By Neil Selwyn
Drawing on a wealth of theoretical and empirical paintings, Education in a electronic World tackles a few urgent questions, resembling, how are ‘global’ traits in academic expertise refracted via nationwide guidelines and strategies? How precisely are academic applied sciences associated with problems with worldwide economics and the fortunes of nationwide and foreign economies? To what volume are electronic applied sciences implicated within the commercialisation, marketization and commodification of schooling?
These questions, and others, are addressed all through 8 wide-ranging chapters, which examine themes equivalent to the nationwide coverage thoughts of nations throughout North and South the United States, Europe and East Asia, the academic know-how portfolios of overseas corporations comparable to the United international locations and Microsoft, in addition to the function of schooling and expertise in overseas improvement and the on-going efforts to supply ‘one computing device in step with baby’ throughout low-income areas and nations. via those examples Selwyn develops a close research of schooling, know-how and globalisation, drawing jointly arguments and debates from a number of educational views. Written in a close yet obtainable demeanour, this is often a necessary e-book for a person wishing to realize a greater realizing of the function of schooling and know-how in modern globalised society.
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Extra resources for Education in a Digital World: Global Perspectives on Technology and Education
In addition to these insights, a further valuable addition that the post-colonialist perspective brings to our analysis of education, technology and globalisation is an emphasis on the pursuit of agendas for resistance, intervention and change. Indeed, the post-colonial rejection of the assumed superiority of Western cultures and agendas of progress and modernity is built around an implicitly radical agenda of seeking equality and well-being across the world. The post-colonial position is therefore useful in its interest in the formation of alternative forms of educational technology that could be considered more ‘appropriate’ – for example, technological arrangements that are based around the increased valuing of indigenous culture and language, or conceptions of learning that are privileged in other countries.
Of course it is important to recognise at this early stage of our analysis that any changes that can be identiﬁed will be iterative and cumulative in nature. In rejecting the sceptical position we are not proposing instead that there is any identiﬁable global force for change when it comes to education and technology. Instead, we should simply acknowledge that there are a large number of changes in education (both minor and major) that could be said to be associated to some degree with the activities of a range of subjects of globalisation.
Its eﬀects on the politics of education are complex … Increasingly shaped as it is by globalization – both directly and via the eﬀects of globalization in national government – education at the same time has become a primary medium of globalization, and an incubator of its agents. As well as inhibiting or transforming older kinds of education, globalization creates new kinds. Problematising Education, Technology and Globalisation These latter debates and deﬁnitions therefore oﬀer a solid and sensible basis for the remainder of the book.