Feminisms, technologies and learning: continuities and contestations

Atenas, Javiera; Beetham, Helen; Bell, Frances; Cronin, Catherine; Henry, Jade Vu; Walji, Sukaina

doi:10.1080/17439884.2022.2041830

Cited by 14 publications

(7 citation statements)

References 39 publications

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“…This also suggests recognition of the inherent entanglement that can serve to detract from or reinforce existing inequalities, injustices and patterns of oppression. Atenas et al (2022) The entanglement of technology and power is an ongoing area of examination and has many implications for the lives of billions of people. Although studies conducted to understand this entanglement are important generally, the urgency of examination is exacerbated when explored in the context of vulnerable communities.…”

Section: Discussionmentioning

confidence: 99%

“…This also suggests recognition of the inherent entanglement that can serve to detract from or reinforce existing inequalities, injustices and patterns of oppression. Atenas et al. (2022) capture this sentiment:[…] technology is not neutral but designed and used in contexts that are already structured by inequalities and exclusions, by forces of power and privilege and tending – without committed interventions – to reproduce them (p. 1).…”

Section: Discussionmentioning

confidence: 99%

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A feminist-affordance lens: examining the power outcomes of the actualization of smartphone affordances

Salamoun

Karam²,

Abdallah³

2022

ITP

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PurposeThe authors explore the entanglement of smartphone technology and power in this paper. This paper explores the following question: In what ways does the actualization of smartphone affordances result in empowering outcomes (i.e. increase or reduce oppression) in the daily lives of refugees? Leveraging both affordance and feminist theories, the authors develop a hybrid lens bringing attention to the contextualized relationship between social process goals and affordances for sociality, upon which the authors introduce the notion of “goal-affordance interrelations”. The authors then trace how the actualization of these interrelations increases or reduces oppression.Design/methodology/approachUsing an abductive approach, the authors analyze 32 semi-structured interview transcriptions conducted with Syrian refugees in Lebanon.FindingsThe analysis in this study reveals four categories of social process goals (meet financial needs, satisfy security needs, communicate and learn and maintain pre-existing social ties) that are intimate components of contextually meaningful affordances. When actualized, the goal–affordance interrelations fundamentally shape refugee experiences of power outcomes. The findings suggest forms of empowerment where powerlessness, marginalization, violence and exploitation are perceived to be reduced. Actualization outcomes are also found to increase perceived oppression. Additionally, the findings reveal that not all interrelations are actualized, such that the anticipation of an oppressive power outcome may limit the actualization of affordances for sociality.Originality/valueThis research raises considerations concerning technology and oppression, and that efforts to empower refugees through technology should critically question whether the lived experiences of oppression will be reduced. The findings of this study reveal various forms of less empowering (i.e. oppressive) outcomes for the refugees sampled, they also point to the potential politicization of the actualization of goal–affordance interrelations.

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Section: Discussionmentioning

confidence: 99%

“…This also suggests recognition of the inherent entanglement that can serve to detract from or reinforce existing inequalities, injustices and patterns of oppression. Atenas et al. (2022) capture this sentiment:[…] technology is not neutral but designed and used in contexts that are already structured by inequalities and exclusions, by forces of power and privilege and tending – without committed interventions – to reproduce them (p. 1).…”

Section: Discussionmentioning

confidence: 99%

A feminist-affordance lens: examining the power outcomes of the actualization of smartphone affordances

Salamoun

Karam²,

Abdallah³

2022

ITP

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“…Under the new conditions after the Covid-19 pandemic, there are many potential struggles and challenges that emerged in adult education. For example, the digital divide became more apparent as many adult learners lacked access to reliable internet, appropriate devices, and digital literacy skills, hindering their participation in online learning (Atenas et. al., 2022;Sanders & Scanlon, 2021).…”

Section: Struggles and Challenges In Adult Education In The New Eramentioning

confidence: 99%

“…For example, the digital divide became more apparent as many adult learners lacked access to reliable internet, appropriate devices, and digital literacy skills, hindering their participation in online learning (Atenas et. al., 2022; Sanders & Scanlon, 2021). The notion of the digital divide presents significant inequities in terms of who accesses and benefits from the digital landscape (Fang, et.…”

Section: Struggles and Challenges In Adult Education In The New Eramentioning

confidence: 99%

Transforming adult education through critical feminist theory: Towards a critical consciousness learning model

Zhu

2023

New Dir Adult Contin Educ

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In this conceptual paper, I delve into the urgent necessity of reshaping adult education and advocate for the adoption of critical feminist theory as a foundational framework for the examination of adult education. Based on the theories of adult education and critical feminist theory, I argue that a critical feminist lens could help educators better support adult learners from diverse backgrounds and spark meaningful social change. Building on principles of ideology, consciousness, and standpoint from critical feminist theory, I propose a critical consciousness learning (CCL) model that challenges existing assumptions and inspires innovative research and practice. Ultimately, my objective is to empower adult educators to reimagine the landscape of adult education in a manner that champions principles of equity, inclusivity, and transformative learning, thereby ushering in a new era of adult education.

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“…No necesitan al mundo análogo para crear significados. A su vez, los ámbitos virtuales son parte de entramados sociales y culturales específicos, es decir, no son neutrales y en ellos se vuelcan y recrean las desigualdades e imaginarios sociales (Atenas et al, 2022;Wajcman, 2010). Una mirada sobre la calidad de estos entornos debería intentar traducir las categorías clásicas a modelos que dialoguen con ambas premisas, así como crear nuevas categorías.…”

Section: Educación Superior Onlineunclassified

Conceptos claves para la calidad de la educación superior online

Sepúlveda-Parrini,

Pineda-Herrero,

Valdivia-Vizarreta

2023

RIED

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Este estudio tiene por objetivo conceptualizar la calidad de educación superior online (ESOL) desde el punto de vista de diferentes agentes partícipes de la modalidad. Para ello, pedimos a estudiantes (n=3.152), docentes (n=727) e informantes (n=50) de 18 instituciones de educación superior (IES) en Chile con carreras de grado en modalidad online, que señalaran los conceptos que asocian a una ESOL de calidad. A través de una metodología cualitativa que combina métodos deductivos e inductivos y lexicometría, analizamos los datos recogidos a través de cuestionarios y entrevistas. Los hallazgos de este estudio muestran como en la ESOL coexiste una visión tradicional sobre la calidad educativa a través de conceptos vinculados al “perfil de egreso”, la “estandarización” y la “acreditación”, con perspectivas emergentes que refuerzan las particularidades de la educación online, reflejadas en conceptos como la conciliación, el diseño pedagógico, la equidad, el valor de la tecnología, el acompañamiento institucional o las cualidades individuales. Destaca que la “flexibilidad” y el “aprendizaje” son los conceptos más mencionados por estudiantes y docentes respectivamente. Este artículo aporta nuevas categorías para conceptualizar la calidad de la ESOL, al incorporar elementos propios de la formación de personas adultas y de la virtualidad como parte de sus significados. Plantear la calidad educativa de forma contextual y desde un enfoque de equidad es parte de los desafíos de una modalidad en continuo crecimiento y con enorme potencial en el marco de la sociedad digital global.

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Feminisms, technologies and learning: continuities and contestations

Cited by 14 publications

References 39 publications

A feminist-affordance lens: examining the power outcomes of the actualization of smartphone affordances

A feminist-affordance lens: examining the power outcomes of the actualization of smartphone affordances

Transforming adult education through critical feminist theory: Towards a critical consciousness learning model

Conceptos claves para la calidad de la educación superior online

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