewed articles

Terry, R. (in press). Time, Telos, Techne, Doxa: the challenges of Massive Open Online Courses. Knowledge Cultures.



Centre for Interdisciplinary Methodologies
University of Warwick
Coventry CV4 7AL

Email: R dot Terry at warwick dot ac dot uk