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Media and Education in the Digital Age

Concepts, Assessments, Subversions

Edited By Matteo Stocchetti

This book is an invitation to informed and critical participation in the current debate on the role of digital technology in education and a comprehensive introduction to the most relevant issues in this debate. After an early wave of enthusiasm about the emancipative opportunities of the digital «revolution» in education, recent contributions invite caution, if not scepticism. This collection rejects extreme interpretations and establishes a conceptual framework for the critical questioning of this role in terms of concepts, assessments and subversions. This book offers conceptual tools, ideas and insights for further research. It also provides motivation and information to foster active participation in debates and politics and encourages teachers, parents and learners to take part in the making of the future of our societies.
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The politics of Educational Reform in the Digital Age: Concepts, Assessments and Subversions

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Matteo Stocchetti

Abstract

Education is a political process in which a variety of actors compete for the control over the future of society. In this process, the role of technology is construed along ideological lines, and the professional role of educators is a reflection of their political role. This introductory chapter offers a preliminary description of a conceptual framework designed to foster critical and hopefully emancipative participation in the debate on the role of digital technology in the politics of educational reform. The main point is that some of the most important themes in this debate can be addressed in terms of concepts, assessment and subversions. The chapters in this collection are contributions to the development of a conceptual framework that enables emancipative participation in the politics of education.

The essays collected in this volume discuss the role of digital technology in education from diverse perspectives and in relation to a variety of issues, but share, coherently with the research programme that has inspired them, the intent of promoting informed and active participation in the reform of education in late capitalist societies. In this volume we have deliberately tried to avoid forcing the reader into the discussion of intra-disciplinary theoretical or conceptual development. Those issues are surely relevant and effectively discussed in other fora. In this introductory chapter, however, it seemed a good idea to briefly describe the conceptual co-ordinates of this collection – its starting points, its goals, and the analytical strategy that links...

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