Abstract

The work of philosopher Jacques Rancière is used conceptually and methodologically to frame an exploration of the driving interests in educational technology policy and the sanctioning of particular discursive constructions of pedagogy that result. In line with Rancière's thinking, the starting point for this analysis is that of equality--that people are legally, morally, intellectually, and in their everyday practices discursively equal. The use of Rancière's concepts, "demos," "police," and "politics," to analyse three educational technology policies internationally shows that teachers are positioned within these policies as discursively unequal, and as intellectually inferior, not only in terms of technology expertise, but crucially as pedagogues. This positioning has important implications for teachers and teacher education. Teachers are capable of recognising and critiquing inequality, and this article makes a case for an act of "politics" that aims to reconfigure allocated identities and power imbalances in the educational technology order.

Citation

Orlando, J. (2014). Educational Technology: A Presupposition of Equality?. Asia-Pacific Journal of Teacher Education, 42(4), 347-362. Retrieved August 11, 2024 from https://www.learntechlib.org/p/155169/.

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• Democracy
• Educational Philosophy
• educational technology
• Equal Education
• Foreign Countries
• Political Influences
• Teacher Role
• teachers