Creating sustainable Posthuman Adaptive Learning environments for pregnant teenagers
Bibliographic Data
| ID | 12330549 |
|---|---|
| Authors | Makeresemese Rosy Qhosola (0000-0002-0543-1948, corresponding author), Sechaba Mahlomaholo (0000-0002-6811-1626) |
| Year | 2022 |
| Volume | 36 |
| Issue | 1 |
| Pages | 54-64 |
| Publication date | 2022-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Agenda (JOURNAL) |
| Journal identifiers | ISSN: 1013-0950 • E-ISSN: 2158-978X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10130950.2021.2024078 |
| OpenAlex | W4210257802 |
| Language | EN |
| References cited | 45 |
Posthuman theorisation provides us with the conceptual tools to analyse and to understand how sustainable learning environments (SuLE) are created through adaptive learning (AL) as a form of artificial intelligence (AI) and as an aspect of a broader collective of relationalities. In this study our focus is on how pregnant teenagers relate to the curriculum, one another, other learners, parents, teachers, schools, communities, and non-human and more-than-human entities as they learn. Their condition currently makes them vulnerable and places them in less powerful positions to influence their learning in ways that align with their abilities and modes of being. The Posthumanist lens assists moves away from socialised gender, racial or generally underclass categories and dispositions. It enables us to situate pregnant teenagers’ feminine subjectivities beyond Humanism’s representations of this demographic as bearing-stigma, facing exclusion and marginalisation. This mode of seeing enables the possibility of re/imagining the pregnant teenager’s experiences through modes of being in which participation in networks and collaborations through adaptive learning, among others, draw on pedagogic technologies of change. We argue for a dissolving of Humanist barriers that define, stigmatise and burden the pregnant teenagers as they are fully integrated in their relationalities as learners in AI learning networks. Access to AL and similar software and gadgets need to be massified and opened up for use by all, irrespective of gender, socio-economic status, religion or any marginalising marker
Curriculum · Humanism · Pedagogy · Political science · Posthuman · Posthumanism · Sociology · Underclass · Children's Rights and Participation · Computer Science · Digital Education and Society · Posthumanist Ethics and Activism · Psychology · Social Psychology · Artificial Intelligence
Malleable, Digital, and Posthuman
AI-enabled adaptive learning systems
The development of adolescent self‐regulation
Immersive virtual reality as a pedagogical tool in education
Null
Risk Factors and Effects of the Morbus
Constructing a Design Framework and Pedagogical Approach for Adaptive Learning in Higher Education
A Retrospective on Teenage Pregnancy in Poland
Post-Celtic Tiger Ireland and Contemporary Women’s Writing
Factors Contributing to Teenage Pregnancy in South Africa
Understanding Teenage Motherhood through Feminist Research
On difference and doubt as tools for critical engagement with public health
South African teachers' responses to teenage pregnancy and teenage mothers in schools
Is the post-human a post-woman? Cyborgs, robots, artificial intelligence and the futures of gender
Intervention and Statebuilding Beyond the Human
One ghost, two shells
The chalice (or, how to occult yourself, gender-wise)
Mind Over Matter
Ontological Entanglements, Agency and Ethics in International Relations
| Highly cited | No |
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