Educational Imaginaries: Governance at the Intersection of Technology and Education

Autor/in	Rahm, Lina
Titel	Educational Imaginaries: Governance at the Intersection of Technology and Education
Quelle	In: Journal of Education Policy, 38 (2023) 1, S.46-68 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rahm, Lina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2021.1970233
Schlagwörter	Digital Literacy; Citizenship; Computer Uses in Education; Computer Attitudes; Automation; Educational History; Media Literacy; Information Literacy + Suchen Sie Ihr Suchwort? Staatsbürgerschaft; Computernutzung; History of education; Bildungsgeschichte; Media skills; Medie competence; Medienkompetenz; Informationskompetenz
Abstract	This article argues that sociotechnical imaginaries, defined as collectively held, institutionally stabilized, and publicly performed visions of desirable sociotechnical futures, are significantly connected to visions, policies, and projects of educating citizens. These visions, policies, and projects -- or educational imaginaries -- constitute ways to problematize, negotiate and ultimately govern citizens and citizenship at the intersection between technology and education. This article presents a model which conceptualizes and analyzes educational imaginaries, and specifically introduces the notion (and method) of 'problematizations' into these imaginaries. The model, consisting of four key components -- technology, problematizations, collective actors, and target populations -- is exemplified through a genealogy of the education of the 'digitalized citizen'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01