EDUCATING FOR SOCIAL JUSTICE IN A POST-DIGITAL ERA
Fuente:
Redalyc
Salvato in:
| Autore principale: | |
|---|---|
| Natura: | Artículo científico |
| Lingua: | en |
| Pubblicazione: |
Universidade Estadual do Sudoeste da Bahia
2020
|
| Soggetti: | |
| Accesso online: | |
| Tags: |
Aggiungi Tag
Nessun Tag, puoi essere il primo ad aggiungerne!!
|
| _version_ | 1876430301760061440 |
|---|---|
| author | Paulo Boa Sorte |
| author_facet | Paulo Boa Sorte |
| contents | EDUCATING FOR SOCIAL JUSTICE IN A POST-DIGITAL ERA Paulo Boa Sorte Cristiane Vicentini Educación Post Education digital era Social Justice This article focuses on education for social justice in a post-digital area. Nowadays, common sentiments of disenchantment and skepticism with technology are expressed by teachers’ choices of using or foregoing advanced technologies in their classrooms, either because they do not have access to them or because they are not properly taught (nor even trained) to use them. On the side of the students, post-truth, misinformation and disinformation have been blurring the way that contents and their relationship with the world should be considered. We define education for social justice, given the significant and substantial studies in the field (FREIRE, 1974/2010; MCDONALD, 2005, 2007, MCDONALD & ZEICHNER, 2009; LEONARD ET AL, 2010; AGARVAL ET AL, 2010; DE OLIVEIRA, 2013). We also deepen conceptions that we consider to be essential for confronting problems of the post-digital era: (i) attention to neoliberalism and its impacts on education for social justice (HURSH, 2005; COCHRAN-SMITH ET AL, 2009; SLEETER, 2009; MILNER, 2010); (ii) attention to race, racism, and a claim for anti-oppressive education (LADSON-BILLINGS & TATE, 1995; KUMASHIRO, 2000, 2001; BANKS, 2001; RICHERT ET AL, 2009; YOUNG, 2010; SLEETER, 2017). Our conclusions are geared towards the post-digital era, when access to data and the latest technology remains limited to those in positions of power. Teacher and teacher educators should strive to create environments which encourage exposure to perspectives that are inclusive of marginalized groups and allow for further understanding of a variety of ethnicities, cultures, socioeconomical backgrounds, and sexual orientations. 2020 artículo científico 1809-0249 https://www.redalyc.org/articulo.oa?id=695478696010 en http://www.redalyc.org/revista.oa?id=6954 Práxis Educacional application/pdf Universidade Estadual do Sudoeste da Bahia Práxis Educacional (Brasil) Num.39 Vol.16 |
| format | Artículo científico |
| id | redalyc_695478696010 |
| institution | Redalyc |
| language | en |
| publishDate | 2020 |
| publisher | Universidade Estadual do Sudoeste da Bahia |
| spellingShingle | EDUCATING FOR SOCIAL JUSTICE IN A POST-DIGITAL ERA Paulo Boa Sorte Educación Post Education digital era Social Justice EDUCATING FOR SOCIAL JUSTICE IN A POST-DIGITAL ERA Paulo Boa Sorte Cristiane Vicentini Educación Post Education digital era Social Justice This article focuses on education for social justice in a post-digital area. Nowadays, common sentiments of disenchantment and skepticism with technology are expressed by teachers’ choices of using or foregoing advanced technologies in their classrooms, either because they do not have access to them or because they are not properly taught (nor even trained) to use them. On the side of the students, post-truth, misinformation and disinformation have been blurring the way that contents and their relationship with the world should be considered. We define education for social justice, given the significant and substantial studies in the field (FREIRE, 1974/2010; MCDONALD, 2005, 2007, MCDONALD & ZEICHNER, 2009; LEONARD ET AL, 2010; AGARVAL ET AL, 2010; DE OLIVEIRA, 2013). We also deepen conceptions that we consider to be essential for confronting problems of the post-digital era: (i) attention to neoliberalism and its impacts on education for social justice (HURSH, 2005; COCHRAN-SMITH ET AL, 2009; SLEETER, 2009; MILNER, 2010); (ii) attention to race, racism, and a claim for anti-oppressive education (LADSON-BILLINGS & TATE, 1995; KUMASHIRO, 2000, 2001; BANKS, 2001; RICHERT ET AL, 2009; YOUNG, 2010; SLEETER, 2017). Our conclusions are geared towards the post-digital era, when access to data and the latest technology remains limited to those in positions of power. Teacher and teacher educators should strive to create environments which encourage exposure to perspectives that are inclusive of marginalized groups and allow for further understanding of a variety of ethnicities, cultures, socioeconomical backgrounds, and sexual orientations. 2020 artículo científico 1809-0249 https://www.redalyc.org/articulo.oa?id=695478696010 en http://www.redalyc.org/revista.oa?id=6954 Práxis Educacional application/pdf Universidade Estadual do Sudoeste da Bahia Práxis Educacional (Brasil) Num.39 Vol.16 |
| title | EDUCATING FOR SOCIAL JUSTICE IN A POST-DIGITAL ERA |
| topic | Educación Post Education digital era Social Justice |
| url | https://www.redalyc.org/articulo.oa?id=695478696010 |