Pregled bibliografske jedinice broj: 747848
Who is Really in Charge of Contemporary Education? People and technologies in, against and beyond the neoliberal university
Who is Really in Charge of Contemporary Education? People and technologies in, against and beyond the neoliberal university // Open review of educational research, 1 (2014), 1; 193-210 doi:10.1080/23265507.2014.989899 (podatak o recenziji nije dostupan, članak, znanstveni)
CROSBI ID: 747848 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Who is Really in Charge of Contemporary Education? People and technologies in, against and beyond the neoliberal university
Autori
Hayes, Sarah ; Jandrić, Petar
Izvornik
Open review of educational research (2326-5507) 1
(2014), 1;
193-210
Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni
Ključne riječi
technology enhanced learning; e-learning; critical discourse analysis; CDA; in against and beyond; neoliberal university
Sažetak
This article reflects on the position of people in, against and beyond information and communication technologies. Firstly, using Jandrić and Kuzmanić’s work on digital postcolonialism, Raymond Williams's work on residual and emergent cultures, and Deleuze and Guattari's insights into the dynamics between territorialization, de-territorialization and re-territorialization, it develops a theoretical framework for inquiry into the hybrid identity of the contemporary university. Then, through critical discourse analysis (CDA), the article moves on to analyse the ways in which technology discourse resides in the dominating ideology of technological determinism and co-opts with neoliberal agendas by omitting humans from explicit mention in UK policy documents. It shows that true counter-hegemonic practice against dominating social practices is possible only through reinvigorating the central position of human beings in regards to information and communication technologies. Within the developed theoretical framework, it seeks openings to intervene subversively into current relationships between technologies, people, and (higher) education, and to identify opportunities for building a non-determinist identity of the contemporary university that reaches beyond the single-minded logic of techno-scientific development. In the process, it situates Paulo Freire's insights into critical pedagogy in the context of the network society, and places the relationships between human beings, language and information and communication technologies amongst central questions of today's (higher) education and society at large.
Izvorni jezik
Engleski
Znanstvena područja
Politologija, Informacijske i komunikacijske znanosti, Pedagogija
