Technopedagogies of mass-individualization: correspondence education in the mid twentieth century
2008 (English)In: History & Technology, ISSN 0734-1512, E-ISSN 1477-2620, Vol. 24, no 3, 239-253 p.Article in journal (Refereed) Published
This article is about how technology and pedagogy is co-produced in correspondence education. Theoretically the article departs from post-Foucauldian studies of materiality, and uses the concept of dispositif to construct a framework that is inspired by Foucault, Deleuze, and Actor-Network Theory. Empirically, the article treats how the tension between educational thought on progressive individualism, scientific thinking, and automation was coproduced with technical artifacts in correspondence education during the 1930s, 1940s and 1950s. The author shows how this co-production led to a specific mode of organizing correspondence education that tried to accomplish individualization on an industrial basis, and that this mass-individualization built on a pedagogy of testing, recording, classification, and differentiation. In conclusion the article discusses how mass-individualization can be seen as an epitome of educational modernity-s aspiration for equality of educational opportunity and progressive thoughts on individually tailored education. Furthermore the author shows that the dispositif of mass-individualization is closely associated to today-s educational technology, and how today-s educational technology embodies the tension in mass-individualization.
Place, publisher, year, edition, pages
2008. Vol. 24, no 3, 239-253 p.
distance education, educational technology, history, technopedagogy, mass-individualization, dispositif, co-production
Social Sciences Interdisciplinary Social Sciences Educational Sciences History of Technology History
IdentifiersURN: urn:nbn:se:liu:diva-42269DOI: 10.1080/07341510801900318Local ID: 62253OAI: oai:DiVA.org:liu-42269DiVA: diva2:263125