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Ubiquitous computing, digital failure and citizenship learning in Swedish popular education
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. (Vuxenpedagogik och folkbildning)
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-9916-8705
2015 (English)In: Citizenship Teaching and Learning, ISSN 1751-1917, E-ISSN 1751-1925, Vol. 10, no 2, p. 127-141Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
2015. Vol. 10, no 2, p. 127-141
Keywords [en]
citizenship, citizenship education, adult learning, new media, folk high schools, popular education
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-115923DOI: 10.1386/ctl.10.2.123_1OAI: oai:DiVA.org:liu-115923DiVA, id: diva2:797516
Projects
Adult students citizenship discourses within and beyond the curriculumAvailable from: 2015-03-24 Created: 2015-03-24 Last updated: 2019-09-16Bibliographically approved
In thesis
1. Educational imaginaries: a genealogy of the digital citizen
Open this publication in new window or tab >>Educational imaginaries: a genealogy of the digital citizen
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2019. p. 159
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 214
Keywords
Popular education; non-formal adult education; computer policy; computer history; educational history; educational imaginaries; digital citizenship; problematizations; genealogy, Folkbildning; datapolitik; utbildningshistoria; datorhistoria; sociotekniska föreställningar; digitalt medborgarskap; problematiseringar; genealogi
National Category
Didactics History of Ideas Human Aspects of ICT Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-154017 (URN)10.3384/diss.diva-154017 (DOI)9789176851586 (ISBN)
Public defence
2019-01-11, I:101, Hus I, Campus Valla, Linköping, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2019-01-23 Created: 2019-01-23 Last updated: 2019-10-09Bibliographically approved

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Rahm, LinaFejes, Andreas

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