What is ‘critical’ in critical studies of edtech? Three responses
Abstrak
We describe our focus in Learning, Media and Technology as the ‘ critical analysis of the social, cultural and political aspects of digital media production, consumption, technology and culture in educational contexts ’ . But what work is the word ‘ critical ’ doing in current research on education and technology? The meaning of ‘ critical ’ has never been stable. It varies across the fi elds that contribute to the conversation on edtech – from education to sociology, media studies, cultural studies, history, philosophy and others – and it changes over time. Some scholars wonder if we are facing a ‘ fatigue of critique ’ or suggest we move towards ‘ post-critique ’ (Editorial Team 2020; Hodgson, Vlieghe, and Zamojski 2018). Yet at the same time, I have been intrigued recently by the emergence of generative, speculative and utopian approaches to criticality in the most mainstream of places: funded research projects. Given this ‘ mainstreaming ’ of what was previously marginal in the fi eld of education and technology, now seems like an opportune moment to take stock of the priorities in current critical research on learning, media and technology, and to highlight areas for the future of this conversation.
Penulis (1)
Felicitas Macgilchrist
Akses Cepat
- Tahun Terbit
- 2021
- Bahasa
- en
- Total Sitasi
- 54×
- Sumber Database
- Semantic Scholar
- DOI
- 10.1080/17439884.2021.1958843
- Akses
- Open Access ✓