Educating for Democracy in the Digital Age

Sefton-Green, Julian 2021, Educating for Democracy in the Digital Age. In Noblit, George W. and Neikirk, Joseph R. (ed), Oxford Research Encyclopedia of Education, Oxford University Press, Oxford, Eng., doi: 10.1093/acrefore/9780190264093.013.1005.

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Title Educating for Democracy in the Digital Age
Author(s) Sefton-Green, JulianORCID iD for Sefton-Green, Julian
Title of book Oxford Research Encyclopedia of Education
Editor(s) Noblit, George W.
Neikirk, Joseph R.
Publication date 2021
Series Oxford Research Encyclopedia
Total pages 19
Publisher Oxford University Press
Place of Publication Oxford, Eng.
Keyword(s) dataveillance
digital technology
participatory politics
Summary Digital technologies pose a threat to the post-Deweyian visions of how schools educate for democracy and civic participation at a number of levels. The datafication of interpersonal interactions (as the private individual self is surveilled and commodified by supra-national global technology companies) has enormous consequences for what we want young people to learn and how they ought to behave as citizens in the reconfigured power relations between the individual, the state, and the market. Indeed, questions surrounding what it means to be a citizen and what comprises the new polis in a digitalized global economy have created a distinct new challenge for the purposes of education.

The digital reconfigures the nature of agency, understood as being an intrinsic right of the liberal individual person. In addition there are political dangers for democracy, for these technologies can be mobilized and exploited as the neoliberal state fragments and loses regulatory authority (exemplified by the Cambridge Analytica and “fake news” fiasco). At the same time, the accepted paradigms of the civic, juridical, and identitarian self that traditionally comprised the democratic “citizen” are being rewritten as changing privacy practices reconfigure these models of identity.

What vision of educating for democracy is necessary in the early 21st century? One answer has been to focus on “critical pedagogy,” but that model of educating for full participation in democracy needs to be reworked for the digital age—especially in terms of how schools themselves need to develop an institutional and communal form of digital-social life.

Edition Digital
Language eng
DOI 10.1093/acrefore/9780190264093.013.1005
Indigenous content off
Field of Research 160809 Sociology of Education
Socio Economic Objective 939903 Equity and Access to Education
950204 The Media
HERDC Research category B1 Book chapter
Copyright notice ©2020, Oxford University Press
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