Postdigital failures, fissures, flows, and fixes in schools in Argentina and South Africa : from imaginaries to repair practices [Separata] /
This chapter describes and analyses sociotechnical imaginaries, practices of repair, and fixes in school digitalization in the context of Argentina and South Africa. The two case studies entailed policy document analyses using Bacchi’s ‘What’s the problem represented to be?’ (WPR) approach combined...
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| Autores principales: | , |
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| Autor Corporativo: | |
| Formato: | Libro |
| Lenguaje: | Inglés |
| Publicado: |
Suiza :
Springer,
2025
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| Materias: | |
| Acceso en línea: | https://doi.org/10.1007/978-3-032-01539-6 |
| Aporte de: | Registro referencial: Solicitar el recurso aquí |
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| 008 | 171107t2025|||| || fs|2 000 | eng d | ||
| 037 | |n Depósito reglamentario | ||
| 040 | |a AR-BaFLA |c AR-BaFLA |b spa |e rda | ||
| 041 | 0 | |a eng | |
| 043 | |c AR |c ZA | ||
| 100 | 1 | |a Ferrante, Patricia Margarita |9 7412 |e aut. | |
| 110 | 2 | |a FLACSO. Programa Argentina |9 110 | |
| 245 | 1 | 0 | |a Postdigital failures, fissures, flows, and fixes in schools in Argentina and South Africa : |b from imaginaries to repair practices [Separata] / |c Patricia Ferrante and Paul Prinsloo |h DIG |
| 260 | |a Suiza : |b Springer, |c 2025 | ||
| 300 | |a pp. 209-328 | ||
| 504 | |a incl. ref. | ||
| 520 | |a This chapter describes and analyses sociotechnical imaginaries, practices of repair, and fixes in school digitalization in the context of Argentina and South Africa. The two case studies entailed policy document analyses using Bacchi’s ‘What’s the problem represented to be?’ (WPR) approach combined with ethnographic observations of secondary school classrooms, and interviews with teachers and principals. The analysis shows an interplay between local policies and postdigital practices in schools entangled in global trends that unfold in vulnerable infrastructures, triggering different sorts of fixes and patches. In both countries, digital education policies expanded since the beginning of the twenty-first century and share a solutionist expectation about Information and Communication Technology. Informed by global indices and rankings, dominant narratives of ‘lifelong learning’, and the digitalization of pedagogy, the policies imagine the repair of historical injustices and inequalities, and improvements of (e)quality. The operationalization of national and supranational imaginaries shows how school actors navigate the realization of these sociotechnical imaginaries amid frequent digital breakdowns, and how they have to improvise fixes circumventing system failures in an evolving postdigital hybridity. | ||
| 650 | 4 | |a NUEVAS TECNOLOGIAS |9 120 | |
| 650 | 4 | |a CULTURA DIGITAL |9 1769 | |
| 650 | 4 | |a DIGITALIZACION |9 1364 | |
| 650 | 4 | |a APRENDIZAJE |9 822 | |
| 650 | 4 | |a POLITICA EDUCATIVA |9 269 | |
| 650 | 4 | |a BRECHA DIGITAL |9 36270 | |
| 650 | 4 | |a DESIGUALDAD SOCIAL |9 99 | |
| 650 | 4 | |a ETNOGRAFIA |9 688 | |
| 651 | 7 | |a ARGENTINA |9 31582 | |
| 651 | 7 | |a SUDAFRICA |9 1729 | |
| 690 | 4 | |a EDUCACION |9 14851 | |
| 700 | 1 | |a Prinsloo, Paul |9 39919 |e aut. | |
| 773 | |d Cham : Springer, 2025 |t Postdigital (re)imaginations : critiques, methods, and interventions |x 2662-5326 | ||
| 856 | |u https://doi.org/10.1007/978-3-032-01539-6 | ||
| 942 | |c ART | ||
| 999 | |c 52432 |d 52432 | ||