Beyond workforce preparation
Contested Visions of 'Twenty-First Century' Education Reform
Bibliographic Data
| ID | 2932892 |
|---|---|
| Authors | E Chang (0000-0002-8242-3984, Education Department, University of California at Santa Cruz, Santa Cruz, USA, corresponding author) |
| Year | 2019 |
| Volume | 40 |
| Issue | 1 |
| Pages | 29-45 |
| Publication date | 2019-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Journal identifiers | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2018.1549702 |
| OpenAlex | W2907354528 |
| Language | EN |
| Citations received | 10 |
| References cited | 39 |
Contrary to educational policy and research assumptions about an immanent ‘twenty-first century’ future, this article uses the concept of ‘sociotechnical imaginaries’ to trace how nonprofit actors in California invented and materialized distinctive visions of educational progress. Drawing on interview and ethnographic fieldnote data, I illustrate two contrasting sociotechnical visions: A Silicon Valley vision that aimed to reduce inequalities in test-based outcomes by disseminating ‘achievement technologies’; and an Oakland vision that aspired to address systemic environmental, economic and educational inequities using ‘civic technologies’. The diversity of these futures, and the distinctive kinds of digital technologies that co-produced these visions, trouble assumptions about ‘technology’ as an unquestioned good and problematize constructions of the ‘twenty-first century’ as an ostensibly shared, democratic future. I conclude by encouraging educational researchers to clarify a politics of the ‘twenty-first century’ and explore how ‘bounded imaginaries’, like those evident in the Oakland case, offer a potentially fruitful basis for reframing global education technology policies
Cognitive reframing · Democracy · Economics · Futures contract · Management · Political science · Politics · Social science · Sociology · Sociotechnical system · Vision · Global Educational Policies and Reforms · Innovative Education and Learning Practices · Law · Teacher Education and Leadership Studies
Governing by visual shapes
Follow-ups versus snapshots
Why EdTech is always right
Edtech disruption logic and policy work
Bridging inquiry and critique
Social classification and the changing boundaries of learning. A neopragmatic perspective on social sorting in digital education
Google and the end of the teacher? How a figuration of the teacher is produced through an ed-tech discourse
The new natural? Authenticity and the naturalization of educational technologies
Researching as a critical secretary
Beyond workforce preparation
Closing the Opportunity Gap
The Coding Manual for Qualitative Researchers
Sociomaterial Practices
Our Impoverished View of Educational Research
Technological Pedagogical Content Knowledge
Ghetto Schooling
Preparing the 21st century workforce
Dreamscapes of Modernity
States of Knowledge
Silicon startup schools
Towards a radical digital citizenship in digital education
Imagining and enacting the future of the German energy transition
Selling tech to teachers
Who Will We Be in Cyberspace
The Economic Effect of Education in an Information Technology–Penetrating Economy
The Learning Society, the Unfinished Cosmopolitan, and Governing Education, Public Health and Crime Prevention at the Beginning of the Twenty‐First Century
The everyday lives of energy transitions
From the Achievement Gap to the Education Debt
Bioenergy Futures
Beyond workforce preparation
User or student
Nostalgia, the Future, and the Past as Pedagogical Technologies
The Imaginary
| Unique citing works | 10 |
|---|---|
| Citations per year | 1,43 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |