教育政策想象与危机:教育技术和 COVID-19 危机案例

Q3 Social Sciences Contemporary Education Dialogue Pub Date : 2023-11-21 DOI:10.1177/09731849231206217
Yusuf Sayed, Meera Chandran, R. Pappu
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引用次数: 0

摘要

危机的表现形式多种多样,在随之产生的各种影响中,教育供给受到了影响。危机可能导致教育在政策想象中的地位发生重大变化。COVID-19 危机就是这样一个决定性地塑造教育政策想象的时刻。教育技术被视为一种全球性的解决方案,使教育得以不间断地进行。这种新的想象有别于大流行前的模式(试图分阶段将数字技术融入教育),因为教育技术可以打包、个性化、平台化,并根据消费者的方便程度和支付设备和资源的能力提供给他们。因此,本说明追踪了在 COVID-19 危机期间出现的围绕教育技术而建立的教育政策想象,并认为有必要对其进行批判性审查,因为这种政策反应如何能够并确实揭示和加剧了教育中现有的不平等。
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Education Policy Imaginary and Crises: The Case of EdTech and the COVID-19 Crisis
Crises manifest in diverse ways and among the various effects that ensue, educational provisioning is impacted. Crises may result in significant shifts in how education figures in the policy imaginary. The COVID-19 crisis marks one such moment that decisively shaped the education policy imaginary. EdTech came to be seen as a global solution enabling education to continue in an uninterrupted manner. This new imaginary is distinct from the pre-pandemic models (that sought to integrate digital technologies into education in a phased manner) in that EdTech can be packaged, personalised, platformed and made available to consumers at their convenience and capacity to pay for devices and resources. The note thus tracks the emergence during the COVID-19 crisis of an education policy imaginary that is built around EdTech and argues for the need to critically review it, given how such policy responses can and do reveal and exacerbate the existing inequities in education.
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来源期刊
Contemporary Education Dialogue
Contemporary Education Dialogue Social Sciences-Education
CiteScore
2.20
自引率
0.00%
发文量
15
期刊介绍: Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.
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