Ferrante, Patricia and Williams, Federico and Büchner, Felix and Kiesewetter, Svea and Chitsauko Muyambi, Godfrey and Uleanya, Chinaza and Utterberg Modén, Marie (2024) In/equalities in digital education policy: sociotechnical imaginaries from three world regions. Learning, media & technology, 49 (1). pp. 122-132. ISSN 1743-9884 - 1743-9892


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Official URL: http://dx.doi.org/10.1080/17439884.2023.2237870


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.

Item Type: Article
Divisions: School of Educational and Social Sciences > Department of Educational Sciences
Date Deposited: 27 Mar 2024 10:34
Last Modified: 27 Mar 2024 10:34
URI: https://oops.uni-oldenburg.de/id/eprint/6201
URN: urn:nbn:de:gbv:715-oops-62823
DOI: 10.1080/17439884.2023.2237870

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