Introduction
With the increasing uptake of digital technologies in many facets of education, perspectives from the study of technology and culture have proved to be rich and productive ways of understanding the qualities and trajectories of this emerging area. Nevertheless, such cultural concerns remain largely on the fringes of educational practice and research, which has tended to focus exclusively on the idea of a developing human subject (Usher and Edwards 1994). This grounding in humanism has tended to overlook the influence of culture and technology on education, privileging instead orthodox ideas such as universalism (that all humans are essentially the same), autonomy (that we are capable of independent thought and action), and rational progress (that reasoned thinking, as the goal of education, drives human development). This deep-seated relationship to humanism has structured the contemporary project of education around the idea of largely uniform individuals, who are...
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Knox, J. (2015). Critical Education and Digital Cultures. In: Peters, M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-532-7_124-1
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DOI: https://doi.org/10.1007/978-981-287-532-7_124-1
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