Towards platform pedagogies: why thinking about digital platforms as pedagogic devices might be useful.
In a context where current forms of governance and polity across many societies are engaging with 'platformisation', the paper argues that the utility and consequences of using a theory of pedagogy can provide a different way to explain how digital technology might 'determine' subjectivity. This pap...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 43; no. 6; pp. 899 - 912 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Dec2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=160483007&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 160483007 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Dec2022 vid: 43 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 160483007 10.1080/01596306.2021.1919999 ppf: 899 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P size: 995KB tig: atl: Towards platform pedagogies: why thinking about digital platforms as pedagogic devices might be useful. aug: au: Sefton-Green, Julian affil: New Media Education, Deakin University, Burwood, Australia su: Digital technology Google Inc. Meta Platforms Inc. Inscriptions School enrollment Classrooms sug: subj: Digital technology Google Inc. Meta Platforms Inc. Inscriptions School enrollment Classrooms keyword: Pedagogicisation platforms surveillance templates textualisation trainability ab: In a context where current forms of governance and polity across many societies are engaging with 'platformisation', the paper argues that the utility and consequences of using a theory of pedagogy can provide a different way to explain how digital technology might 'determine' subjectivity. This paper describes the key process of how platforms work when considered as a 'pedagogic device': paying particular attention to how users 'learn' or are 'subjected' to norms and behaviours. It outlines three key dimensions of pedagogicisation, textualisation, templatisation and trainability arguing that digital platforms suggest an eternal process of school enrolment – a classroom we can never leave, a form of certification to which we aspire. To re-work Plantin, J. C., Lagoze, C., Edwards, P., & Sandvig, C. [(2018). Infrastructure studies meet platform studies in the age of Google and Facebook. New Media and Society, 20(1), 293–310.] formulation, it articulates a platformisation of pedagogy as much as a pedagogicisation of platforms thus concluding how the process of platformisation itself is part of a wider inscription into forms of pedagogic authority. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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