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Educational imaginaries: a genealogy of the digital citizen
Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och vuxnas lärande. Linköpings universitet, Utbildningsvetenskap.
2019 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

This thesis makes use of a genealogical approach to map out and explainhow and why computers and citizenship have become so closely connected.It examines the historical continuities and disruptions, and the role thatpopular education has played in this interrelation. Drawing on previousresearch in the overlap between Swedish popular education history andhistorical computer politics, this thesis adds knowledge about howimaginaries of popular education, operating as silver bullet solutions toproblems with computerization, have had important functions as governingtools for at least 70 years. That is, Swedish popular education has since the1950s been imagined as a central solution to problems with computerization,but also to realize the societal potentials associated with computers.

Specifically, this thesis makes two contributions: 1) Empirically, the thesisunearths archived, and in many ways forgotten, discourses around thehistorical enactment of the digital citizen, and the role of popular education,questioning assumptions that are taken for granted in current times; 2)Theoretically, the thesis proposes a conceptual model of educationalimaginaries, and specifically introduces the notion (and method) of‘problematizations’ into these imaginaries.

Abstract [sv]

Denna avhandling använder sig av ett genealogiskt tillvägagångssätt för att kartlägga och förklara hur och varför datorer och medborgarskap har kommit att bli så tätt sammankopplade och vilken funktion folkbildning har och har haft i denna relation. Avhandlingen undersöker historiska kontinuiteter och avbrott i perioden från 1950-talet till 2010-talet. Genom att bygga vidare på tidigare forskning i överlappningen mellan svensk folkbildningshistoria och historisk datapolitik bidrar avhandlingen med kunskap om hur folkbildning, och föreställningar om folkbildning, fungerat som en historisk och nutida universallösning, dels för att söka förekomma förutsedda problem med datorisering, men också för att realisera samhälleliga förhoppningar förknippade med den samma.

Avhandlingens bidrag är dubbelt: 1) Empiriskt lyfter avhandlingen fram arkiverade och, på många sätt, bortglömda diskurser och folkbildningssatsningar kring datorisering och medborgarskap, samt påvisar dessas relevans för nutida föreställningar om den digitala medborgaren. 2) Teoretisk föreslår avhandlingen en konceptuell modell över framtidsföreställningar kring utbildning, samt introducerar specifikt begreppet (och metoden) ’problematisering’ i dessa föreställningar.

sted, utgiver, år, opplag, sider
Linköping: Linköping University Electronic Press, 2019. , s. 159
Serie
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 214
Emneord [en]
Popular education; non-formal adult education; computer policy; computer history; educational history; educational imaginaries; digital citizenship; problematizations; genealogy
Emneord [sv]
Folkbildning; datapolitik; utbildningshistoria; datorhistoria; sociotekniska föreställningar; digitalt medborgarskap; problematiseringar; genealogi
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-154017DOI: 10.3384/diss.diva-154017ISBN: 9789176851586 (tryckt)OAI: oai:DiVA.org:liu-154017DiVA, id: diva2:1281888
Disputas
2019-01-11, I:101, Hus I, Campus Valla, Linköping, 13:00 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2019-01-23 Laget: 2019-01-23 Sist oppdatert: 2019-01-23bibliografisk kontrollert
Delarbeid
1. Ubiquitous computing, digital failure and citizenship learning in Swedish popular education
Åpne denne publikasjonen i ny fane eller vindu >>Ubiquitous computing, digital failure and citizenship learning in Swedish popular education
2015 (engelsk)Inngår i: Citizenship Teaching and Learning, ISSN 1751-1917, E-ISSN 1751-1925, Vol. 10, nr 2, s. 127-141Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

How do adult students enact citizenship, and what discursive and material conditions make certain enactments more or less possible? This article draws on 37 interviews with adult students at Swedish Folk High Schools and focuses on the everyday material-discursive enactments of interactive media in adult students’ statements about citizenship. Drawing on a post-constructional perspective, the analysis illustrates how students’ statements about citizenship are made possible by ever-present media technologies and the associated practices of ‘living in media’. Students’ statements continuously reiterate how notions of citizenship are entangled with the Internet (and other new media). However, while new media are deeply embedded in the everyday lives of citizens and enables important citizenship enactments, they are also a source of discomfort, giving rise to ambiguous statements. These double-edged statements refer on the one hand to negative implications on physical health, distraction from important tasks and an over-reliance on the Internet as an everyday need, and on the other hand to improved access to information, convivial communities and empowered citizenship.

Emneord
citizenship, citizenship education, adult learning, new media, folk high schools, popular education
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-115923 (URN)10.1386/ctl.10.2.123_1 (DOI)
Prosjekter
Adult students citizenship discourses within and beyond the curriculum
Tilgjengelig fra: 2015-03-24 Laget: 2015-03-24 Sist oppdatert: 2019-01-23bibliografisk kontrollert
2. Popular education and the digital citizen: a genealogical analysis
Åpne denne publikasjonen i ny fane eller vindu >>Popular education and the digital citizen: a genealogical analysis
2017 (engelsk)Inngår i: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 8, nr 1, s. 21-36, artikkel-id rela9113Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper historicises and problematises the concept of the digital citizen and how it is constructed in Sweden today. Specifically, it examines the role of popular education in such an entanglement. It makes use of a genealogical analysis to produce a critical ‘history of the present’ by mapping out the debates and controversies around the emergence of the digital citizen in the 1970s and 1980s, and following to its manifestations in contemporary debates. This article argues that free and voluntary adult education (popular education) is and has been fundamental in efforts to construe the digital citizen. A central argument of the paper is that popular education aiming for digital inclusion is not a 21st century phenomenon; it actually commenced in the 1970s. However, this digitisation of citizens has also changed focus dramatically since the 1970s. During the 1970s, computers and computerisation were described as disconcerting, and as requiring popular education in order to counter the risk of the technology “running wild”. In current discourses, digitalisation is constructed in a non-ideological and post-political way. These post-political tendencies of today can be referred to as a post-digital present where computers have become so ordinary, domesticized and ubiquitous in everyday life that they are thereby also beyond criticism

sted, utgiver, år, opplag, sider
Linköping: Linköping University Electronic Press, 2017
Emneord
digitalisation; computerisation; adult education; popular education; genealogy; data politics; algorithmic politics
HSV kategori
Identifikatorer
urn:nbn:se:liu:diva-136289 (URN)10.3384/rela.2000-7426.rela9113 (DOI)
Tilgjengelig fra: 2017-04-06 Laget: 2017-04-06 Sist oppdatert: 2019-01-23bibliografisk kontrollert

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