Rethinking inclusive (digital) education: lessons from the pandemic to reconceptualise inclusion through convivial technologies

The COVID-19 pandemic and the move to remote education exposed old and new inequities, yet it also represented anopportunity to rethink inclusive education. This paper presents findings from a one-year project DIGITAL in a time of Coronavirus anddraws upon policy analysis and interviews with teacher...

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Published inJournal of educational media : the journal of the Educational Television Association Vol. 49; no. 2; pp. 244 - 258
Main Authors Peruzzo, Francesca, Allan, Julie
Format Journal Article
LanguageEnglish
Published Basingstoke Routledge 02.04.2024
Taylor & Francis Ltd
Subjects
assemblage theory
COVID-19
decolonial and inclusive education
Decolonization
Educational technology
Inclusive education
Neoliberalism
Policy analysis
technologies
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Summary:The COVID-19 pandemic and the move to remote education exposed old and new inequities, yet it also represented anopportunity to rethink inclusive education. This paper presents findings from a one-year project DIGITAL in a time of Coronavirus anddraws upon policy analysis and interviews with teachers, principals, and community leaders from six countries in the Global North andSouth (Italy, England, Malaysia, Australia, United States and Chile). By mobilising education assemblage theory to challenge binarydivisions (included/excluded, modern/colonial, local/global), it presents five concepts to rethink inclusion and its relationship withtechnologies. It illustrates how during the pandemic alternative entanglements of digital and non-digital technologies challengednarrow and Eurocentric constructions of the digital divide enabling inclusive subjective experiences. Drawing upon local possibilitiesand histories, re-habilitating non-scientific knowledges, especially in view of future experiences of blended education, the paper seeksto provide policy tools to rethink current understandings of inclusive education.
ISSN:1743-9884
1743-9892
DOI:10.1080/17439884.2022.2131817