Un-/Re-making educational digitalization

Exploring the affirmative dimension of CDA through the discursive repertoires of art and museum education

Bibliographic Data

ID11229403
AuthorsSara Pastore (University Federico II, corresponding author)
Year2025
Pages1-14
Publication date2025-11-06
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueDiscourse Studies in the Cultural Politics of Education (JOURNAL)
Journal identifiersISSN: 0159-6306 • E-ISSN: 1469-3739
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/01596306.2025.2577102
OpenAlexW4415982667
LanguageEN
References cited31

As educational digitalization increasingly contributes to a functionalist and competitive reframing of education (Giroux, Citation2011; Komljenovic & Williamson, Citation2023; Peters & Jandrić, Citation2018), in this article I address this tendency discursively, holding attention to the appreciation of discourses as productive of social realities. First, building on literature and through CDA I disentangle the values and imperatives which animate the contemporary prescriptive discourse of digital education, focusing on how digital learners and learning are discursively shaped through the mobilisation of digital technologies’ material affordances. Second, with this analysis as a background and acknowledging the contested nature of any field of discursive production, I carry on an exercise of affirmative critique. I tap into art and museum education as potential discursive repertoires to reimagine how we think about, and therefore enact, digital education. To do that, I present two case studies as empirical entry points into such discussion, reflecting on how they unsettle some premises and assumptions regarding digital learners and learning

Critical theory · Ethnography · Higher education · Museum education · Power structure · Racial bias · Visual arts education · Art Education and Development · Digital Education and Society · Literacy, Media, and Education

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