Digital Education Colonized by Design: Curriculum Reimagined
Education Sciences, ISSN: 2227-7102, Vol: 13, Issue: 9
2023
- 5Citations
- 32Captures
- 1Mentions
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Article Description
This paper enlists Paulo Freire’s work to explore the interplay between technology and pedagogy from a decolonial approach, thus stressing the importance of adopting a critical stance to the facilitation of digital education experiences. It starts by denouncing digital education as entrapped in digital capitalism, contending how curricular practices are likely to be subjugated to technological function. Through such a conceptual lens, digital curriculum design is explored from a perspective of learning solidarity, aiming to disrupt the instrumentalization of education and creating educational experiences that cater for a humanizing process of education. The paper aims to contribute with ideas towards a framework of critical digital education, deeming the interactive and creative side of technologies as well as the socio-affective dimension of education crucial to the decolonization of different ways of (curricular) knowing.
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