In a context where current forms of governance and polity across many societies are engaging with 'platformisation', the paper argues that the utility and consequences of using a theory of pedagogy ...can provide a different way to explain how digital technology might 'determine' subjectivity. This paper describes the key process of how platforms work when considered as a 'pedagogic device': paying particular attention to how users 'learn' or are 'subjected' to norms and behaviours. It outlines three key dimensions of pedagogicisation, textualisation, templatisation and trainability arguing that digital platforms suggest an eternal process of school enrolment - a classroom we can never leave, a form of certification to which we aspire. To re-work Plantin, J. C., Lagoze, C., Edwards, P., & Sandvig, C. (2018). Infrastructure studies meet platform studies in the age of Google and Facebook. New Media and Society, 20(1), 293-310. formulation, it articulates a platformisation of pedagogy as much as a pedagogicisation of platforms thus concluding how the process of platformisation itself is part of a wider inscription into forms of pedagogic authority.
Using digital media is complicated. Invasions of privacy, increasing dataveillance, digital-by-default commercial and civic transactions and the erosion of the democratic sphere are just some of the ...complex issues in modern societies. Existential questions associated with digital life challenge the individual to come to terms with who they are, as well as their social interactions and realities. In this article, we identify three contemporary normative responses to these complex issues –digital citizenship, digital rights and digital literacy. These three terms capture epistemological and ontological frames that theorise and enact (both in policy and everyday social interactions) how individuals learn to live in digitally mediated societies. The article explores the effectiveness of each in addressing the philosophical, ethical and practical issues raised by datafication, and the limitations of human agency as an overarching goal within these responses. We examine how each response addresses challenges in policy, everyday social life and political rhetoric, tracing the fluctuating uses of these terms and their address to different stakeholders. The article concludes with a series of conceptual and practical ‘action points’ that might optimise these responses to the benefit of the individual and society.
Digital writing is constantly in tension with the way that school recontextualizes forms of resistance and vernacular knowledge in order to sustain control and power relations across society. Yet the ...social practices of digital writing are diverse, wide-ranging and constantly challenge forms of authorized knowledge across a variety of different social domains. This article considers definitions of digital writing (what is counted as such, by whom and in whose interests?) with the aim of disentangling vernacular and formal "digital writing" literacies. The discourse of other art fields (film and photography especially) raises questions about the logocentrism of print. Such discussion of variation in forms of expressivity and communication challenges and redefines what counts as writing in a conventional sense. I argue that the balance between school control over what counts as writing is under constant stress and is central to the politics of literacy.
Amidst ongoing technological and social change, this article explores the implications for critical education that result from a data-driven model of digital governance. The article argues that ...traditional notions of critique which rely upon the deconstruction and analysis of texts are increasingly redundant in the age of datafication, where the production of information is automated and hidden. The article explains the concept of the 'educative subject' within the liberal education tradition, with specific focus on the role of critique and reflexivity in their becoming. It explores how the logics and practices of datafication and automation pose unprecedented challenges to the educative subject, examining three features in particular: the creation of data subjects; the rise of correlationalism; and the move from representation to operationalisation. The article concludes by outlining a research agenda to address the existential challenges posed by data education.
Youthsites Sefton-Green, Julian; Fitzsimmons Frey, Heather; Poyntz, Stuart R
05/2023
eBook
This book is an original study of youth organizations in London, Toronto, and Vancouver that represent a burgeoning global sector of creative and cultural learning for socially marginalized young ...people. The book is also about a sector that is not recognized as such—organizations that do not like being institutionalized, forms of education that exist outside the mainstream, types of aesthetic expression that often go unrecognized, and opportunities for socially marginalized young people who are frequently denied them. Rooted in the history of community arts movements from the 1970s, YouthSites or the non-formal youth arts learning sector is now part of cities throughout the world. Technological change, shifts in educational discourses, changes in policy rhetorics, including a turn away from traditional public institutions, and a corresponding decline in confidence and funding of formal public schooling have all impacted the growth of youth arts organizations. Yet, there are currently no systematic studies of the history, structure, and development of this sector. This book fills this gap and is the first book to develop an internationally comparative, evidence-based, structural analysis of the development of the youth arts sector. Based on an original 4-year study examining the history, priorities, and tensions within this sector between 1995 and 2015, this book explores the new creative transition routes, organizations, and people who help young people become creators, citizens, or just themselves at a time when support for young people seems to be perilously fragile or at risk.
The essay argues that the various new imaginaries of the connected, creative, autonomous, coding, motivated and making digital learner have their roots in diverse and older visions of a different ...kind education system (especially the craft learner working in communities of practice) than that promulgated by the human-capital inspired neoliberal governmentalised States in the world today. Tracing the histories of the older imaginaries in a cultural history of autodidacticism I examine how they become incorporated by, and thus recalibrate competing visions of the “new learner of tomorrow”.
Ubiquitous datafication of children and families in educational and everyday settings is both a result of and catalyst for power asymmetries between digital platforms and their users. These platforms ...seek to know their users by extracting and analysing various streams of personal information, often discreetly. However, the users are rarely equipped to do the same to the platforms as information about these platforms is often obscured, convoluted, or simply unavailable. This article explores the possibilities of reversing such power imbalance via the design intervention of an Australia-focused educational technology (EdTech) database developed by the authors of this article. Employing a design intervention method, the database is a collection of publicly available information about EdTech companies and products that target young children and their parents or educators in Australia. This alternate commentary article presents and discusses the ongoing processes of developing the database to reflect on what it says about the power relations between EdTech providers and their users. It demonstrates how the database works as a pedagogical space where people learn how to critically unpack and think about contemporary EdTech platforms. The database is positioned as a point of convergence for different actors involved in children's digital learning to collectively understand what needs to be done to enact and protect children's digital rights in education.
The author examines two films: 'You, Me and Everyone We Know' and 'Poltergeist' and uses them as the organising themes for his review in an attempt to explore research about young people and the ...media over the past 20 years. The current levels of attention to learning to write, to 'master' the technology, to appropriate a play with identity, and to act in the sexualised adult world are all important in current debates around how young people use the media. They also frame how educators now theorise and study children's interactions with the media as pedagogic relationships with significant educational potential. Contextualising these debates is central to the authors argument, and in general this means that his approach is slightly different from some of the other contributors to this volume. The author is not offering a comprehensive study of recent research in this field but more an overview of thematic arguments designed to question how education research in this area intersects with changes in policy and public debate. His analysis is broadly constructed out of cultural studies paradigms, and is thus interested in focusing attention on attempting to understand why certain kinds of analysis and research have been popular over the past 20 years and how such interest affects broad attitudes toward learning, education, schools, and culture beyond the narrower interest of professional education researchers. The author argues that an interest in forms of media culture helps us understand wider notions of learning beyond education or school systems and shows how these models of learning may from time to time conflict, support, or be in tension with each other as the media now actively 'competes' with schooling as a key learning domain. The author believes that this approach is useful in helping educators understand not only changing fashions in educational theory but what kinds of arguments may help create social and political change. Author abstract, ed
The social utility of 'data literacy' Pangrazio, Luci; Sefton-Green, Julian
Learning, media and technology,
04/2020, Letnik:
45, Številka:
2
Journal Article
Recenzirano
This article examines the social utility of the concept, 'data literacy'. Recent developments in the processes of datafication challenge long-held assumptions about privacy and the role of both state ...and commerce in individual lives. Typically, these have been addressed through: regulatory legal constraints underwritten by the nation state but are difficult to enforce at a global level; tactical resistance through forms of self-regulation and technical innovations, and; educational interventions, typically as 'literacy', which brings understanding of the new forms of digital control. The article considers the benefit of theorising digital data as a 'text' and reviews current educational models of data literacy, categorised here as formal, personal and folk pedagogies of data. The article concludes that while the analogy between print and data has many inconsistencies, the term has rhetorical benefits. However, to become a meaningful strategy 'data literacy' requires both a more complete theorisation and complex practical development.
Teacher learning and the everyday digital Wood, Narelle; Beavis, Catherine; Cloonan, Anne ...
Australian educational researcher,
03/2020, Letnik:
47, Številka:
1
Journal Article
Recenzirano
As mobile and connected digital practices reshape social, interpersonal and learning relationships, it is increasingly challenging for teachers and schools to keep pace with rapid change. This paper ...reports on a professional learning project which set out to support teachers to learn more about how students in their classes used technologies, which technologies they used, what they thought about how they and others used them, and what they used them for. Teachers' research into students' digital use acted as a necessary intervention and prior step to developing classroom- and school-level responses to young people's use of digital technologies. The paper reports on teachers' findings, their responses to what they learnt and the implications for schools. In parallel, it reports also on the processes of the research and its deliverables as a professional learning enterprise, and the operation and value of this approach as professional learning methodology. Author abstract
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