University of Twente Student Theses
Pedagogy of the digitally oppressed: An analysis of e-learning from a philosophy of technology perspective.
Valenzuela, Samantha (2018) Pedagogy of the digitally oppressed: An analysis of e-learning from a philosophy of technology perspective.
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| Abstract: | The purpose of this thesis is to investigate MOOCs beyond neutral perspectives. The promises and debate around MOOCs are examined in order to understand how MOOCs shape people’s understanding of learning. The research question guiding the analysis is: What do we learn when we learn through educational technologies such as MOOCs? Drawing from concepts of Critical Pedagogy and Philosophy of Technology, the structure of learning through MOOCs is analyzed. The theoretical frameworks of Paulo Freire serve to problematize educational models that equate learning with transferring of information. On examining the educational models in MOOCs through a Freirean analysis, oppressive structures are revealed. Therefore, in this thesis it is argued that educational technologies can become new forms of oppression that often are not acknowledged as such, perhaps because they are obscured by technological enthusiasm and innovation narratives discussed in the media. Digital oppression is conceptualized as the technologically-mediated processes where oppressor-oppressed relationships take place. In order to further grasp how digital oppression can occur through educational technologies, the philosophy of technology perspectives of Byung-Chul Han and Nolen Gertz are discussed. The result of the analysis suggests that oppressive models should not be replicated in educational technologies. There is a need for continuous investigations about educational technologies through approaches that can lead to the development of transformative practices. Critical pedagogy and philosophy of technology invites us to reflect beyond the technological enthusiasm around technologies and reveal new perspectives that allow stakeholders to further reflect, inquire, and govern the learning environments of the future. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 08 philosophy |
| Programme: | Philosophy of Science, Technology and Society MSc (60024) |
| Link to this item: | https://purl.utwente.nl/essays/76035 |
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