Abstract
The COVID-19 pandemic and the move to remote education exposed old and new inequities, yet it also represented an opportunity to rethink inclusive education. This paper presents findings from a one-year project DIGITAL in a time of Coronavirus and draws upon policy analysis and interviews with teachers, principals, and community leaders from six countries in the Global North and South (Italy, England, Malaysia, Australia, United States and Chile). By mobilising education assemblage theory to challenge binary divisions (included/excluded, modern/colonial, local/global), it presents five concepts to rethink inclusion and its relationship with technologies. It illustrates how during the pandemic alternative entanglements of digital and non-digital technologies challenged narrow and Eurocentric constructions of the digital divide enabling inclusive subjective experiences. Drawing upon local possibilities and histories, re-habilitating non-scientific knowledges, especially in view of future experiences of blended education, the paper seeks to provide policy tools to rethink current understandings of inclusive education.
Original language | English |
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Journal | Learning, Media and Technology |
Early online date | 7 Oct 2022 |
DOIs | |
Publication status | E-pub ahead of print - 7 Oct 2022 |
Bibliographical note
Publisher Copyright:© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Funding
This work was supported by the YTL Foundation.
Keywords
- COVID-19
- neoliberalism
- assemblage theory
- decolonial and inclusive education
- technologies
ASJC Scopus subject areas
- Education
- Media Technology