A pedagogy of digital identities: identity as a conceptual lens for teaching socio-technical justice
Given the complexities and inequities of our digitised lives, many educators are developing technology curricula with an orientation towards social justice outcomes. Our pedagogical goals are to centre issues of digital inequalities, power, and social justice in curriculum about digital technologies...
Saved in:
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Digital Culture & Education (DCE)
2024-11-01
|
| Series: | Digital Culture & Education |
| Subjects: | |
| Online Access: | https://www.digitalcultureandeducation.com/volume-151-papers/condie-et-al-2024 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1846157237883502592 |
|---|---|
| author | Jenna Condie Luigi Di Martino Benjamin Hanckel Thilakshi Mallawa Arachchi Bhavya Chitranshi |
| author_facet | Jenna Condie Luigi Di Martino Benjamin Hanckel Thilakshi Mallawa Arachchi Bhavya Chitranshi |
| author_sort | Jenna Condie |
| collection | DOAJ |
| description | Given the complexities and inequities of our digitised lives, many educators are developing technology curricula with an orientation towards social justice outcomes. Our pedagogical goals are to centre issues of digital inequalities, power, and social justice in curriculum about digital technologies. To do this, we use ‘identity’ as a conceptual lens and narrative for students to critically examine digital technologies. Drawing on a duo-ethnographic method, we examine the development of our ‘Digital Identities’ curriculum over an eight-year period, which encompasses teaching practices that make visible and aim to challenge the inequalities and inequities perpetuated by digital technologies and systems. A ‘pedagogy of digital identities’, we argue, positions students to explore the implicit assumptions embedded in technological design, reflexively consider their own digital identities, practices, and experiences of power, as well as (re)consider the socio-technically (un)just implications of our digitalising society. |
| format | Article |
| id | doaj-art-6cb8a1680dea447e907065442d68fa1f |
| institution | Kabale University |
| issn | 1836-8301 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Digital Culture & Education (DCE) |
| record_format | Article |
| series | Digital Culture & Education |
| spelling | doaj-art-6cb8a1680dea447e907065442d68fa1f2024-11-25T12:26:42ZengDigital Culture & Education (DCE)Digital Culture & Education1836-83012024-11-011517188A pedagogy of digital identities: identity as a conceptual lens for teaching socio-technical justiceJenna Condie0https://orcid.org/0000-0002-0811-0517Luigi Di Martino1Benjamin Hanckel2https://orcid.org/0000-0002-4324-9733Thilakshi Mallawa Arachchi3https://orcid.org/0000-0003-2559-6552Bhavya Chitranshi4https://orcid.org/0000-0003-3044-0499Western Sydney UniversityWestern Sydney UniversityWestern Sydney UniversityWestern Sydney UniversityWestern Sydney UniversityGiven the complexities and inequities of our digitised lives, many educators are developing technology curricula with an orientation towards social justice outcomes. Our pedagogical goals are to centre issues of digital inequalities, power, and social justice in curriculum about digital technologies. To do this, we use ‘identity’ as a conceptual lens and narrative for students to critically examine digital technologies. Drawing on a duo-ethnographic method, we examine the development of our ‘Digital Identities’ curriculum over an eight-year period, which encompasses teaching practices that make visible and aim to challenge the inequalities and inequities perpetuated by digital technologies and systems. A ‘pedagogy of digital identities’, we argue, positions students to explore the implicit assumptions embedded in technological design, reflexively consider their own digital identities, practices, and experiences of power, as well as (re)consider the socio-technically (un)just implications of our digitalising society.https://www.digitalcultureandeducation.com/volume-151-papers/condie-et-al-2024identitypowerdigital technologiespedagogysocio-technical justice |
| spellingShingle | Jenna Condie Luigi Di Martino Benjamin Hanckel Thilakshi Mallawa Arachchi Bhavya Chitranshi A pedagogy of digital identities: identity as a conceptual lens for teaching socio-technical justice Digital Culture & Education identity power digital technologies pedagogy socio-technical justice |
| title | A pedagogy of digital identities: identity as a conceptual lens for teaching socio-technical justice |
| title_full | A pedagogy of digital identities: identity as a conceptual lens for teaching socio-technical justice |
| title_fullStr | A pedagogy of digital identities: identity as a conceptual lens for teaching socio-technical justice |
| title_full_unstemmed | A pedagogy of digital identities: identity as a conceptual lens for teaching socio-technical justice |
| title_short | A pedagogy of digital identities: identity as a conceptual lens for teaching socio-technical justice |
| title_sort | pedagogy of digital identities identity as a conceptual lens for teaching socio technical justice |
| topic | identity power digital technologies pedagogy socio-technical justice |
| url | https://www.digitalcultureandeducation.com/volume-151-papers/condie-et-al-2024 |
| work_keys_str_mv | AT jennacondie apedagogyofdigitalidentitiesidentityasaconceptuallensforteachingsociotechnicaljustice AT luigidimartino apedagogyofdigitalidentitiesidentityasaconceptuallensforteachingsociotechnicaljustice AT benjaminhanckel apedagogyofdigitalidentitiesidentityasaconceptuallensforteachingsociotechnicaljustice AT thilakshimallawaarachchi apedagogyofdigitalidentitiesidentityasaconceptuallensforteachingsociotechnicaljustice AT bhavyachitranshi apedagogyofdigitalidentitiesidentityasaconceptuallensforteachingsociotechnicaljustice AT jennacondie pedagogyofdigitalidentitiesidentityasaconceptuallensforteachingsociotechnicaljustice AT luigidimartino pedagogyofdigitalidentitiesidentityasaconceptuallensforteachingsociotechnicaljustice AT benjaminhanckel pedagogyofdigitalidentitiesidentityasaconceptuallensforteachingsociotechnicaljustice AT thilakshimallawaarachchi pedagogyofdigitalidentitiesidentityasaconceptuallensforteachingsociotechnicaljustice AT bhavyachitranshi pedagogyofdigitalidentitiesidentityasaconceptuallensforteachingsociotechnicaljustice |