Educational imaginaries: governance at the intersection of technology and education

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 projec...

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Bibliographic Details
Published in:Journal of education policy Vol. 38; no. 1; pp. 46 - 68
Main Author: Rahm, Lina
Format: Journal Article
Language:English
Published: London Routledge 2023
Taylor & Francis Ltd
Subjects:
Automation
citizen education
Citizens
Citizenship
Computer Attitudes
Computer Uses in Education
computerization and education policies
Digital Literacy
Education
Education policy
Educational History
educational imaginaries
Educational technology
Genealogy
Governance
Historiska studier av teknik, vetenskap och miljö
History of Science, Technology and Environment
Information Literacy
Media Literacy
policy analysis
problematizations
socio-technical imaginaries
Technology
ISSN:0268-0939, 1464-5106, 1464-5106
Online Access:Get full text
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Summary: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'.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0268-0939
1464-5106
1464-5106
DOI:10.1080/02680939.2021.1970233