| Summary/Abstract |
Theorising situated knowledge formation in relation to geopolitics, geoeconomics and the geosocial, this article adds to the growing literature that evaluates Massive Open Online Courses (MOOCs) by studying who actually participates in them, how, and with what sorts of outcomes. Doing so, this article argues against a geoeconomic view of MOOCs as the revolutionary technology of borderless ‘flat world’ education. Instead, it outlines the far-from-borderless landscape of MOOC participation in terms of geosocial unevenness using evidence from the discussion boards of a global MOOC on globalisation. Based on this empirical evidence, this article suggests that MOOCs can enable forms of connective action through online educational networking, but that these forms of cyborg knowledge formation are possible precisely because they are not ‘borderless, gender-blind, race-blind, class-blind and bank account blind’.
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