{"title":"超越全球技术理性的教育:跨国学习、交流机构和新殖民主义伦理","authors":"Nicholas Palmer, Harsha Chandir","doi":"10.1177/09732586231206651","DOIUrl":null,"url":null,"abstract":"The marriage of twenty-first-century horizons of technology and the global ideal constitutes techno-global rationality as it reflects contemporary impulses, frames and teleologies. Fast-paced automation, the importance of cosmopolitanism and the colonial legacy have come to dominate educational discourse and drive calls for streamlined educative practice. Although such efficiency models empower a transactional/linear mode of teaching and learning, they do little to privilege integrative voices, deliberation and intersubjective care found in global citizenship education (GCE) definitions. We argue such rationality has exacerbated a neo-colonial ethic that promulgates economic, political and cultural pressure to control and narrow otherwise diverse learning opportunities. Drawing from recent research into technology and GCE in two International Baccalaureate international schools, we note the importance of communicative outreach and agency in diversity. We also highlight the distorting effects of hyper-rationalised neo-colonial interpretations of global agency. This article will interest those seeking to develop global educational policy and practice along with revitalising interpretations of technology integration.","PeriodicalId":43888,"journal":{"name":"Journal of Creative Communications","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Education Beyond Techno-global Rationality: Transnational Learning, Communicative Agency and the Neo-colonial Ethic\",\"authors\":\"Nicholas Palmer, Harsha Chandir\",\"doi\":\"10.1177/09732586231206651\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The marriage of twenty-first-century horizons of technology and the global ideal constitutes techno-global rationality as it reflects contemporary impulses, frames and teleologies. Fast-paced automation, the importance of cosmopolitanism and the colonial legacy have come to dominate educational discourse and drive calls for streamlined educative practice. Although such efficiency models empower a transactional/linear mode of teaching and learning, they do little to privilege integrative voices, deliberation and intersubjective care found in global citizenship education (GCE) definitions. We argue such rationality has exacerbated a neo-colonial ethic that promulgates economic, political and cultural pressure to control and narrow otherwise diverse learning opportunities. Drawing from recent research into technology and GCE in two International Baccalaureate international schools, we note the importance of communicative outreach and agency in diversity. We also highlight the distorting effects of hyper-rationalised neo-colonial interpretations of global agency. This article will interest those seeking to develop global educational policy and practice along with revitalising interpretations of technology integration.\",\"PeriodicalId\":43888,\"journal\":{\"name\":\"Journal of Creative Communications\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-11-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Creative Communications\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/09732586231206651\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"COMMUNICATION\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Creative Communications","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/09732586231206651","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"COMMUNICATION","Score":null,"Total":0}
Education Beyond Techno-global Rationality: Transnational Learning, Communicative Agency and the Neo-colonial Ethic
The marriage of twenty-first-century horizons of technology and the global ideal constitutes techno-global rationality as it reflects contemporary impulses, frames and teleologies. Fast-paced automation, the importance of cosmopolitanism and the colonial legacy have come to dominate educational discourse and drive calls for streamlined educative practice. Although such efficiency models empower a transactional/linear mode of teaching and learning, they do little to privilege integrative voices, deliberation and intersubjective care found in global citizenship education (GCE) definitions. We argue such rationality has exacerbated a neo-colonial ethic that promulgates economic, political and cultural pressure to control and narrow otherwise diverse learning opportunities. Drawing from recent research into technology and GCE in two International Baccalaureate international schools, we note the importance of communicative outreach and agency in diversity. We also highlight the distorting effects of hyper-rationalised neo-colonial interpretations of global agency. This article will interest those seeking to develop global educational policy and practice along with revitalising interpretations of technology integration.
期刊介绍:
The Journal of Creative Communications promotes inquiry into contemporary communication issues within wider social, economic, marketing, cultural, technological and management contexts, and provides a forum for the discussion of theoretical and practical insights emerging from such inquiry. The journal encourages a new language of analysis for contemporary communications research and publishes articles dealing with innovative and alternate ways of doing research that push the frontiers of conceptual dialogue in communication theory and practice. The journal engages with a wide range of issues and themes in the areas of cultural studies, digital media, media studies, technoculture, marketing communication, organizational communication, communication management, mass and new media, and development communication, among others. JOCC is a double blind peer reviewed journal.