In/equalities in digital education policy–sociotechnical imaginaries from three world regions

Patricia Ferrante, Federico Williams, Felix Büchner, Svea Kiesewetter, Godfrey Chitsauko Muyambi, Chinaza Uleanya, Marie Utterberg Modén

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)

Abstract

The interplay of digital technologies and inequalities are increasingly discussed in contemporary research, mostly focusing on different forms of digital divides and often addressed as a ‘problem’ that societies should face. Hence, digital education and its governance becomes a major arena for addressing inequalities. In this paper, we offer a cross-country and multi-voiced perspective on how socio-digital inequalities are problematized in digital education policy in three world regions–Latin America, Africa and Europe–studying cases through policy documents in Argentina, Mexico, South Africa, Botswana, Germany and Sweden. Our analysis shows how differences and similarities between digital education policy are rooted in various sociotechnical imaginaries that go beyond the national as they are highly situated in spatial–temporal contexts and rooted in historical trajectories. Our contribution aims at a further exploration of the entanglements of educational technology and in/equalities through global conditions and local (hi)stories.

Original languageEnglish
Pages (from-to)122-132
Number of pages11
JournalLearning, Media and Technology
Volume49
Issue number1
DOIs
Publication statusPublished - 2024
Externally publishedYes

Keywords

  • Digital inequalities
  • digital education
  • digital policies
  • global and local entanglements
  • sociotechnical imaginaries

ASJC Scopus subject areas

  • Education
  • Media Technology

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