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Any bodies out there? : Educating the posthuman

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Budd, YT (2009) Any bodies out there? : Educating the posthuman. PhD thesis, University of Tasmania.

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Abstract

This study investigates the relationship between literacy, information and
communication technologies (ICT), and pedagogy. As literacy and ICT are currently
promoted as key elements of educational reform (Knobel & Lankshear, 1997;
O'Rourke, 2003) this research examines the effects of new literacies, which are
developing around digital technologies (Lankshear & Knobel, 1998), on pre-service
teachers' pedagogies. The research acknowledges the cultural and political context in
which new technologies are embedded (Wajcman, 1991), and theorises the
epistemological and ontological implications of new patterns of practice, purpose and
production in education (Lankshear, Peters & Knobel, 2000).
The thesis is informed by feminist, poststructuralist and posthuman theories, which
problematise the presumed neutrality of language and technology, and provide a new
lens through which issues of agency, identity, access and equity in education can be
examined. A qualitative, combined methods approach, incorporating constructivist
grounded theory (Charmaz 2000, 2006) and Foucauldian discourse analysis (Carabine,
2001; Foucault, 1972), examines how knowledge about new technologies for teaching
and learning is produced and to what effect. Analysis focuses predominantly on preservice
teachers' discussions of their experiences with computers in the classroom and
their reflections on an ICT case study. The findings discuss the relationship between literacy, technology and pedagogy in
terms of the ways in which ICT literacies in education establish new networks of
power, which undermine pre-service teachers' efforts to develop critical and inclusive
pedagogies. The thesis argues that new language practices around computer use
signify epistemic shifts (Kress, 2000) that redefine concepts such as human potential
and progress through a rewriting of the boundaries between bodies and technologies.
Accordingly, the findings provide an account of the complex and contradictory
teaching identities constructed at the nexus of contesting knowledge frameworks, as
pre-service teachers find themselves accountable for the discrepancies between the
ideals and realities of ICT in education.

Item Type: Thesis (PhD)
Copyright Information:

Copyright 2009 the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).

Additional Information:

Thesis (Ph.D)--University of Tasmania, 2009. Includes bibliographical references

Date Deposited: 25 Nov 2014 00:57
Last Modified: 11 Apr 2017 02:36
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